2009 new jersey curriculum project aligned to the 2009 new jersey core · pdf...

2009 New Jersey Curriculum ProjectAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: English Language Arts

Course Title: English Language Arts Grade Level:6

Unit 1: Growing Up Pacing Guide – Click Here

Unit 2: Folklore: A Blast from the Past Pacing Guide – Click Here

Unit 3: Embracing Heritage Pacing Guide – Click Here

Unit 4: Courageous Characters Pacing Guide – Click Here

Unit 5: Figure it Out Pacing Guide – Click Here

Unit 6: You’ve Got a Friend Pacing Guide – Click Here

Date Created: July 2011

Board Approved on:

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.



Introduction

When students enter middle school, they should already have a solid foundation in literature and other subject areas and should be able to read and write fluently. Students should begin sixth grade with a strong background in mythology, folktales, and fables from around the world; classic and contemporary fiction and poetry; and literary nonfiction related to historical and select science topics. They are able to write short essays in which they articulate a central idea and support it with examples from texts. In sixth grade, students take their knowledge to a new level as they begin to explore deeper and subtler themes. While reading Maniac Magee at the start of sixth grade, students consider the question “How can we learn from characters and the authors who wrote about them?” Later in the year, they study folklore, consider aspects of courage; read literature, first-hand narratives, and informational texts about heritage and immigration; learn about the elements of a mystery story; read about flying from literary, historical, and scientific perspectives; and more. Throughout the units, they study morphology and etymology, building their own dictionaries of words that they have investigated. Students write in a variety of genres, including responses to literature, reflective essays, and stories. They use graphic organizers to lay out their ideas and plan their essays. They participate in class discussion and art enrichment activities; practice reading literature expressively; and deliver presentations. By the end of sixth grade, they are ready to study literature with complex and challenging themes.




Unit 1: Growing Up


Unit Title: Growing Up

Target Course/Grade Level: Grade 6

Unit Summary This first six-week unit of sixth grade starts off the year with reflections on childhood—from literature to poetry to student experiences.

Primary interdisciplinary connections:Social Studies:

• respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons

Science:• respond to reading with appropriate text-based references to support opinions

Spanish:• listen actively

• speak clearly

Math:• respond to open-ended questions with appropriate problem-based references to support response or

solutions

21st century themes:LEARNING AND INNOVATION SKILLSCREATIVITY AND INNOVATIONCRITICAL THINKING AND PROBLEM SOLVINGCOMMUNICATION AND COLLABORATION

INFORMATION, MEDIA, AND TECHNOLOGY SKILLSINFORMATION LITERACY

LIFE AND CAREER SKILLSFLEXIBILITY AND ADAPTABILITYINITIATIVE AND SELF-DIRECTIONSOCIAL AND CROSS-CULTURAL SKILLSPRODUCTIVITY AND ACCOUNTABILITYLEADERSHIP AND RESPONSIBILITY

(For more information of the 21st Century Skills and Themes, go to http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions Document.)

Unit Rationale


http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=6&Itemid=3




The transition to middle school signifies a stage of maturation for students. It is a time that can be both exciting and frightening for students, so it is appropriate to use examples in literature to help students to adjust to the changes that they will be encountering during their sixth grade year.

Learning TargetsStandardsThe Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.

Content StatementsStudents build upon books read in fifth grade, and explore the theme of “growing up.” Students read Belle Prater’s Boy and examine the theme of leaving childhood behind. Students also read biographies of some authors to determine to what extent life experiences affect their work. After reading a description of a prequel and seeing a few examples, students attempt to write a prequel to another well-known story in order to see just how challenging writing can be. The unit ends with an open-ended reflective essay answering the essential question.CPI # Cumulative Progress Indicator (CPI)RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

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

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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.6.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive)

L.6.1.b Use intensive pronouns (e.g., myself, ourselves)

Unit Essential Questions• What can we learn from characters and the

authors who wrote about them?• How can reading help us with the

challenges of growing up?

Unit Enduring Understandings• Authors often base their characters on their

own experiences growing up, and the characters they create deal with realistic problems and issues faced by all children as they grow up and mature.

Unit Learning TargetsStudents will ...




• Read a novel and identify the universal themes associated with growing up.• Compare and contrast the text of a story to its audio version.• Research authors through biographies, autobiographies, or copies of interviews, and present

findings to the class.• Write a variety of responses to literature, poetry, and informational text.• Write a narrative.• Perform scenes from stories read for classmates.• Participate in group discussions.

Evidence of LearningSummative Assessment As a culminating assessment for this unit, students will research a familiar author, such as Jerry Spinelli or Lois Lowry, and determine to what extent the author’s experiences affected his or her characters. As part of the research report, students will read one of the novels and cite examples from the story in the report.Equipment needed:

• media center• electronic databases• independent reading books

Teacher Resources:Glencoe Literature: Level 1

http:glencoe.com/ose/ Glencoe Writer's Choice: Level 1Vocabulary Workshop: Level A

http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm

http://www.corestandards.org/the-standards/english-language-arts-standards

Formative Assessments

• spelling/vocabulary pre-tests• reading benchmark assessments• group discussion

• journal responses• grammar pretests

Lesson Plans Lesson Timeframe

Focus Area 1Reading

6 weeks

Focus Area 2Writing

6 weeks

Focus Area 3Language

6 weeks

Focus Area 4Media Literacy

6 weeks

Focus Area 5Speaking Listening

6 weeks

Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,




http://glencoe.com/ose/



none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening.

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:






Focus Area 1

Content Area: Growing Up

Lesson Title: Reading Timeframe: 6 weeks

Lesson Components

21 st Century Themes

X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy Health Literacy

21 st Century Skills

Creativity and Innovation

X Critical Thinking and Problem Solving

Communication and Collaboration

X Information Literacy

X Media Literacy ICT Literacy X Life and Career Skills

Interdisciplinary Connections:Social Studies

• Read text with purpose, and annotate for understanding• Use text appropriately as support when answering questions or supporting opinions.

Science• Read text with purpose, and annotate for understanding• Use text appropriately as support when answering questions or supporting opinions.

Math• Read and annotate word problems to aid in understanding in order to solve correctly• Use text of a word problem appropriately as support when solving or explaining how to solve a

problem.Foreign Language

• Read text and annotate, or translate, for understanding• Use text appropriately as support when answering questions or supporting opinions.

Integration of Technology: • readwritethink.org – “Literary Elements Map”• readwritethink.org – “Lights, Camera, Action: Interviewing a Book Character”• readwritethink.org – “Book Report Alternative: Creating a Childhood for a Character”• readwritethink.org – “Action Is Character: Exploring Character Traits with Adjectives”• readwritethink.org – “Roald Dahl was born on this day in 1916”

Equipment needed: • Belle Prater’s Boy student editions

• Glencoe Literature


http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120








Goals/Objectives Learning Activities/Instructional Strategies

Formative Assessment Tasks

Students:• Read and respond to

literature.• Read for the purpose of

research.• Compare and contrast

the text of a previously read story with the audio version.

