developmental and advanced english language arts...

Developmental and Advanced English Language Arts

Curriculum Map

Grade 6

2011-2012

1

First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English

Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students

will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision

Statement.

In essence, there are three major components involved in lesson planning:

Standards (What do I want my students to know?),

Materials (What will my students read/use/manipulate?),

and Checks for Understanding (How will I know if my students mastered the standard?).

This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate

confusion about the term “fidelity,” we offer you these qualifiers:

Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use

SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students

master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet

student needs, based on the Next Generation Sunshine State Standards.

When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard

activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’

mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular

modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this

curriculum map to meet students’ needs.

The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our

SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison

Brietenstine, Marci Garner, and Sara Treiser.

http://www.floridastandards.org/homepage/index.aspx


Curriculum Map

Grade 6

2011-2012

2

Sunshine State Standards Key

! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)

@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)

# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)

^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)

& = Communication Strand (Standards: Listening and Speaking)

% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)

The research project --- District requirement. Starting the research process before the 4th

quarter in smaller sections is advisable as

the Pre-Laureate Program requirements are substantial.

1. Research Process Hotlinks: http://www.collierschools.com/research/

2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

SpringBoard Resources:

1. Collier County Site: http://www.collier.k12.fl.us/teachers/

2. SpringBoard official site: www.springboard.collegeboard.org

Addendums: There are three addendums after the 4th

quarter map: Research, Prentice Hall alignment, and Sacred book list.

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/

http://www.collier.k12.fl.us/teachers/

http://www.springboard.collegeboard.org/


Curriculum Map

Grade 6

2011-2012

3

Quarter 1

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative

language Powerpoints. It is a great re-teaching activity site

Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on

your level and click on Writing Workshops. There are 10 per grade level. Essential Questions Unit 1:

1. What is the relationship between change and growth?

2. How do writers use different types of writing to express their ideas?

Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy

http://languagearts.mrdonn.org/grammar.html

http://www.springboard.collegeboard.com/


Curriculum Map

Grade 6

2011-2012

4

Power Benchmarks

Recommended Strategies

SpringBoard Texts

Prentice Hall Texts

Ancillary Materials

Recommended Formative Assessments

Recommended Summative Assessments

! Reading Process uses a variety of strategies to comprehend grade level texts, and determine the main idea in a text. Engages inferring, paraphrasing, summarizing, and identifying relevant details;

Graphic organizers Think-pair-share Summarize and paraphrase

Activities 1.1 -1.3 Unit 1: Unpack the Embedded Assessment 1.1-1.2 Previewing the unit activity introduces students to the essential questions presented in the unit. 1.3 The idea of change

Water, Keller, Helen, 398–402 Drive-In Movies, The, Soto, Gary, 46–50 Nouns, 40, 62, 89, R40

Grammar: Nouns

Writing Workshop #1: The Writing Process My Long Distance Life, Sheff, Nick

Completion of graphic organizer SB pg. 7 Pair-Share discussion of changes in Writing Workshop #1: Discussion and completion of pgs. 5-15

Vocabulary Notebook

!Reading Process: To understand the relationship between cause and effect @Literary Analysis Identifies, analyzes, and applies the elements of a variety of

Marking the Text, Graphic Organizer, Think-Pair-Share, Brainstorming, Webbing, Outlining, Think Aloud, Drafting, Sharing and Responding Cornell Notes

Activities 1.4-1.6 1.4 -1.5 Building oral fluency through poetry teaches the student’s inflection and tone of voice, rhyme scheme is introduced and grammar connections are made.

Sound of Summer Running, The from Dandelion Wine, Bradbury, Ray, 142–148 Hard as Nails, Baker, Russell, 406–414 Verbs, 216, 240, 298, 330, 359, 673, 741, 778,

Grammar: Verbs Writing Workshop #4: Personal Narrative, My Life in Dog Years, Paulson, Gary

A Lion’s Narrative clip analysis, SB pg. 12 Writing Prompt: Point of View SB pg.12

Writing Workshop #4: Personal Narrative


Curriculum Map

Grade 6

2011-2012

5

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



fiction and literary texts to develop a thoughtful response to a literary selection

1.6 A Lions Narrative uses video clips and point of view to show sequence and cause and effect

805, R40

!Reading Process : Examines the sequence of events and identifies vivid verbs and sensory language #Writing Process: developing ideas and content with logical organization, voice, point of view, word choice, and sentence variation

Graphic Organizer, Think-Pair-Share, Brainstorming Cornell Notes

Activity 1.7 1.7 The memory map uses sequence and details to introduce narration of a story and vivid vocabulary

Expository Writing: Elements and characteristics of fiction/nonfiction?, 6–7; What is Nonfiction?, 378–379; Eleven, Cisneros, Sandra, 149–151

Dialogue, 156, 358

Grammar: Dialogue

Memory map Class walk through of memory maps, peer post-its and self reflection

!Reading Process: identifies

Oral reading Marking the Text Think-Pair-Share

Activities 1.8-1.11

Cause/Effect, 839, 845, 852, 853, 861, 862,

Grammar: Adjectives

Family Stories Graphic organizer

Embedded Assessment 1 : Writing a Narrative About an Incident That Changed


Curriculum Map

Grade 6

2011-2012

6

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



cause and effect relationships in text using background knowledge of subject and related content to understand sequencing ^Writing Applications: write narrative accounts with an engaging plot, and includes a clearly described setting with figurative language and descriptive words to enhance style and tone

Skimming and Scanning Cornell Notes Discussion Groups Word Map

1.8 Family Story emphasizes sequence and sensory language, a great bridge to the embedded assessment 1.9 Getting superpowers reexamines sequencing and elements of a nonfiction narrative 1.10 Reflecting on Narrative Openings 1.11 What Makes a Good Narrative? Cause and effect relationships between ideas and events

865, 869, 873 Adjectives, 91, 416, 434, 465, R40

Fluency: Reading fluency, reading aloud

for, 637, R22; Reading Fluency Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry reading, 599; Dramatic reading, 931 Author’s Insights: Narratives (Yolen), 157; What are fiction/nonfiction?, 4–5; Elements and characteristics of fiction/nonfiction?, 6–7; What is

Literary Terms: Narrate Nonfiction Writing Activities: http://ethemes.missouri.edu/themes/555

Superpowers: Before, During, After reading activities

Me

http://ethemes.missouri.edu/themes/555

http://ethemes.missouri.edu/themes/555


Curriculum Map

Grade 6

2011-2012

7

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



a short story?, 178–179; Elements of Short Stories, 180–181

#Writing Process: Analyzes language techniques of different authors to enhance the use of descriptive language and word choice. ^Writing Application: uses expressive forms that employ figurative language, rhythm, dialogue, and appropriate format

Think- Pair-Share, Graphic Organizer, Sharing and Responding Cornell Notes

Activity 1.12 Marking Growth: A Frame Poem

Turkeys, by Bailey White, 472 Letters from a Concentration Camp, Yoshiko Uchida, 518 Semicolons, 954

Writing Workshop #6 Expository Writing Fun and Feisty Grammar: Semicolons Figurative Language: Metaphor and Simile

Frame poem Writing Workshop #6 Expository Writing Fun and Feisty

!Reading Process: uses

Quickwrite, Previewing,

Activity 1.13-1.15

Turkeys, by Bailey White,

Grammar: Adverbs Vocabulary notebook


Curriculum Map

Grade 6

2011-2012

8

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



background knowledge, pre-reading strategies, knowledge of text structure to make predictions of content and purpose. Analyzes and evaluates similar themes or topics by different authors across a variety of fiction and non-fiction sections @Literary Analysis: Analyzes an authors use of allusions and descriptive, idiomatic, and figurative language in a variety of literary texts. Identifies word choice sets

Think- Pair-Share, Graphic Organizer, RAFT, Think Aloud, Generating Questions, Brainstorming, Self-Editing, Marking the Text, Sharing and Responding

1.13 Explaining Change identifies areas of change to connect change to long term effects 1.14 Changing Narrative Writing to Expository Writing develops vocabulary through context. It works to aid in the transformation of narrative to expository writing using The Oldest Living Atlanta Gorilla Tells All 1.15 How Fire Came to the Six Nations shows students how to summarize when reading and use context

472 Letters from a Concentration Camp, Yoshiko Uchida, 518 Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422

Adverbs, 465, 486, R40 Character traits, explore, 63; Character's personality, reflect, 131; Character, 4, 6, 11, 180, 206, 208, 209, 210, 215, 694, 696, 698, 826, 828, 857

Anticipation guide for The Oldest Living Atlanta Gorilla Tells Al After reading activities pg.49 Character change graphic organizer pg. 53


Curriculum Map

Grade 6

2011-2012

9

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



and how the authors tone advances the work’s theme

clues to determine vocabulary

@Literary Analysis: Analyzes an authors use of allusions and descriptive, idiomatic, and figurative language in a variety of literary texts, identifying how word choice sets the authors tone and advances the work’s theme #The Writing Process: makes a plan for writing that prioritizes ideas, addresses purpose, audience, main idea and logical

RAFT, Marking the Text, Sharing and Responding, Think- Pair-Share, student reflection, peer conferencing

Activities 1.16-1.18 1.16 Changes in Three Arrows shows students how to write in an expository mode and transform third person narrative into a first person expository 1.17 The Jacket activity analyzes cause and effect and opinion statements as topic sentences 1.18 The Mermaid Speaks compares and contrasts expository text based on a narrative text,

Autobiographical Narrative, 154–161; Problem-and-Solution Essay, 614–619

Transitions, check, 464; Transitions, use, 670, 875; Transitional words, use, 802

Grammar: Transitions The Jacket: After Reading activity pg.54 Read aloud: The jacket

Embedded Assessment 2: Writing an Expository Essay About a Change in Me Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.




Curriculum Map

Grade 6

2011-2012

10

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



sequence using organizational strategies and tools. ^Writing Application: writes an informational and expository essay

also identifying the elements of an expository text


Curriculum Map

Grade 6

2011-2012

11

Quarter 2

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and

figurative language Powerpoints. It is a great re-teaching activity site

Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level

and click on Writing Workshops. There are 10 per grade level.

Essential Questions Unit 2:

1. How are people influenced by changes in their worlds?

2. How does a writer effectively craft a story?





Curriculum Map

Grade 6

2011-2012

12

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



!Reading Process: determine the main idea or essential message in grade-level texts through inferring, paraphrasing, summarizing and identifying relevant details

Graphic Organizers, Marking the Text, Think-Pair-Share, Skimming and Scanning, Summarizing and Paraphrasing

Unit 2: Changes in My World Unpack the Embedded Assessment Activity 2.1 Previewing the Unit

Greyling, Yolen, Jane, 9–15 Homecoming, The, Yep, Laurence, 32–38 Tail, The, Hansen, Joyce, 192–202 Adjectives, 91, 416, 434, 465, R40 Adverbs, 465, 486, R40

Grammar: Adjectives Adverbs

The Tail critical thinking questions and Big Question discussion

Vocabulary Notebooks Storytelling Plot Diagram pgs.88-89

!Reading Process: Analyzes the authors purpose and perspective in a variety of texts and understand how they affect meaning

Word map, Note Taking, Drafting, Prewriting, Skimming and Scanning, Summarizing and Paraphrasing

Activity 2.2 A Toy’s World: introduces the concept of “changes in my world”

Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry reading, 599; Dramatic reading, 931; Reading rate, adjusting, 933, 939, 953

Activity 2.2 viewing responses pgs. 74-75 Word Map Graphic Organizer

Vocabulary Notebook


Curriculum Map

Grade 6

2011-2012

13

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



@Literary Analysis: analyzes the elements of plot structure, exposition, setting, character development, rising and falling action, conflict/resolution, and theme in a variety of fiction

Quickwrite, Word map, Think-Pair-Share Drafting, Oral Reading, Cornell Notes, manipulatives

Activities 2.3-2.5 Activity 2.3 Changes in my World: connects the idea of change to personal experiences and focuses on conflict and resolution Activity 2.4 A Day of Change: Eleven, Sandra Cisneros Activity 2.5 Changes in Simba’s world: Explores the concepts of changes over time and choices faced.

Circuit, The, Jiménez, Francisco, 275–282 Pronouns, 108, 130, 159, R40 All-American Slurp, The, Namioka, Lensey, 286–295 Zlata's Diary, Filipović, Zlata, 383–392

Figurative Language: FCAT Grammar: Pronouns Writing Workshop #2: Short Story Literary Terms: Plot, Internal and External Conflict, Resolution,

Quickwrite Graphic Organizer Viewing Notes pgs. 84-85

Timed Writing: Expository Writing Workshop #2

@Literary Analysis: Identify characters, setting, events, and main problem in read-alouds works of literature #Writing Process: Draft writing and analyze language techniques of professional authors to enhance the use of

Skimming and Scanning, Previewing, Quickwrite, Notetaking, Oral Reading

Activities 2.6-2.7 2.6 Play Ball: Part One: Analyze characters and understand the connection between conflict and resolution 2.7 Play Ball Part Two: Transform text and write dialogue

Langston Terrace, Greenfield, Eloise, 480–484 Mowgli's Brothers from The Jungle Book, Kipling, Rudyard, 886–895

Dialogue Practice pg. 97

Story Starter Writing Prompt: How are people influenced by changes in their worlds?