Lesson Sequence1. Discuss summer reading novels in

small groups with the focus on challenges of childhood and how those challenges were handled by the characters.

2. Read a variety of fiction, and examine how the characters develop and how the setting might contribute to the character development in each story.

3. Read poetry about the topic of growing up, and compare how the theme of growing up is handled in poetry to how it is handled in literature.

4. Create a character map of one of the characters from Belle Prater’s Boy, citing examples of how the character changes and develops through the course of the story.

5. Examine the elements of setting (time, place, environment) and how the author uses them in Belle Prater’s Boy to help develop the plot or the characters.

6. Select a book for independent reading, written by an author about whom students are researching.

• comprehension checks• class discussion• journal responses• literature circles

DifferentiationSpecial Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for students who struggle with language and processing. Additionally, planning for scaffolding activities with the special educator will make classroom experiences more effective for the struggling learner.ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many other languages as well. These include resources for both students and parents. In the case of an ESL learner who does not speak Spanish, or who speaks a language not provided for in the resources, translation websites are accessible so that teachers are able to translate when necessary. In addition, meeting with the ESL instructor can be very beneficial to both teachers and students.

Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual




learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Belle Prater’s Boy student editions

• “The Scribe” (short story) p. 10 Glencoe Literature• “Short Fiction” (genre study) p. 44 Glencoe Literature• “The King of Mazy May” (short story) p. 52 Glencoe Literature• “Stray” (short story) p. 113 Glencoe Literature• “Ta-Na-E-Ka” (short story) p. 248 Glencoe Literature• “Eleven” (short story) p. 298 Glencoe Literature• “My Parents” (poem) p. 306 Glencoe Literature• “Mad” (poem) p. 331 Glencoe Literature• “Geraldine Moore the Poet” (short story) p. 346 Glencoe Literature• “Whatif” (poem) p. 388 Glencoe Literature• “Jimmy Jet and His TV Set” (poem) p. 390 Glencoe Literature• “Flowers and Freckle Cream” (short story) p. 394 Glencoe Literature• “Good Luck Gold” (poem) p. 403 Glencoe Literature• “The Fun They Had” (short story) p. 415 Glencoe Literature• “Why Books Are Dangerous” (personal essay) p. 421 Glencoe Literature• “The Southpaw” (short story) p. 486 Glencoe Literature• “The Circuit” (short story) p. 524 Glencoe Literature• “All Summer in a Day” (science fiction) p. 557 Glencoe Literature• “Primary Lessons” (short story) p. 607 Glencoe Literature• “The Sidewalk Racer” (poem) p. 620 Glencoe Literature• “Alone in the Nets” (poem) p. 622 Glencoe Literature• “President Cleveland, Where Are You?” (short story) p. 664 Glencoe Literature• “The Bracelet” (short story) p. 746 Glencoe Literature• “Brighton Beach Memoirs” (drama) p. 762 Glencoe Literature




Focus Area 2


Lesson Title: Writing Timeframe: 6 weeks

Lesson Components





X Creativity and Innovation


X Communication and Collaboration



Interdisciplinary Connections: Social Studies

• Respond to text applying rules for appropriate grammar, usage, and punctuation.Science

• Write lab reports applying rules for appropriate grammar, usage, and punctuation.Math

• Write explanations for problem solutions applying rules for appropriate grammar, usage, and punctuation.

Foreign Language• Write sentences using correct Spanish phrasing and structure.

Integration of Technology: • blog, wiki, or Google docs for writing and revising essays• readwritethink.org – “Book Report Alternative: Creating a Childhood for a Character”

Equipment needed: • laptops• electronic databases



Students:• Write a variety of

responses to literature, poetry, and informational text.

• Write a narrative.

Lesson Sequence1. Write responses to open-ended

questions using the text appropriately to support opinions or ideas.

2. Write a prequel to a previously read story, staying true to the original

• journal responses• rough draft of prequel• rough draft of report• rough draft of essay










• Write a research report.

characters and setting.3. Write a research report about an

author, focusing on his or her childhood, and make a connection to a novel written by the author that shows influence from the author’s life.

4. Write a reflective essay in response to the essential question: What can we learn from characters and the authors who wrote about them?


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Glencoe Literature• Glencoe Writer’s Choice and Handbook for Grammar and Composition• “Narrative” (writing workshop) p. 140 Glencoe Literature• “Response to Literature” (writing workshop) p. 426 Glencoe Literature• “Research Report” (writing workshop) p. 704 Glencoe Literature




Focus Area 3


Lesson Title: Language Timeframe: 6 weeks

Lesson Components


X Global Awareness X Financial, Economic, Business, and Entrepreneurial Literacy









• Use social studies vocabulary correctly in contextScience

• Use science vocabulary correctly in contextMath

• Use math vocabulary correctly in contextForeign Language

• Use Spanish vocabulary correctly in context

Integration of Technology: • readwritethink.org – “Action Is Character: Exploring Character Traits with Adjectives”• readwritethink.org – “Internalization of Vocabulary Through the Use of a Word Map”• readwritethink.org – “Improve Comprehension: A Word Game Using Root Words and Affixes”• readwritethink.org – “Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary”• readwritethink.org – “You Can’t Spell the Word Prefix Without a Prefix”

Equipment needed: • Vocabulary Workshop Level A• Glencoe Writer’s Choice and Handbook for Grammar and Composition



Students:• Use words correctly in

context.• Understand how prefixes

Lesson Sequence1. Complete units 1-3 in Vocabulary

Workshop Level A. Focus on roots, prefixes, and suffixes.

• vocabulary pretests• grammar pretests• class discussion










and suffixes affect word meaning and part of speech.

• Follow the conventions for acceptable use when writing.

• Ensure that pronouns are in the proper case.

2. Demonstrate understanding of the basic parts of speech: nouns, verbs,, adjectives, and adverbs.

3. Choose specific adjectives to convey character traits.

4. Demonstrate mastery of pronoun usage, including subjective, objective, possessive, and intensive pronouns.

5. Keep a file of words learned as part of this unit. Arrange words by root, prefix, or suffix.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Glencoe Writer’s Choice and Handbook for Grammar and Composition• Vocabulary Workshop Level C• “Word Parts” (vocabulary workshop) p. 23 Glencoe Literature• “Context Clues” (vocabulary workshop) p. 220 Glencoe Literature




Focus Area 4


Lesson Title: Media Literacy Timeframe: 6 weeks

Lesson Components









X Media Literacy X ICT Literacy X Life and Career Skills


• Watch a video depiction of an historical event and compare to a written nonfiction account.Science

• Watch a video explanation of a scientific theory and evaluate how it helps or hinders understanding of the topic.

Math• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it

helps or hinders understanding of the topic.Foreign Language

• Watch a video in Spanish and evaluate your understanding of the dialogue.