Curriculum Map

Grade 6

2011-2012

14

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



descriptive language and word choices

!Reading Process: Use background knowledge of the subject and text features to make predictions or content of reading sections

Visualizing, Sketching, Think-Pair-Share, Diffusing, Predicting, Previewing

Activity 2.8 Picturing Green Gables: Apply reading strategies of prediction and visualization, analyze setting and use descriptive details

Grammar: Prepositions, Prepositional Phrases

Quickwrite and Before Reading pg. 99

Embedded Assessment 1: Creating a Short Story

@Literary Analysis: Analyze the elements of plot structure, exposition, setting, character development, rising and falling action, conflict/resolution, and theme in a variety of fiction

Discussion Groups, Graphic Organizers, Marking the Text, Revisiting Prior Work, Role Playing, Metacognitive Markers

Activities 2.9-2.10 2.9 He Said, She Said: examine multiple perspectives in literature and consider two sides to a personal story 2.10 Character Changes: understand characterization

Why Monkeys Live in Trees: African Folk Tale, Lester, Julius, 74–77 Zlateh the Goat, Singer, Isaac Bashevis, 222–230 Old Woman Who Lived With the Wolves, The, Standing Bear, Chief Luther, 234–238

Literary Terms: Point of View Grammar: Subject/Predicate Simple/Complex

After reading Discussion groups, pg. 113

^Writing Applications: write

Notetaking, Prewriting, Drafting,

Activity 2.11 Writing About a

Plot / conflict,

21, 25, 28, 29,

Literary Term: Theme and

Plot Diagram Graphic Organizer

Vocabulary Notebook


Curriculum Map

Grade 6

2011-2012

15

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



a short story that includes a main idea, descriptive details, characters, sequence of events, and setting to enhance style and tone. #Writing Process: draft writing by organizing information into logical sequence and combining or deleting sentences to enhance clarity #Writing Process: Revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation

Role Playing, Think-Pair-Share

Chance Encounter: invent characters, describe setting, write a conversation, and story writing

33, 35, 38, 39,

857;

plot/conflict in

short stories,

180, 182;

Conflict, 219,

222, 224, 226,

228, 229, 235,

236, 239, 356,

694, 703, 835;

plot diagram,

356

Encounter

@Literary Analysis: analyzes, identifies, and applies the knowledge of the elements of a

Discussion groups, Prewriting, Think-Pair-Share, Word Map, Graphic Organizer

Activities 2.12-2.13 Activity 2.12 Understanding TV

Writing

Applications:

News Report,

41; Listening

Writing Workshop #8 Persuasion: Pets are Important

TV News Graphic organizer pg. 140-141 Classroom

Writing Workshop #8


Curriculum Map

Grade 6

2011-2012

16

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



variety of nonfiction, informational, and expository texts to determine an understanding of the information presented

News: To clarify opinions about the news and the elements of TV newscasts. Activity 2.13 The Parts of a News Story: To observe the behaviors of a news anchor and analyze how facts are supported by visuals in a news story

and Speaking:

Televised

Speech, 812

discussion: Parts of a News Story graphic organizer pg. 142-144

!Reading Process: Analyze the authors purpose (to persuade, inform, entertain, or explain) and perspective in a variety of texts in order to understand how they affect the meaning Information and Media Literacy: comprehending a wide array of informational texts that are part of our day to experiences

Marking the Text, Oral Reading, Prewriting, Rereading, Role Playing, Skimming and Scanning, Summarizing and Paraphrasing, Visualizing, Discussion Groups, THIEVES, RAFT

Activities 2.14-2.16 Activity 2.14 That’s a Great Question: to write interview questions and recognize open ended questions Activity 2.15 Weather Changes: to identify the essential events of a story, align a graphic with a headline Activity2.16 Weather

For related

information:

Evaluating a

Persuasive

Message, 366;

News Release,

879; Editorial,

441; News

Article, 69

Alliteration, 552, 637

Literary Term: Idiom, Paraphrase, Summarizing, Folk Tale, Myth, Active and Passive Voice

Reading Activities pg. 154-158 Writing Prompt and RAFT: pg. 160

Collier Writes Timed Writing: Persuasive


Curriculum Map

Grade 6

2011-2012

17

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Explanations: To apply strategies for accessing nonfiction, discussing problems and solutions in nonfiction

#Writing Process: Prepare writing using technology in a format appropriate to audience and purpose &Communication: Write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, and a concluding statement.

Graphic Organizer, Quickwrite, Think-Pair-Share, Summarizing and Paraphrasing, Predicting, Discussion Groups

Activities 2.17-2.19 Activity 2.17 Meet the Watsons: to read, discuss, and write about a short story, identify internal and external conflicts Activity 2.18 Average High Temperature: 29 Degrees: To analyze setting and write and read a weather report. Activity 2.19 Portfolio Activity: Using Dialogue

The Case of the

Monkeys That

Fell From the

Trees, Susan E

Quinlan, 78

Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422

Literary Term: Internal and External Conflicts, Hyperbole Grammar: Contractions

Compare/contrast reflection on Why Monkeys Live in Trees: African Folk Tale, Lester, Julius, 74–77 vs. The Case of the

Monkeys That Fell

From the Trees,

Susan E Quinlan,

78

Embedded Assessment 2: Producing a TV News Story Portfolio Activity Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.



Curriculum Map

Grade 6

2011-2012

18

Quarter 3



Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and

click on Writing Workshops. There are 10 per grade level.

Essential Questions for Unit 3:

1. How do internal external factors influence one’s self-perception?

2. How does Voice relate to audience and purpose?





Curriculum Map

Grade 6

2011-2012

19

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



!Reading Process use background knowledge of subject and text features to make predictions of content of reading selections

Graphic organizer, marking the text, Skimming and Scanning

Activities 3.1-3.2 Unit 3: Changes in Self-Perception Unpack the Embedded Assessment 3.1 Previewing the Unit 3.2 Changes: Voluntary and Involuntary to make connections text/self

Commas, 930,

R43

Grammar: Commas and commas in a series

Writing samples with commas usage

!Reading Process: identify similarities and differences in characters and settings in different stories using strategies, and graphic organizers @Literary Analysis: develop an interpretation of a selection and support through

Graphic Organizers, Close Reading, Role Play, Marking the Text, Think-Pair-Share, Word Map, RAFT, Cornell Notes, Prewrting, Drafting, Revising, Self-Editing

Activities 3.3-3.6 Activity 3.3 Character Presented in a Film Clip Activity 3.4 Character Analysis in Bad Boy : to explore the concept of voice of a character Activity 3.5 Finding and

Action Verbs,

240

Voice,

expressive, use,

63, 599, 812,

931

Grammar: Action Verb Literary Term: Perspective Writing Workshop #7: Informal Letters