Integration of Technology: • electronic databases

Equipment needed: • media center• media specialist• electronic databases



Students:• Research authors

through biographies, autobiographies, and copies of interviews.

Lesson Sequence1. Listen to a recording of “I Won’t

Grow Up” from the musical Peter Pan. Compare theme of that to themes of literature read in class.

• class discussion• journal responses• student conferences










• Use media resources appropriately for research.

2. Research a well-known author and prepare a written report.

3. Watch or listen to an interview on a famous author.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• iTunes – “I Won’t Grow Up”• “Media Elements” (media workshop) p.247 Glencoe Literature• “Media Ethics” (media workshop) p. 683 Glencoe Literature




Focus Area 5


Lesson Title: Speaking/Listening Timeframe: 6 weeks

Lesson Components


Global Awareness X Financial, Economic, Business, and Entrepreneurial Literacy






Information Literacy

Media Literacy ICT Literacy X Life and Career Skills


• Present findings from class readings orally to class.Science

• Present findings from labwork orally to class.Math

• Present solutions for problems orally to class.Foreign Language

• Present dialogues orally to class.

Integration of Technology: • readwritethink,org – “March is Music in Our Schools Month”

Equipment needed: • laptops



Students:• Compare and contrast

the text of a story to its audio version.

• Present findings from research to the class.

• Perform scenes from stories read in class.

• Participate in group

Lesson Sequence1. Conduct a class discussion about

similarities and differences in understanding between text and auditory recordings of text.

2. Choose a scene from one of the stories read that you found humorous or touched you in some way and present a dramatic interpretation.

• class discussion• examination of

speaking/listening rubric










discussions. 3. Discuss the idea of eternal youth. Would you like to be young forever? Why or why not?


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• “Narrative Presentation” p. 146 Glencoe Literature• “Informative Presentation” p. 286 Glencoe Literature• “Oral Response to Literature” p. 432 Glencoe Literature• “Oral Report” p. 712 Glencoe Literature• “Active Listening and Note-Taking” p. 838 Glencoe Literature




Unit 2


Unit Title: Folklore: A Blast from the Past


Unit Summary This six-week unit focuses on what folklore (myths, legends, and tall and pourquoi tales) reveal about world cultures—including our own.


• respond to reading with appropriate text-based references to support opinions • understand and evaluate messages in political cartoons• read nonfiction descriptions of ancient civilizations



• speak clearly


solutions










Unit RationaleAs students begin to examine ancient world cultures in social studies class, they will begin reading myths and folklore from around the world. In doing this, students will also begin to see similarities in cultures from around the world and parallels to our own culture.


Content StatementsStudents will read myths and legends from a variety of sources: ancient Greek or Roman civilizations; Russian society; Viking, Eskimo, or Latin American cultures; or other cultures of the students’ choice. In addition, students read informational text, listen to music, and examine art from the myth’s or legend’s country of origin. Class discussions should focus on the fact that folklore provides a limited view of a culture, and that it’s important to research and find out more about the country before making sweeping generalizations about it. Students will read Maniac Magee and discuss the legendary elements present in the novel. Students will also try their hand at writing a legend or myth of their own. The goal of this unit is not only for students to find commonalities across this genre, but to discover countries and cultures other than our own. The culminating project is an open-ended reflective essay response to the essential question.CPI # Cumulative Progress Indicator (CPI)RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as

how the characters respond or change as the plot moves toward a resolution.

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

W.6.3 Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

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

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.1.c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Unit Essential Questions• How is folklore simultaneously revealing

Unit Enduring Understandings• Folklore can reveal some of the values and




and limiting?• How do people or events become

legendary?

beliefs of a culture, but cannot show all elements of the culture.

• Legends are created when ordinary people behave in an extraordinary manner.

Unit Learning TargetsStudents will ...• Read, compare, and contrast myths, legends, and tall and pourquoi tales from a variety of

countries/ cultures.• Compare and contrast one author’s presentation of events with that of another.• Write a variety of responses to literature and informational text.• Write a narrative (myth, legend, tall tale, or pourquoi tale).• Compare and contrast the reading of a story to its audio version.• Perform a scene from a myth or legend for classmates.• Conduct research on a country of choice, and integrate that knowledge with folklore from the same

country.• Participate in group discussions.

Evidence of LearningSummative Assessment (X days)As a culminating activity for the unit, students will research a country of choice. As part of the research, students will also read some of the myths or folklore associated with that country. When presenting their findings in a report or multi-media presentation, students will integrate the knowledge of the folklore with the history of the country.Equipment needed:

• electronic databases• myths and legends from around the world• media presentaion such as iMovie, glogs, or the like









Focus Area 1Reading

6 weeks

Focus Area 2







Writing 6 weeksFocus Area 3

Language6 weeks


6 weeks

Focus Area 5Speaking/Listening

6 weeks

Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening.







Lesson Plan 1 Template

Content Area: Folklore: A Blast from the Past


Lesson Components



X Civic Literacy Health Literacy



Critical Thinking and Problem Solving





• Use text appropriately as support when answering questions or supporting opinions.• Read about ancient civilizations and cultures

Science• Use text appropriately as support when answering questions or supporting opinions.

Math• Use text of a word problem appropriately as support when solving or explaining how to solve a


• Use text appropriately as support when answering questions or supporting opinions.

Integration of Technology: • readwritethink.org – “The Big Bad Wolf: Analyzing Point of View in Texts”• readwritethink.org – “Plot Diagram”• readwritethink.org – “Today Is St. Patrick’s Day”• readwritethink.org – “Myth and Truth: The First Thanksgiving”

Equipment needed: • Maniac Magee student editions• Glencoe Literature• electronic databases



Students:• Read, compare, and

Lesson Sequence:1. Read a variety of myths and legends

• class discussion










contrast myths, legends, and tall and porquoi tales from a variety of countries/cultures.

• Compare and contrast one author’s presentation of events with that of another.

• Read for information.

and identify what you can learn about the culture/civilization from reading its stories.

2. Read multiple versions of the same folktale, such as Cinderella tales, and identify similarities and differences.

3. Read informational text about the country/culture of origin of some of the myths read in class and identify what the informational text tells you about a culture that the stories do not.

4. Read Maniac Magee and identify legendary elements present in the novel.

5. Conduct research on a country from which you will also read folklore. How does knowing factual information enhance the understanding you have of the culture from reading its folklore?