Graphic Organizers

Writing Workshop #7: Procedural Texts-Informal Letters


Curriculum Map

Grade 6

2011-2012

20

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



sustained use of examples and context clues

Using Textual Evidence: identify textual support for an opinion Activity 3.6 Walter Says “Thank You” : to explore voice, based on audience and purpose

@Literary Analysis: identify literary devices (words that describe people, objects) in literature and how word choice sets the author’s tone and advances the work’s theme

Previewing, Graphic Organizer, Sketching, Visualizing, Prewriting

Activities 3.7-3.8 Activity 3.7 Internal and External Reflections: to engage in self reflection and others perceptions’ Activity 3.8 Personal Setting Reflection: to recognize the effect of setting on mood and atmosphere

Setting, 6, 8,

181, 182, 184,

187, 301, 305,

306, 309, 311,

321, 324, 327,

342, 353, 692,

826, 828

Transitions of comparison and contrast, p. 217, 464, 802; also see: Restating Transitional Words, 66 Present Tense of a Verb, p. 218 Verb Tenses,

240, 298, 330,

Grammar: Present Tense, Transitions of comparison and contrast Literary Term: Mood, Atmosphere, Setting, Essay

Word Wall discussion

Internal/External Reflection Folder


Curriculum Map

Grade 6

2011-2012

21

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



359, R40

@Literary Analysis: write a reflection that describes how the characters, problem/solution, or theme in a literature selection connects to life experiences

Previewing, Graphic Organizer, Double-Entry Journal

Activity 3.9 Beginning the Journey: Establish active reading-double entry journal

Crippled Boy, A, Tran, My-Van, 850–852 Stone, The, Alexander, Lloyd, 942–952

Literary Terms: Novel Critical Thinking Questions

Holes: Double Entry Journal

@Literary Analysis: identify and explain recurring themes across a variety if works. And use background knowledge of subject and text features to make predictions !Reading Process: Identify cause and effect relationships in stories and informational texts.

Rereading, Summarizing and Paraphrasing, Word Map, Predicting, Oral Reading, Quickwrite, RAFT, Jigsaw,

Activities 3.10-3.16 Activity 3.10 “You Are Entering Camp Green Lake” uses detail to visualize and predict the effect of the setting Activity 3.11 Visualizing the Subplot: visualize and predict, and make

Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27 Subplot, 6

Literary Terms: Omniscient, Subplot, Flashback, Symbol, Tone, Characterization, Textual Evidence Grammar and Usage: Context Clue

Group discussions: Literature circle

Timed Writing: Expository


Curriculum Map

Grade 6

2011-2012

22

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Determine the main idea or central message through inferring, paraphrasing, summarizing and identifying relevant details

inferences about the text Activity 3.12 Vocabulary in Context: Stanley’s Attitude 3.13 The New Kid: write in the voice of a character and reflect on perspective 3.14 Tracing Stanley’s Character 3.15 Writing a Letter Home 3.16 Filling in Stanley’s Character

!Reading Process Analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction texts. #Writing Process: Draft writing by analyzing

Graphic Organizer, Quickwrite, Discussion Groups, Notetaking, jigsaw

Activities 3.17-3.21 Activity 3.17 Noticing Zero: focuses on Characterization Activity 3.18 The Boys of D Tent: characterizatio

Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing Literary Works: Characters' motives, 250;

Grammar and Usage: Greek root words- hierarchy, hier, trans Writing Workshop #9: Response to Literature and Expository Texts

Anchor Project: Literary Terms and Components of a Novel

Embedded Assessment 1: Writing Letters in the Voices of Characters Writing Workshop #9:


Curriculum Map

Grade 6

2011-2012

23

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



language techniques of professional authors to enhance the use of descriptive language and word choices and edit for correct use of grammar and punctuation &Communication: engage the writing process and writes to communicate ideas and experiences

n and plot Activity 3.19 Stanley and Zero: traces the relationship between two characters Activity 3.20 “Kissin’ Kate Barlow”: connects plot and subplot, character motivation Activity 3.21 From Miss Katherine to “Kissin’ Kate” : characterization and character relationships

@Literary Analysis: write a reflection that describes how the characters, problem/solution, or theme in a literature selection connects to life experiences

QHT, Skimming and Scanning, Graphic Organizers, Double-Entry Journal, Discussion Groups, Word map,

Activities 3.22-3.26 Activity 3.22 Visualizing Vocabulary: context clues to derive meaning Activity 3.23 The Lifeline:

Parallel

Structure:

Commas, 930,

R43; Subject-

Verb

Agreement, 672,

R42

Transitions, 464, 802; also see:

Grammar and Usage: Evolution (e-volv) Parallel Structure, Incorporating Quotations,

Voluntary and Involuntary Changes chart pg. 264

Embedded Assessment 2: Writing a Character Analysis Essay 3.26 Portfolio Activity Online End of Unit


Curriculum Map

Grade 6

2011-2012

24

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



&Communication: engage the writing process and writes to communicate ideas and experiences ^Writing Applications: write informational and expository essays that include a thesis, details, introductory, concluding, and body paragraphs

internal and external changes of characters Activity 3.24 Hector Zeroni: character analysis Activity 3.25 Evolution of the Caveman: cause and effect in character changes Activity 3.26 Portfolio Activity: Using Concrete Details

Restating Transitional Words, 66 Timeline,

develop, 63,

155, 907

Characterization

, 189, 194, 196,

201, 203, 206,

208, 209, 210,

215; Comparing

Literary Works:

Characters'

motives, 250;

Writing

Workshop:

Response to

Literature:

Review, 264–

269; Write

Character

Description, 331

Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.




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Quarter 4



Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and

click on Writing Workshops. There are 10 per grade level.


1. Why is it important to reflect on personal change and growth?

2. Why does successful writing require global revision?


1. Why do objects change over time, and how does this change affect society?

2. How does setting affect characterization and plot?





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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



%Information and Media Literacy: use information and media to explain a situation and justify a decision Reading Process: demonstrate the ability to read grade level text out loud with accuracy, appropriate rate, and expression

Skimming and Scanning, Discussion Groups,. Word Map, Oral Reading, Graphic Organizers, Think-Pair-Share

Unit 4: Measuring Changes in Me Unpack the embedded assessment Activities 4.1-4.5 4.1 Previewing the Unit 4.2 Reflecting on Reading Fluency 4.3 Revisiting, Revising, Reflecting 4.4 Reflecting on Personal Changes 4.5 Reflecting on Reading Strategies and Experiences

Jackie

Robinson:

Justice at Last,

Geoffrey C.