• journal responses• comprehension checks


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Maniac Magee by Jerry Spinelli

• “The Fly” (folktale) p. 2 Glencoe Literature• “All Stories Are Anansi’s” (folktale) p. 74 Glencoe Literature• “Dragon, Dragon” (fairy tale) p. 81 Glencoe Literature• “Pecos Bill” (tall tale) p. 122 Glencoe Literature




• “The Emperor’s Silent Army” (nonfiction) p. 198 Glencoe Literature• “The End of the World” (myth) p. 222 Glencoe Literature• “How the Snake Got Poison” (folktale) p. 227 Glencoe Literature• “He Lion, Bruh Bear, and Bruh Rabbit” (folktale) p. 271 Glencoe Literature• “The Toad and the Donkey” (folktale) p. 277 Glencoe Literature• “Wings” (myth) p. 360 Glencoe Literature• “Arachne” (myth) p. 405 Glencoe Literature• “To Captain John Smith” (speech) p. 444 Glencoe Literature• “Romulus and Remus” (myth) p. 469 Glencoe Literature• “The Wolf and the House Dog” (fable) p. 502 Glencoe Literature• “The Donkey and the Lapdog” (fable) p. 506 Glencoe Literature• “Persephone” (myth) p. 540 Glencoe Literature• “The Fox and the Crow” (fable) p. 578 Glenoce Literature• “The Golden Touch” (myth) p. 808 Glencoe Literature• “The Boy Who Lived with the Bears” (folktale) p. 824 Glencoe Literature




Lesson Plan 2 Template



Lesson Components











• Respond to text applying rules for appropriate grammar, usage, and punctuation.• Write about other civilizations/cultures

Science• Write lab reports applying rules for appropriate grammar, usage, and punctuation.• Write about a scientific discovery made by an early civilization or culture.

Math • Write explanations for problem solutions applying rules for appropriate grammar, usage, and

punctuation.Foreign Language

• Write sentences using correct Spanish phrasing and structure.

Integration of Technology: • use of blogs, wikis, or Google docs for publishing

Equipment needed: • Glencoe Writer’s Choice• laptops



Students:• Write to compare

and/or contrast.• Write a variety of

responses to literature

Lesson Sequence1. Create graphic organizers as you

read different types of folklore, keeping track of country, characters, problem, setting, hero, ending, and

• journal responses• rough draft of

compare/contrast essay• rough draft of myth or

legend










and informational texts.• Write a narrative.• Write to inform.

cultural characteristics.2. Write an essay comparing and/or

contrasting different accounts of similar stories, such as Cinderella.

3. Write an original myth or legend, following the pattern observed in reading myths and legends.

4. Write a research report on a country, and integrate some of its folklore into your observations of its culture.

• rough draft of research report.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Glencoe Writer’s Choice• “Narrative” (writing workshop) p. 140 Glencoe Literature• “Response to Literature” (writing workshop) p. 426 Glencoe Literature• “Research Report” (writing workshop) p. 704 Glencoe Literature• “Expository Essay” (writing workshop) p. 832 Glencoe Literature




Focus Area 3



Lesson Components


Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy













Integration of Technology: • sadlier-oxford.com




Students:• Use vocabulary

correctly in context.• Understand grade-

appropriate Greek and Latin roots.

• Use prepositions and prepositional phrases

Lesson Sequence1. Complete review unit 1-3 and units 4

and 5 in Vocabulary Workshop Level A.

2. Continue adding to word file of vocabulary learned in this unit.

3. Demonstrate mastery prepositions.

• vocabulary pretests• preposition pretests• practice worksheets• class discussion










correctly to enhance written expression.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Vocabulary Workshop Level A• Glencoe Writer’s Choice and Handbook for Grammar and Composition• “Word Parts” (vocabulary workshop) p. 23 Glencoe Literature• “Context Clues” (vocabulary workshop) p. 220 Glencoe Literature• “Word Origins” (vocabulary workshop) p. 761 Glencoe Literature




Focus Area 4



Lesson Components
















Integration of Technology: • electronic databases• http://americanfolklore.net/folklore/myths-legends/

• http://home.comcast.net/~chris.s/myth.html

Equipment needed: • media center• media specialist



Students:• Use resources

appropriately for research.

Lesson Sequence1. Watch a video of a legend, folktale,

or myth, and compare it to the written text; discuss director’s

• teacher observation• class discussion• journal responses


http://americanfolklore.net/folklore/myths-legends/









• Research a country and integrate that knowledge with folklore from the same country.

choices in telling the story.2. Create a comic strip that displays

the unfolding of a myth, legend, or tall tale.

3. Listen to a recording of a story you have previously read and identify how hearing it compares to reading it.

4. Examine artwork that deals with characters in myths, tall tales, or folktales and identify how your appreciation for the artwork is influenced by knowing the story behind the subject.

5. Research a country and read some of its folklore. Blend elements of the folklore with factual details you learned from research and prepare a multi-media presentation for your class.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• media center• media specialist• electronic databases




Focus Area 5



Lesson Components















Integration of Technology: • Glencoe Literature on-line edition

Equipment needed: • classroom speakers



Students:• Perform in front of the

class.• Participate in group

discussions.• Present a report orally.

Lesson Sequence1. Compare and contrast characters

and settings from similar myths or legends as part of group discussion.

2. Choose a scene from a myth or legend that you feel is most revealing about the culture and present the scene as a dramatic reading.

• class discussions• small group discussions• think-pair-share










3. Create a multi-media presentation on a country of choice and deliver to your class.






Unit 3


Unit Title: Embracing Heritage


Unit Summary In the eight-week unit, students continue to read stories and informational text and discuss what they each reveal about our own country.





• speak clearly


solutions





Unit Rationale






Having looked at folklore of the world in order to see what it reveals about other cultures and civilizations, students can now turn their attention to American folklore to see what those stories reveal about our cultural heritage as a nation.


Content StatementsAmerica has been described as “a melting pot” or “a tossed salad” because a variety of individuals who have come to America from around the world have made our country rich in ideas, traditions, and customs. Except for the Native Americans, everyone has immigrated—or has ancestors who have emigrated—from another country. People have come, and continue to come, to America to seek freedom and opportunity. Students read from a variety of texts and discuss the fact that, while many voluntarily immigrated, others came involuntarily. Many who came to America have had to overcome racism and prejudice, and students discuss how we should try to understand each other’s similarities and differences. This unit culminates in a “Generations Project,” in which students consider the perspectives from different generations within a family to show how we are shaped by the experiences we have and the people we encounter. In addition, students create an individual semantic map of the phrase “embracing heritage” in order to represent visually their understanding of this phrase. A component of this project is an open-ended reflective epilogue that answers the essential question.CPI # Cumulative Progress Indicator (CPI)RL.6.6 Explain how an author develops the point of view of the narrator in a text.

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.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

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

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

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary.

Unit Essential Questions• How can we learn to appreciate our

similarities and differences through literature?

Unit Enduring Understandings• Literature is a non-threatening way to

approach difficult topics and to learn about people who appear to be very different from us. We are




able to ask questions and examine differences, while also noticing those traits that are very similar.

Unit Learning TargetsStudents will ...• Define the word “heritage” and review the word “culture” (from 5th grade).

• Read a variety of historical fiction and nonfiction about immigrant experiences.• Analyze multiple accounts of immigration and describe important similarities and differences in

the details they provide.• Interview family members.• Conduct research on countries from which family members immigrated.• Write opinion papers on America as the “land of opportunity.”• Write and perform poetry or songs for classmates.• Begin defining relationships between words (e.g., migrate, immigrate, emigrate, etc.).• Participate in group discussions.

Evidence of LearningSummative Assessment As a culminating activity, students will prepare a multi-media Generations Project. Students will begin by interviewing people from different generations in the same family to learn about their childhoods and family stories that have been shared from one generation to the next regarding from where the family originated. Following that, students will research the country from which the family immigrated. This will be presented in both written and multi-media format. The epilogue of the project should include each student’s observations of similarities they see in themselves, their ancestors, and their cultural heritage.Equipment needed:

• interview subjects• media center• media specialist









Focus Area 1Reading

8 weeks







Focus Area 2Writing 2

8 weeks


8 weeks


8 weeks


8 weeks








Focus Area 1

Content Area: Embracing Heritage


Lesson Components











• Use text appropriately as support when answering questions or supporting opinions.Science

• Use text appropriately as support when answering questions or supporting opinions.Math

• Use text of a word problem appropriately as support when solving or explaining how to solve a problem.

Foreign Language• Use text appropriately as support when answering questions or supporting opinions.

Integration of Technology: • readwritethink.org – “Breaking Barriers, Building Bridges: Critical Discussion of Social Issues”• Library of Congress – “Thinking about Songs as Historical Artifacts”• Today’s Teacher – “Gateway to Dreams: An Ellis Island/Immigration WebQuest for Upper

Elementary Grades”• PBS.org – “New American Series, Cultural Riches”

Equipment needed: • Glencoe Literature



Students:• Read a variety of

historical fiction and nonfiction about

Lesson Sequence1. Read “Street Magic” and discuss the

immigration experience as depicted in the story. Is it still relevant?

• comprehension check• class discussion• journal responses










immigrant experiences.• Analyze multiple

accounts of immigration and describe important similarities and differences in the details they provide.

• Read for research.

2. Read a variety of immigration experiences: short stories, poems, and nonfiction articles, and identify how they provide insight into the immigrant experience.

3. Read text from several stories on a country from where an ancestor immigrated.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• “Street Magic” (graphic story) p. 102 Glencoe Literature• “The Courage That My Mother Had” (poem) p. 135 Glencoe Literature• “My Father Is a Simple Man” (poem) p. 137 Glencoe Literature• “The All-American Slurp” (short story) p. 315 Glencoe Literature• “Looking for America” (narrative essay) p. 450 Glencoe Literature• “The Shutout” (expository essay) p. 511 Glencoe Literature• “The Circuit” (short story) p. 524 Glencoe Literature• “Harvest” (photo essay) p. 536 Glencoe Literature• “Primary Lessons” (autobiography) p. 607 Glencoe Literature• “I Am an American A True Story of Japanese Internment” (nonfiction) p. 757 Glencoe Literature




Focus Area 2



Lesson Components















Integration of Technology: • blog, wiki, or Google docs for collaboration and publishing• readwritethink.org – “Annie Moore becomes the first immigrant to enter Ellis Island in 1882”• readwritethink.org – “Faith Ringgold was born on October 8, 1930”

Equipment needed: • Glencoe Writer’s Choice



Students:• Write opinion papers on

America as “the land of opportunity.”

• Write and perform poetry or songs for

Lesson Sequence1. After reading several immigrant

stories, respond to this James Arthur Baldwin quotation from the point of view of one of the characters: “Know from whence you came. If

• journal responses• written responses to

literature• rough draft of opinion

paper• rough draft of










classmates.• Write to inform.

you know whence you came, there are absolutely no limitations to where you can go.”

2. Write an opinion paper on whether you think the reasons for current immigration are more alike or different from those who immigrated 200 years ago.

3. Write a family’s generational immigration story. Include details about the country of origin, reasons for immigration, and childhood experiences of three generations (child, parent, grandparent) of a family.

4. Write an essay response to the essential question: how can we learn to appreciate our similarities and differences through literature?

immigration story• rough draft of reflective

essay






Focus Area 3



Lesson Components
















Equipment needed: • Glencoe Writer’s Choice and Handbook for Grammar and Composition• Vocabulary Workshop Level A



Students:• Define the word

heritage and review the word culture.

• Begin defining relationships between words (e.g., migrate, immigrate, emigrate,

Lesson Sequence1. Complete unit 6, unit 4-6 review,

and units 7 and 8 in Vocabulary Workshop Level C.

2. Create a word map to differentiate “heritage” from “culture.”

3. Continue adding to personal dictionary of terms learned in this

• vocabulary pretest• grammar pretest• rough drafts• student conferences










etc.).• Use vocabulary

correctly in context.• Combine sentences for

effect in writing.

unit.4. Create a semantic map of the phrase

“embracing heritage” in order to represent visually your understanding of the phrase.

5. Experiment with a variety of ways to combine sentences in order to improve the overall effect of writing.






Focus Area 4



Lesson Components
















Integration of Technology: • The Statue of Liberty-Ellis Island Foundation, Inc – “The Peopling of America”• Library of Congress – “Photographs from Ellis Island”• University of Minnesota – “Immigration History Research Center”

Equipment needed: • media center• media specialist



Students:Examine multi-media sources for research.Create a multi-media

Lesson Sequence1. Create a travel brochure that entices

people to travel to the US that would increase understanding of how are

• class discussion• teacher observation• student conferences










presentation from research. similar to and different from other places in the world.

2. Create a multi-media presentation of the Generations Project.






Focus Area 5



Lesson Components















Integration of Technology: • create a podcast

Equipment needed: • recording equipment



Students:• Interview family

members.• Perform poetry or

songs for classmates.• Participate in class

discussions.

Lesson Sequence1. Discuss the immigrant experiences

that are portrayed in stories read in class and draw comparisons.

2. Write and perform a poem or song for two voices about an immigrant’s experiences.

3. Write and record questions for a series of interviews of family

• class discussions• review of speaking/

listening rubric










members regarding their childhood and immigrant experiences.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher-level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• “Narrative Presentation” p. 146 Glencoe Literature• “Informative Presentation” p. 286 Glencoe Literature• “Oral Response to Literature” p. 432 Glencoe Literature• “Oral Report” p. 712 Glencoe Literature• “Active Listening and Note-Taking” p. 838 Glencoe Literature




Unit 4


Unit Title: Courageous Characters


Unit Summary In this six-week unit, students select a fictional story with a courageous character and pair it with related informational text from the same historical time period.





• speak clearly


solutions





Unit Rationale






After spending considerable time looking at how cultures and civilizations are represented in literature, students will examine the genre of historical fiction to look at how history is represented in literature.


Content StatementsStudents will read stories about a variety of circumstances in which people acted with tremendous courage: in times of slavery, during the Holocaust, or during the days of unfair labor practices. Students recognize that acts of courage may have an everlasting effect on others. In this unit, students have the opportunity to refine their definition of courage by examining how characters—real and fictional—grew from the obstacles they overcome. After reading about outwardly courageous people, students consider quiet acts of courage, and class discussions reveal the importance of those people who often remain unnoticed or behind the scenes. Students examine how language and vocabulary enhance the reader’s experience, cite specific passages of text to justify their thoughts, and critically examine the artistic licenses often taken in historical fiction. The culminating project for this unit is for students to write and publish their own stories of courageous characters.CPI # Cumulative Progress Indicator (CPI)RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems, historical

novels and fantasy stories) in terms of their approaches to similar themes and topics.