Ward and Ken

Burns, 4

Compound

Sentences, 874,

R4122

Sentences, 598,

617, 874, 909,

R40; also see:

Revising:

Sentences, 88,

358, 616, 617,

741, 805, 909,

992

Grammar: Compound Sentences Pre-Laureate Project: Research Paper

Graphic Organizer Reading assessment Pre-Laureate Project: Research Paper

& engages the writing process and writes to communicate ideas and experiences #Writing Process: write a draft appropriate

Revisiting Prior Work, Peer Editing, Looping, Word Map, Adding, Replacing, Deleting

Activities 4.6-4.9 Activity 4.6 Applying Reading Strategies: reflect on the usefulness of

FCAT Practice,

64–65, 71, 132–

133, 242–243,

249, 332–333,

341, 436–437,

443, 510–511,

515, 600–601,

Revisit Writing Workshops Buckle Down Workbook

Graphic Organizer FCAT Practice Pages

Embedded Assessment: Revising, Reflecting, and Publishing Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com




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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



to the topic, audience, and purpose. Review, revise, and refine the draft for clarity and effectiveness

reading strategies Activity 4.7 Reflecting, Drafting, Evaluating, Revising Activity 4.8 Applying Revision Strategies: Adding Activity 4.9 Applying Revision Strategies: Replacing Activity 4.10 Applying Revision Strategies: Deleting

607, 654–655,

659, 736–737,

780–781, 787,

242–243, 249,

332–333, 341

Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992; Reflecting on Your Writing & Rubric for Self-Assessment, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.

! Reading Process: analyze a variety of text structures and text features to explain their impact on meaning in text.

Graphic Organizers, Word Map, Prewriting, Think-Pair-Share, Cornell Notes

Unit 5: Changing Times and Places Unpack the Embedded Assessment Activities 5.1-

Writing Workshop: Research: Multimedia Report, 906–911; Research Report, 988–997; Research

Writing Workshop #10: Research and Presenting an Item That Has Changed Over Time Grammar: Subordinate Clause

Critical Thinking Activity for Prentice Hall Stories

Writing Workshop #10


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



%Information and Media Literacy: uses a systematic process for the collection, processing and presentation of information

5.3 Activity 5.1 Previewing the Unit 5.2 Passing of Time: to identify effective transitions and chronological order 5.3 Recognizing How Time Relates to Change: to visualize the concepts of time and change

and Technology

Subordinate

Clause, 854,

874, R41

Gluskabe and

Old Man

Winter, Joseph

Bruchac, 696–

702

The Phantom

Tollbooth,

Susan Nanus,

708–732, 748–

776

%Information and Media Literacy: explain and demonstrate an understanding of the importance of ethical research practices, including the need to avoid

Think Aloud, Word Map, Rereading, Marking the Text, Close Reading, Sketching

Activities 5.4-5.5 Activity 5.4 Creating a Works Cited Page Activity 5.5 Technology Changes: to interpret and present text

Research

Report: Citing

Sources to

Avoid

Plagiarism, 990;

Create a

Bibliography,

992; R34–R35

Turkeys, by

Revisit Pre-Laureate for Works Cited

Word Map Oral Reading Fluency

Embedded Assessment 1: Researching and Presenting an ItemThat Has Changed Over Time


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



plagiarism, and know the associated consequences #Writing Process: The student will write a draft to the topic, audience, and purpose

passages Bailey White,

472

Letters from a

Concentration

Camp, Yoshiko

Uchida, 518

“The

Caribbean,”

Atlas Entry, 135

“Egyptian

Pyramids,”

Textbook, 247

!Reading Process: determine the correct meaning of words with multiple meanings in context @Literary Analysis: locate and analyze the effects of sound, meter, figurative and descriptive

Marking the Text, Role Playing, Word Map, Oral Reading, Oral Interpretation, Predicting, Summarizing and Paraphrasing

Activities 5.6- 5.10 Activity 5.6 Forced Changes :to summarize and make predictions Activity 5.7 Tone Changes: to define and understand tone

Tone/emotion,

7, 18, 111, 115,

121, 125, 127,

129, 516, 550,

637, 645, 651,

812

Dramatic

Scene, 109;

Dramatic

Reading, 931;

Dramatic

Poetry Reading,

Literary Term: Rhythm ,T one, Memorization, Pitch, Volume, Rate, Limerick, Interpretation, Oral Interpretation Enriching Poetry Activities: www.theteachersguide.com/poetrymonth.htm

Readers Theatre: Millionaire Miser

Poetry Presentation: rehearse and perform

http://www.theteachersguide.com/poetrymonth.htm

http://www.theteachersguide.com/poetrymonth.htm


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



language, graphics, and structure to communicate mood and meaning &Communicationapplies listening and speaking strategies

Activity 5.8 Readers Theatre: to interpret text with appropriate tone Activity 5.9 Learning Lear’s Limericks Activity 5.10 Poetry Presentation

599

Dramatic

Scene, 109; Plot

proposal, 955

!Reading Process: distinguish denotative and connotative meanings of words, and relate new vocabulary to familiar words. &Communication effectively apply listening and speaking strategies #Writing Process: write a draft to the topic, audience, and purpose

Marking the Text, Oral Interpretation, Word map, Role Playing, Graphic Organizer, Visualizing

Activities 5.11-5.16 Activity 5.11 Creating a Dramatic Script from a Poem Activity 5.12 Building Vocabulary Activity 5.13 Guided Reading of Rip Van Winkle Activity 5.14 Poetry Performance Activity 5.15 Drama Games

Dramatic

Scene, 109;

Dramatic

Reading, 931;

Dramatic

Poetry Reading,

599

Writing Workshop #7: Script Writing Performance Terms: Set Design, Props, Gestures, Facial Expressions, Costumes, Movements

Role Playing Games Writing Workshop #7: Script Writing

Embedded Assessment 2: Transforming and Performing a Scene From a Play. Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.




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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Activity 5.16 Playing with time Periods


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Addendum: Six Traits Research Units Research Paper: The research paper and presentation for each grade level can be an extension of one of the Embedded Assessments found within the SpringBoard Text so there is relevance and continuity for the research.