RI.6.2 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 and judgments.

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

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

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

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Unit Essential Questions• How are acts of courage revealed in

literature and informational text?

Unit Enduring Understandings• Authors reveal acts of courage by creating

ordinary characters who do extraordinary things.Unit Learning TargetsStudents will ...• Define “courage.”• Read a variety of literature and informational text about challenging events and experiences.• Compare and contrast stories with courageous characters.• Write a variety of responses to literature and informational text.• Perform a favorite scene from a story for classmates.• Read informational text to provide a historical context for the setting of a story with courageous

characters.




• Write an opinion paper about a challenging event studied.• Continue defining relationships between words (e.g., courage, courageous, courageousness;

conviction, convince, etc.)• Participate in group discussions.

Evidence of LearningSummative Assessment As a culminating assignment for this unit, students will read an historical fiction novel and then research an aspect of the time period in which the story is placed, whether it be an historical figure or an actual event from history. Students will write a report about the historical aspect of the novel, and then offer commentary on how well the author blended historical elements into a fictional story.Equipment needed:

• media center• media specialist









Focus Area 1Reading

6 weeks

Focus Area 2Writing

6 weeks


6 weeks


6 weeks


6 weeks

Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,







writing, language, media literacy, and speaking and listening.







Focus Area 1

Content Area: Courageous Characters


Lesson Components















Integration of Technology: • National Endowment for the Humanities – “Families in Bondage”• National Endowment for the Humanities – “Slave Narratives: Constructing US History through

Analyzing Primary Sources”• readwritethink.org – “Susan B. Anthony voted on this date in 1872, leading to her arrest”• readwritethink.org – “Heroes around Us”

Equipment needed: • Glencoe Literature• The Devil’s Arithmetic student editions



Students:• Read a variety of

literature and

Lesson Sequence1. Read several short stories and

biographies about people who faced

• comprehension checks• class discussion• journal responses










informational text about challenging events and experiences.

• Compare and contrast stories with courageous characters.

• Read informational text to provide a historical context for the setting of a story with courageous characters.

challenges.2. Compare characters who behaved

courageously.3. Read The Devil’s Arithmetic and

nonfiction accounts of the Holocaust. Compare the historical details in the novel with those in the nonfiction text.

4. Read accounts of overt bravery and other accounts of more quiet courage and compare. Which is more brave?

• written responses to literature


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• The Devil’s Arithmetic• “Hurricane Heroes” (magazine article) p. 24 Glencoe Literature• “What Exactly Is a Hero?” (essay) p. 46 Glencoe Literature• “The King of Mazy May” (essay) AND “The Story of the Klondike Gold Rush” pp. 52 and 69

Glencoe Literature• “The Courage That My Mother Had” (poem) p. 135 Glencoe Literature• “Dust Tracks on a Road” (autobiography) p. 232 Glencoe Literature• “Life Doesn’t Frighten Me” (poem) p. 340 Glencoe Literature• “Voice from the Holocaust” (biography) p. 596 Glencoe Literature• “The Secret Schools” (historical nonfiction) p. 604 Glencoe Literature• “Satchel Paige” (biography) p. 626 Glencoe Literature• “Eleanor Roosevelt” (biography) p. 642 Glencoe Literature• “Going Blind” (autobiography) p. 692 Glencoe Literature• “Ray Charles” (biography) p. 699 Glencoe Literature




• “Madam C.J. Walker” (biography) p. 724 Glencoe Literature

Focus Area 2



Lesson Components















Integration of Technology: • readwritethink.org – “Choose Your Own Adventure”

Equipment needed: • Glencoe Writer’s Choice• Glencoe Literature




responses to literature and informational text.

• Write an opinion paper about a challenging

Lesson Sequence1. Create a Venn Diagram separating

fact from fiction in historical fiction.2. Write an opinion paper about a an

act that you believe was courageous that some might disagree with you.

• journal responses• student conference• rough draft of opinion

paper• rough draft of reflective










event studied. 3. Write a reflective essay about the character you believe was the most brave, citing examples from the story to support your opinion.

4. Write a report analyzing the accuracy of historical elements in a novel of your choice.

essay• rough draft of report






Focus Area 3



Lesson Components



















Students:• Define courage.• Continue defining

relationships between words.

• Use vocabulary correctly in context.

• Use punctuation (e.g.,

Lesson Sequence1. Complete unit 9, unit 7-9 review,

and unit 10 in Vocabulary Workshop Level A.

2. Create a class word map for “courage.”

3. Continue creation of a file of terms learned this year.

• vocabulary pretest• class discussion• punctuation pretest• review worksheets










comma, semi-colon, colon) for effect in writing.

4. Demonstrate mastery of the use of the comma, colon, and semi-colon in writing.






Focus Area 4



Lesson Components
















Integration of Technology: • readwritethink.org – “Titanic: The RMS Titanic sank on this day in 1912”• National Endowment for the Humanities – “Spirituals”• PBS.org – “Africans in America”• Schomburg Center for Research in Black Culture – “In Motion: The African-American Migration

Experience”

Equipment needed: • laptops• media center• media specialist

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students: Lesson Sequence • class discussion










• Use a variety of resources for research.

• Watch video of historical event and compare to historical fiction.

1. Read from two blogs (athousandcheeringstrangers.weebly.com/index.html and mothereseblog.com/2010/05/10/random-acts-of-courage/) and talk about elements of courage you find in each.

2. Compare a video documentary of an historical event, such as the Holocaust, and historical fiction of the same topic. From which do you learn more?

3. Create a multi-media presentation of a courageous act.

• journal responses


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• media center• media specialist• electronic databases•




Focus Area 5



Lesson Components















Integration of Technology: • create a podcast

Equipment needed: • recording equipment



Students:• Perform a favorite scene

from a story for classmates.

• Participate in group discussions.

Lesson Sequence1. Discuss courageous characters and

what makes one character more courageous than another.

2. Choose an emotional scene from a story that demonstrates a character’s courageousness and present it as a dramatic reading.

3. Summarize one of the stories read

• class discussion• group discussion










for your class, including the meaning of the story and the qualities of courageousness.






Unit 5


Unit Title: Figure It Out


Unit Summary In this four-week unit, students have the opportunity to read classic and contemporary mysteries, make sense of nonsense poems, and solve riddles and math problems.



Science:• explain clearly the steps involved in the scientific process• respond to reading with appropriate text-based references to support opinions


• speak clearly


solutions










Unit RationalePredicting is a necessary skill for improving reading comprehension, and good predictions are based on details found in the reading. Mysteries are designed to prompt the reader to predict or make guesses based on the clues presented. The better students become at solving mysteries, the better they will become at noticing details when reading.


Content StatementsStudents are asked to articulate their basis for predictions, describe why and when they revise those predictions, and share the strategies they use to solve a variety of problems. Divergent approaches to similar problems are encouraged, followed by analysis of why students chose a particular strategy to try. Students delve deeply into examining language and vocabulary specific to mysteries and problem solving. They examine how understanding of these words is keep to uncovering connections made in texts. The culminating activity for this unit is for students to write an essay response to the essential question.CPI # Cumulative Progress Indicator (CPI)RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure

of a text and contributes to the development of the theme, setting, or plot.

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

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.6.4 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.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Unit Essential Questions• How are strategies for solving math

problems similar to and different from strategies for solving mysteries?

Unit Enduring Understandings• When solving math problems, the most

important part of the task is to eliminate unnecessary details and find the essential parts in order to solve correctly.

Unit Learning TargetsStudents will ...• Read and solve a variety of mysteries, nonsense poems, riddles, and math problems.• Compare and contrast mystery stories by a variety of authors.• Distinguish between explicit clues and inferences drawn from the text.• Articulate strategies used when solving problems (i.e., highlighting key information) and when

figuring out mysteries (i.e., refining predictions as each chapter is read).• Write a variety of responses to literature and informational text.• Recite poetry for classmates.




• Compare and contrast the experience of reading a mystery to listening to or viewing an audio, video, or live version.

• Use new vocabulary associated with mysteries in written responses.• Participate in group responses.

Evidence of LearningSummative Assessment As a culminating activity for this unit, students will work in groups to research the development of forensic science. They will prepare a multimedia presentation comparing the real forensic science with the science they may see in the movies or on television in shows like CSI.Equipment needed:

• media center• media specialist









Focus Area 1Reading

4 weeks

Focus Area 2Writing

4 weeks


4 weeks


4 weeks


4 weeks










Focus Area 1

Content Area: Figure It Out


Lesson Components













• Read carefully to find relevant information• Use text of a word problem appropriately as support when solving or explaining how to solve a


• Use text appropriately as support when answering questions or supporting opinions.

Integration of Technology: • readwritethink.org – “Everyone Loves a Mystery: A Genre Study”• readwritethink.org – “Mystery Cube”• readwritethink.org – “Edward Stratemeyer, creator of book series such as Nancy Drew, was born

on this day in 1862”• readwritethink.org – “Becoming History Detectives Using Shakespeare’s Secret”• Scholastic.com – “Ingredients of a Mystery”

Equipment needed: • Glencoe Literature

• computers













Students:• Read and solve a

variety of mysteries, nonsense poems, riddles, and math problems.

• Compare and contrast mystery stories by a variety of authors.

• Distinguish between explicit clues and inferences drawn from the text.

Lesson Sequence1. Read “Jabberwocky” by Lewis

Carroll and use context to figure out what the words mean when they don’t really exist.

2. Select a mystery to read independently. Keep track of clues and make and revise predictions as you read.

3. Read Summer of Fear and keep track of clues as you read that lead you to predict the ending.

• class discussion• comprehension checks• journal responses


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Summer of Fear student editions

• “Jabberwocky” (poem) by Lewis Carroll




Focus Area 2



Lesson Components









Media Literacy ICT Literacy Life and Career Skills






Integration of Technology: • readwritethink.org – “Mystery Cube”• EducationWorld.com – “History’s Mysteries”

Equipment needed: • Glencoe Writer’s Choice





• Write a mystery story.• Write a research report.

Lesson Sequence1. After reading and discussing

mysteries, write a mystery story. Use some of the techniques learned from reading in your story and keep the reader from guessing as long as possible.

• class discussion• student conferences• rough draft of mystery

story• rough draft of research

report• rough draft f reflective










2. Write a report about forensic science and compare it to the science as it is depicted on television and in the movies.

3. Write a reflective essay in response to the essential question: how are strategies for solving math problems similar to and different from strategies for solving mysteries.

essay


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Glencoe Writer’s Choice




Focus Area 3



Lesson Components















Integration of Technology: • readwritethink.org – “Celebrate blues legend Robert Johnson’s birthday”



Students:• Use new

vocabulary associated with mysteries in written responses.

• Use vocabulary correctly in

Lesson Sequence1. Complete units 11 and 12 in Vocabulary

Workshop Level A.2. Use parts of speech as clues to figure out

unknown words in “Jabberwocky”3. Explain the difference between

“deduction” and “induction” and identify when you would use each to solve

• class discussion• vocabulary pretests• grammar pretests










context.• Demonstrate

mastery of the parts of speech.

problems.4. Identify how the author’s specific word

choice can assist you in solving a mystery.

5. Continue adding words to the file of new words learned this year.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Vocabulary Workshop Level A• Glencoe Writer’s Choice and Handbok for Grammar and Composition




Focus Area 4



Lesson Components



X Civic Literacy X Health Literacy













Integration of Technology: • Scholastic.com – “Chasing Vermeer: Picture the Process”• Scholastic.com – “Do You See What I See?”• Scholastic.com – “Patterns and Pentominoes”• Puzz.com – “1001 Best Puzzles”

Equipment needed: • media center• media specialist• computers for research


Students: Lesson Sequence • class discussion










• Use research materials effectively.

• Compare television and movie portrayal of a subject to nonfiction portrayal of the same subject.

• Create a multi-media presentation.

1. Create graphic organizers to help you when solving word problems in math.

2. Select a famous painting and write a mystery based on what you think happened before or after the scene depicted in the painting. Present an image of the painting with the story.

3. Watch television or movie portrayal of forensic medicine and compare to text-based factual information about the science of forensics

• journal responses• teacher observaion






Focus Area 5



Lesson Components















Integration of Technology: • create a podcast• create an iMovie

Equipment needed: • Glencoe Literature• recording equipment



Students:• Articulate strategies

used when solving problems and when figuring out mysteries.

• Recite poetry for classmates.

Lesson Sequence1. Discuss several ways to solve a

math problem. Explain your steps and whether you used inductive or deductive reasoning.

2. Discuss a pivotal scene from Summer of Fear that provides a

• class discussion• group discussions• review of

speaking/listening rubric










• Compare and contrast the experience of reading a mystery to listening to or viewing an audio, video, or live version.


major clue. Defend your selection orally.

3. View the film version of Summer of Fear. Is it as much of a mystery? Defend.

4. Present an oral interpretation of “Jabberwocky” that demonstrates your understanding of the nonsense words.






Unit 6


Unit Title: You’ve Got a Friend


Unit Summary In this final six-week unit of sixth grade, students read Petey, the story of an unlikely friendship, and discuss what makes a friend.





• speak clearly


solutions





Unit Rationale






The social climate of middle school becomes increasingly difficult for students as they prepare to enter seventh grade, and many students struggle with where they fit into the social landscape and with whom they are friends. This unit provides a safe avenue to discuss the issues of friendship and calls on the themes of courage from previous units as a means of helping students find the courage to be themselves and make true friends.