6th

grade: Unit 5, Embedded Assessment #1 --- Research paper may occur in 4th

quarter 7

th grade: Unit 3, Embedded Assessment #2 --- Research paper may occur in 3

rd quarter

8th

grade: Unit 5, Embedded Assessment #2--- Research paper may occur in 4th

quarter

Research Process Hotlinks: http://www.collierschools.com/research/

Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

6th grade – Focus is Library Oriented:

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Evaluate 3+ sources and choose 2 articles on the topic 4. Read the articles 5. Take notes on the articles using outlining and note taking strategies 6. Teach paraphrasing and summarizing mini-lessons

7th grade – Focus is Research with Technology

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify 4+ quality resources on the topic 6. Evaluate sources and choose quality articles

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/


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7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 4 – 5 page research paper answering the essential questions 10. Works Cited page must include a minimum of 4 sources 11. Use MLA format. This should be consistent throughout the paper

8th grade – Focus in on Pre-Laureate Paper and Presentation

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify quality resources on the topic 6. Evaluate at least 7 sources and choose quality articles and sources 7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 6+ page research paper answering the essential questions 10. Works Cited page must include a minimum of 7 sources 11. Use MLA format. This should be consistent throughout the paper


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Addendum #2

Prentice Hall and SpringBoard Alignment

ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010

UNIT 1: Coming of Age

Springboard Unit Goals:

• To define change and identify the types of change adolescents encounter

To make thematic connections among texts and between texts and your own life

Key Matches for Unit Goals from Prentice Hall Literature:

Drive-In Movies, The, Soto, Gary, 46–50; Names/Nombres, Alvarez, Julia, 114–

120; Sound of Summer Running, The from Dandelion Wine, Bradbury, Ray,

142–148; Eleven, Cisneros, Sandra, 149–151; Water, Keller, Helen, 398–402;

Hard as Nails, Baker, Russell, 406–414; How do we decide who we are? 690,

808; Writing Workshop: Descriptive Essay, 86–91; Autobiographical Narrative,

154–161

Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; Comparing Literary Works: Setting and theme, 342; Universal Theme, 933, 939, 945, 946, 951, 953

Writing Workshop: Descriptive Essay, 86–91; Autobiographical Narrative,

154–161; Response to Literature: Review, 264–269; Short Story, 354–361; How–to Essay, 462–467; Persuasive Essay, 526–533; Comparison–and–Contrast Essay, 668–675; Letter, 738–743; Descriptive paragraph, Put Yourself in the Picture, 181; Description using generalizations, Timed Writing, 139; Descriptive language, add, 907


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To use descriptive language in writing both narrative and expository text

To understand and explain the relationship between cause and effect

Cause/Effect, 839, 845, 852, 853, 861, 862, 865, 869, 873; Critical Thinking:

Cause and effect, 84, 120, 795; Writing Process: Cause–and–Effect Essay,

800–807

Learning Focus: What is Storytelling? p. 4

SpringBoard Readings:

Poem: “Who’s Who,” by Judith Viorst

Novel: Excerpt from Kira-Kira, by Cynthia Kadohato

Personal Narrative: “My Superpowers,” by Dan Greenburg

Suggested Texts from Prentice Hall Literature:

Drive-In Movies, The, Soto, Gary, 46–50

Names/Nombres, Alvarez, Julia, 114–120

Sound of Summer Running, The from Dandelion Wine, Bradbury, Ray, 142–148


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Eleven, Cisneros, Sandra, 149–151

Water, Keller, Helen, 398–402

Hard as Nails, Baker, Russell, 406–414

Academic Vocabulary:

Fluency

Characterization

Narrative

Point of View

Expository Writing

Cause/Effect

Coverage of Academic Vocabulary in Prentice Hall Literature:

Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency

Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry

reading, 599; Dramatic reading, 931; Reading rate, adjusting, 933, 939, 953

Characterization, 180, 189, 194, 196, 201, 203, 215; Character, 4, 6, 11, 180,

206, 208, 209, 210, 215, 694, 696, 698, 826, 828, 857

Narrative: Elements and characteristics of fiction/nonfiction?, 6–7; Narrative,

554

Point of View, 6, 43, 46, 51, 54, 57, 356

Expository Writing: Elements and characteristics of fiction/nonfiction?, 6–7;

What is Nonfiction?, 378–379; Elements of nonfiction writing, 380–381;

Cause/Effect, 839, 845, 852, 853, 861, 862, 865, 869, 873


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Grammar & Usage:

Noun, p. 11

Adjective, p. 11

Dialogue and Quotation Marks, p. 17

Verb, p. 18

Suggested Activities from Prentice Hall Literature:

Nouns, 40, 62, 89, R40

Adjectives, 91, 416, 434, 465, R40

Dialogue, 156, 358

Verbs, 216, 240, 298, 330, 359, 673, 741, 778, 805, R40

Activities to Prepare for Embedded Assessment:

1.4 Building Oral Fluency, p. 8

1.10 Reflecting on Narrative Openings, p. 27

1.11 What Makes a Good Narrative? P. 30




reading, 599; Dramatic reading, 931

Author’s Insights: Narratives (Yolen), 157; What are fiction/nonfiction?, 4–5;

Elements and characteristics of fiction/nonfiction?, 6–7; What is a short

story?, 178–179; Elements of Short Stories, 180–181

Embedded Assessment 1:

Writing a Personal Narrative About an Incident That Changed


Writing Workshop: Autobiographical Narrative, 154–161; Short Story, 354–

361; Writing: Autobiographical Narrative, 63, Personal Anecdote, 131,


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Me, p. 31 Personal Narrative, 331, Journal Entry, 487

Learning Focus: How to Explain, p. 36


Article: The Oldest Living Atlanta Gorilla Tells All,” by Scott

Freeman

Folk Tale: “How Fire Come to the Six Nations” (Iroquois)

Expository Essay: “The Jacket,” by Gary Soto

Poem: “…And Although the Little Mermaid Sacrificed Everything

to Win the Love of the Prince, the Prince (Alas) Decided to Wed

Another,” by Judith Viorst

Expository Essay: “He Might Have Liked Me Better with My

Tail,” by Ima Mermaid


Turkeys, by Bailey White, 472

Letters from a Concentration Camp, Yoshiko Uchida, 518

“The Caribbean,” Atlas Entry, 135

“Egyptian Pyramids,” Textbook, 247

The Case of the Monkeys That Fell From the Trees, Susan E Quinlan, 78


Grammar & Usage:

Semicolons, pp. 37, 61

Transitions, p. 61


Semicolons, 954

Transitions, check, 464; Transitions, use, 670, 875; Transitional words, use,

802

Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:


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1.12 Marking Growth: A Frame Poem, p. 37

1.15 Using Context Clues, p. 50

1.16 Changes in Three Arrows (Character), p. 53

Writing Activities: Poem, 599, 635

Context Clues, 561, 565, 567, 569, 574, 576, 578, 581, 585, 589, 591, 594, 597

Character traits, explore, 63; Character's personality, reflect, 131; Character,

4, 6, 11, 180, 206, 208, 209, 210, 215, 694, 696, 698, 826, 828, 857


Writing an Expository Essay About a Change in Me, p. 62


Autobiographical Narrative, 154–161; Problem-and-Solution Essay, 614–619

UNIT 2: Changes in My World

Springboard Unit Goals:

To explore the craft of storytelling and to write a short story

Key Matches for Unit Goals from Prentice Hall Literature:

Writing Workshop: Short Story, 354–361; Research and Technology:

Storytelling program, 703; Elements and characteristics of fiction/nonfiction?,

6–7; What is a short story?, 178–179; Elements of Short Stories, 180–181

Elements and characteristics of fiction/nonfiction?, 6–7; Plot / conflict, 21, 25,


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To recognize essential elements of plot, point of view, characterization, and setting

To build oral reading fluency

To write using precise adjectives and adverbs

28, 29, 33, 35, 38, 39, 857; plot/conflict in short stories, 180, 182; Character,

4, 6, 11, 180, 181, 182, 694, 696, 698, 826, 828, 857; Setting, 301, 305, 306,

309, 311, 315, 321, 324, 327, 329, 353, 692, 826, 828; Literary Analysis:

Narrator and Point of View, 43; Point of View, 6, 46, 51, 54, 57, 61, 356




Adjectives, 91, 416, 434, 465, R40; Adverbs, 465, 486, R40

Learning Focus: Imagining Stories, p. 72

SpringBoard Readings: Suggested Texts from Prentice Hall Literature:


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Short Story: “Eleven,” by Sandra Cisneros

Fiction: “The Southpaw,” by Judith Viorst

Novel: “Excerpt from “Morning at Green Gables,” by L.M.

Montgomery

Novel: “Diving Under,” excerpt from Flipped, by Wendelin Van

Draanen

Short Story: “Thank You M’am,” by Langston Hughes

Greyling, Yolen, Jane, 9–15

Homecoming, The, Yep, Laurence, 32–38

Tail, The, Hansen, Joyce, 192–202

Why Monkeys Live in Trees: African Folk Tale, Lester, Julius, 74–77

Zlateh the Goat, Singer, Isaac Bashevis, 222–230

Old Woman Who Lived With the Wolves, The, Standing Bear, Chief Luther,

234–238

Circuit, The, Jiménez, Francisco, 275–282

All-American Slurp, The, Namioka, Lensey, 286–295

Zlata's Diary, Filipović, Zlata, 383–392

Langston Terrace, Greenfield, Eloise, 480–484

Mowgli's Brothers from The Jungle Book, Kipling, Rudyard, 886–895


Short Story

Figurative Language


Short Story: Introduction: Short Story, 178–179; Learning About Short Stories,

180–181

Figurative Language, 585, 588, 590, 591, 594, 595, 597; Metaphor, Simile, 88,


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News Story

556, 585

News Story: Online News Article, 783–784, 787; News Release, 879–880, 883,

R25

Grammar & Usage:

Adjective, p. 90

Adverb, p. 91

Writing Dialogue, p. 97

Pronoun, p. 106

Complete Sentence, p. 115


Adjectives, 91, 416, 434, 465, R40

Adverbs, 465, 486, R40

Dialogue, 156, 358

Pronouns, 108, 130, 159, R40

Sentences, 598, 617, 874, 909, R40; also see: Revising: Sentences, 88, 358,

616, 617, 741, 805, 909, 992


2.3 Changes in My World (Literary Terms: Conflict), p. 77

2.5 Changes in Simba’s World: Storytelling: Plot Diagram, pp.

88–89

2.7 Play Ball: Part Two: Storytelling: Dialogue, p. 97


Plot / conflict, 21, 25, 28, 29, 33, 35, 38, 39, 857; plot/conflict in short stories,

180, 182; Conflict, 219, 222, 224, 226, 228, 229, 235, 236, 239, 356, 694, 703,

835; plot diagram, 356

Dialogue, 692, 694, 702, 703, 705, 711, 712, 714, 716, 720, 722, 723, 724, 727,

728, 730, 731, 733


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2.10 Character Changes, p. 115

2.11 Writing About a Chance Encounter, p. 124

Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing

Literary Works: Characters' motives, 250; also see: Character, 4, 6, 11, 180,

181, 182, 694, 696, 698, 826, 828, 857

Writing: Personal Narrative, 331; Anecdote, personal, 131


Creating a Short Story, p. 128


Writing Workshop: Short Story, 354-361; Writing: Personal Anecdote, 131;

Journal Entry, 487; Fable, 855

Learning Focus: Don’t Switch That Channel! p. 137


Folk Tale: “The Gathering of the Wild Animals”

Interview: “A Conservation with Wendelin Van Draanen,” by

Claire E. White

Suggested Activities and Selections from Prentice Hall Literature:

For related information: Evaluating a Persuasive Message, 366; News Release,

879; Editorial, 441; News Article, 69



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Myth: “Persephone,” by Alice Law

Article: “Can It Really Rain Frogs?” by Spenser Christian and

Antonia Felix

Novel: Excerpt from And You Wonder Why We Get Called the

Weird Watsons, by Christopher Paul Curtis



2.12 Understanding TV News, p. 138

2.13 The Parts of a News Story, p. 142

2.17 Meet the Watsons (Literary Terms: Alliteration), p. 176


For related information: Evaluating a Persuasive Message, 366; News Release,

879; Editorial, 441; News Article, 69

Alliteration, 552, 637


Producing a TV News Story, p. 180


Writing Applications: News Report, 41; Listening and Speaking: Televised

Speech, 812

Unit 3: Changes in Self-Perception


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Goals

• To explore the concept of voice through both reading

and writing

• To read challenging texts, both fiction and nonfiction,

with fluency and comprehension

• To identify elements of legends and myths present in a

contemporary work of fiction

• To identify how a character is presented and how he or

she changes throughout a novel

• To develop writing skills through various stages of the

Voice, expressive, use, 63, 599, 812, 931




What is the oral tradition?, 824–825; Characteristics of Folk literature, 826–

827; Cultural Connection: Athena, 863; Myths, 857, 864, 865, 868, 871, 872,

873


Literary Works: Characters' motives, 250; also see: Character, 4, 6, 11, 180,

181, 182, 694, 696, 698, 826, 828, 857

Writing Workshop, 86–91, 154–161, 264–269, 354–361, 462–467, 526–533,

614–619, 668–675, 738–743, 800–807, 906–911, 988–997


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writing process

Learning Focus: What is Voice? P. 196


Memoir: from Bad boy, by Walter Dean Myers

Novel: Holes, by Louis Sacher


Eleven, Cisneros, Sandra, 149–151

Tail, The, Hansen, Joyce, 192–202

Aaron's Gift, Levoy, Myron, 318–328

Water, Keller, Helen, 398–402

Hard as Nails, Baker, Russell, 406–414

Crippled Boy, A, Tran, My-Van, 850–852 Stone, The, Alexander, Lloyd, 942–952


Internal/External

Diction

Voice


Internal/External Reflection: Writer's journal, 91, 161, 269, 361, 467, 533, 619,