Content StatementsReading Petey helps students recall class conversations that incorporate the themes from this year: embracing heritage, courageous characters, and “figuring it out,” as well as being an effective springboard for a conversation about people’s dreams and challenges, both physical and emotional. The goal of this unit id for students to apply all their reading, writing, speaking, and listening strategies, and skills learned up until this point in the year. The year culminates with a multimedia project on inventions, and how people worked to solve their problems or make their dreams come true.CPI # Cumulative Progress Indicator (CPI)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.

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

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

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

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Unit Essential Questions• What can literature teach us about

friendship?• Do the best inventions come about through

the need to solve a problem(such as how to get clothes cleaner faster) or the quest to satisfy a dream (such as the dream to fly)?

Unit Enduring Understandings• Through literature, we can see models of

good and bad friendships between people who may be like us. It also gives us pictures of problems that we may be facing and offer possible models for solution.

Unit Learning TargetsStudents will ...• Read a variety of fiction and nonfiction about friendship.• Compare and contrast literature about friendship with biographies about friendships of real people.• Write a variety of responses to literature and informational text.• Conduct research on an invention of choice.




• Compare the experience of reading a text to watching it performed live.• Perform an original skit about friendship for classmates.• Publish a multimedia presentation, including relevant information from multiple print and digital

sources.• Participate in group discussions.

Evidence of LearningSummative Assessment As a culminating activity for this unit, students will research an invention of choice. Students should consult a variety of sources and will create a multimedia presentation of the results of research that includes sound, video, and/or graphics as well as text. It should be stated in the presentation whether this invention came about to solve a problem or to satisfy a dream. Students will present their project to their class.Equipment needed:

• presentation platform (e.g., keynote, glogster, iMovie)• media center• media specialist









Focus Area 1Reading

6 weeks

Focus Area 2Writing

6 weeks


6 weeks

Focus Are 4Media Literacy

6 weeks


6 weeks

Teacher Notes: As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block, none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills







should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each lesson focus area so that the literacy block is used to deliver information daily in the areas of reading, writing, language, media literacy, and speaking and listening.







Focus Area 1

Content Area: You’ve Got a Friend


Lesson Components















Integration of Technology:

Equipment needed: • Petey student editions• Glencoe Literature



Students:• Read a variety of fiction

and nonfiction about friendship.

• Compare and contrast literature about friendship with biographies and

Lesson Sequence1. Read a variety of short stories

about friendship, keeping track of challenges faced by the characters, choices they make in finding a solution, and how characters change. Discuss how realistic the situations presented seem.

• comprehension check• journal responses• class discussions• group discussions










autobiographies about friendship.

• Conduct research on an invention of choice.

2. Read the novel Petey, and document how this unlikely friendship presented challenges, but, ultimately, changed both characters for the better.

3. Read the excerpt from the play “You’re a Good Man, Charlie Brown” and discuss whether or not siblings can be friends. Is this a true representation of sibling relationships?

4. Read informative text about an important invention. Decide how important this invention was and whether it was inspired by need or by a dream.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Petey student editions• “Best of Buddies” (magazine article) p. 772 Glencoe Literature• “You’re a Good Man, Charlie Brown” (play) p. 842 Glencoe Literature




Focus Area 2



Lesson Components









Media Literacy X ICT Literacy X Life and Career Skills






Integration of Technology: • blog, wiki, or Google doc for collaboration and editing of writing

Equipment needed: • Glencoe Writer’s Choice• Glencoe Literature• media center• media specialist





Lesson Sequence1. Write a short skit, using “You’re a

Good Man, Charlie Brown” as a model, that demonstrates some of the qualities and challenges of

• class discussion• teacher observation• rough draft of skit• rough draft of research










• Write a research report. friendship.2. Write an essay on an invention.3. Write an essay responding to the

quote, “Success is not a destination, it’s a journey,” from the perspective of the inventor you have researched, citing specific details from research to support claims.

essay• rough draft of response

to quote


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher-level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Glencoe Literature• Glencoe Writer’s Choice • laptop publishing




Focus Area 3



Lesson Components


















Students:• Use vocabulary

correctly in context.

• Use figurative language effectively to communicate

Lesson Sequence1. Complete unit 10-12 review and units 13

and 14 in Vocabulary Workshop Level A.2. Continue adding words to file of terms

learned this year.

3. As you read Petey, make note of the author’s use of figurative language, such as imagery, alliteration, metaphors,

• vocabulary pretest• figurative language

pretest• word file










strong emotions. similes, and personification.4. Include effective uses of figurative

language in your script to convey strong feeling or emotion.


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• Vocabulary Workshop Level A• Glencoe Writer’s Choice and Handbok for Grammar and Composition




Focus Area 4



Lesson Components


X Global Awareness X Financial, Economic, Business, and Entrepreneurial Literacy














Integration of Technology: • create a multimedia presentation of research findings

Equipment needed: • electronic databases• media platforms• media center• media specialist



Students:• Use video, interviews,

and other media in research.

Lesson Sequence1. When researching an invention,

include video, interviews, or other types of non-print media as

• class discussion• teacher observation










• Compare the experience of reading a text to watching it performed live.

• Publish a multimedia presentation, including relevant information from multiple print and digital sources

sources.2. Watch a scene from a live

performance of “You’re a Good Man, Charlie Brown” from YouTube and compare the feeling of watching it with the experience of reading it.

3. Create an informative/explanatory multimedia presentation in which you respond to the question “Do the best inventions come about through the need to solve a problem, such as how to get clothes cleaner faster, or the quest to satisfy a dream, such as the dream to fly?


Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each selection offers a variety of activities for the advanced learner. These activities generally contain more complex vocabulary and higher level questions, and often provide alternative assessments to challenge the more able reader or writer.Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a wide variety of activities aimed at different learning levels.Resources Provided• media center• media specialist• electronic databases•




Focus Area 5



Lesson Components






Critical Thinking and Problem Solving

Communication and Collaboration


Media Literacy ICT Literacy Life and Career Skills






Integration of Technology: • recording equipment• YouTube

Equipment needed: • Glencoe Literature• Glencoe Writer’s Choice



Students:• Compare themes in

song lyrics to themes in literature.

• Perform an original skit about friendship.

Lesson Sequence

1. Listen to James Taylor’s recording of “You’ve Got a Friend” and identify elements of friendship that you find in the song. Connect the lyrics of the song to details you find in Petey.

• class discussions• teacher observation











2. Talk about friendship. What traits exist in friendships?

3. Perform your original skit on friendship for your class.

4. Select a favorite poem about friendship and present a dramatic reading to your class.






LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.Lesson Activities: Strongly Moderately Weakly

Are challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment

Provide data to inform and adjust instruction to better meet the varying needs of learners


2009 new jersey curriculum project aligned to the 2009 new jersey core · pdf...

Documents