675, 743, 807, 911, 997

Diction: Word choice, 16, 516, 739; Dialect, 826, 827; Figurative language,

516, 552, 585, 588, 590, 591, 594, 595, 597

Voice, expressive, use, 63, 599, 812, 931


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Literary Analysis

Personal Letter

Setting

Subplot

Literary Analysis: Critical Thinking (after reading), 19, 28, 38, 50, 60, 77, 84,

100, 106, 120, 128, 148, 152, 187, 202, 211, 230, 238, 259, 262, 282, 296, 314,

328, 347, 352, 393, 402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524, 559,

568, 580, 590, 596, 611, 612, 626, 626, 632, 644, 650, 664, 666, 676, 703, 776,

795, 798, 827, 831, 837, 844, 852, 864, 872, 895, 904, 920, 928, 938, 952, 977,

986

Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27

Setting, 6, 8, 181, 182, 184, 187, 301, 305, 306, 309, 311, 321, 324, 327, 342,

353, 692, 826, 828

Subplot, 6

Grammar & Usage:

Comma in a Series, p. 199

Adverb, p. 203

Action Verb, p. 209

Transitions of comparison and contrast, p. 217

Present Tense of a Verb, p. 218


Commas, 930, R43

Adverbs, 465, 486, R40

Action Verbs, 240


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Transitions, 464, 802; also see: Restating Transitional Words, 66

Verb Tenses, 240, 298, 330, 359, R40


3.4 Character Analysis in Bad Boy, p. 202

3.5 Finding and Using Textual Evidence, p. 211

3.8 Personal-Setting Reflection, p. 218

3.11 Visualizing the Subplot, p. 225

3.12 Vocabulary in Context: Stanley’s Attitude, p. 226

3.14 Tracing Stanley’s Character, p. 231



Literary Works: Characters' motives, 250; Writing Workshop: Response to

Literature: Review, 264–269; Write Character Description, 331 Setting, 6, 8,

181, 182, 184, 187, 301, 305, 306, 309, 311, 321, 324, 327, 342, 353, 692, 826,

828; Textual Evidence, 19, 28, 38, 50, 60, 77, 100, 106, 120, 128, 148, 152,

187, 202, 211, 230, 238, 259, 262, 282, 296, 314, 328, 347, 352, 393, 402, 414,

424, 432, 447, 460, 476, 484, 494, 506, 521, 524, 559, 568, 580, 590, 596, 626,

632, 650, 664, 666, 703, 776, 795, 798, 837, 844, 852, 864, 872, 895, 904, 920,

928, 938, 952, 977, 986

Subplot, 6

Context Clues, 561, 565, 567, 569, 574, 576, 578, 581, 585, 589, 591, 594, 597


Literary Works: Characters' motives, 250


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3.15 Writing a Letter Home, p. 233 Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27


Writing Letters in the Voices of Characters


Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27

Learning Focus: What is Literary Analysis? p. 259

Grammar & Usage:

Parallel Structure, p. 262

Transitions, p. 265


Parallel Structure: Commas, 930, R43; Subject-Verb Agreement, 672, R42

Transitions, 464, 802; also see: Restating Transitional Words, 66


3.22 Visualizing Vocabulary, p. 260

3.23 The Lifeline (timeline), p. 261


Visual Writing, 381; Vocabulary Workshop, 164, 364, 536, 678, 810, 1000

Timeline, develop, 63, 155, 907


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3.25 Evolution of the Caveman (Changes in Characters), p. 264


Literary Works: Characters' motives, 250; Writing Workshop: Response to

Literature: Review, 264–269; Write Character Description, 331


Writing a Character Analysis Essay, p. 267


Writing Workshop: Response to Literature: Review, 264–269; Write Character

Description, 331; Main character: Create Chart, 355

Unit 4: Measuring Changes in Me

Goals

• To recognize personal and academic change and

growth over time

• To practice thoughtful reflection

• To build global revision skills

Suggested Texts

FCAT Practice, 64–65, 71, 132–133, 242–243, 249, 332–333, 341, 436–437,

443, 510–511, 515, 600–601, 607, 654–655, 659, 736–737, 780–781, 787,

242–243, 249, 332–333, 341

Global Revision: Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359,

464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992

While You Read, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217,


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• To set goals for future reading and writing

241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583,

583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855, 875,

883, 905, 931, 955, 961, 987

Learning Focus: Thinking as a Reader and Writer, p. 279


Essay: “Thank You Mrs. Abruzzi,” by Ray Romano



The Shutout, Patricia C. McKissack and Frederick McKissack, Jr., 434

La Leña Buena, John Phillips Santos, 492


Global Revision

Reflection


Global Revision: Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359,

464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992

FCAT Practice, 64–65, 71, 132–133, 242–243, 249, 332–333, 341, 436–437,

443, 510–511, 515, 600–601, 607, 654–655, 659, 736–737, 780–781, 787,

242–243, 249, 332–333, 341


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Figurative Language

Figurative Language, 585, 588, 590, 591, 594, 595, 597; Metaphor, Simile, 88,

556, 585

Grammar & Usage:

Compound Sentence, p. 285


Compound Sentences, 874, R41


4.2 Reflecting on Reading Fluency, p. 281

4.3 Revisiting, Revising, and Reflecting, p. 283

4.8–4.10 Applying Revision Strategies, pp. 297, 302, 303




reading, 599; Dramatic reading, 931; Ring rate, adjusting, 933, 939, 953

Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530,

616, 672, 673, 740, 804, 908, 909, 992


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4.4 Reflecting on Personal Changes, p. 285

4.5 Reflecting on Reading Strategies and Experiences, p. 287

4.6 Applying Reading Strategies, p. 289

Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181,

217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525,

583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855,

875, 883, 905, 931, 955, 961, 987

Critical Thinking (after reading), 19, 28, 38, 50, 60, 77, 84, 100, 106, 120, 128,

148, 152, 187, 202, 211, 230, 238, 259, 262, 282, 296, 314, 328, 347, 352, 393,

402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524, 559, 568, 580, 590, 596,

611, 612, 626, 626, 632, 644, 650, 664, 666, 676, 703, 776, 795, 798, 827, 831,

837, 844, 852, 864, 872, 895, 904, 920, 928, 938, 952, 977, 986; Test Practice,

64–65, 71, 132–133, 242–243, 249, 332–333, 341, 436–437, 443, 510–511,

515, 600–601, 607, 654–655, 659, 736–737, 780–781, 787, 242–243, 249,

332–333, 341


Revising, Reflecting, and Revision, p. 304


Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530,

616, 672, 673, 740, 804, 908, 909, 992; Reflecting on Your Writing & Rubric for

Self-Assessment, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997


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Unit 5: Changing Times and Places

Goals

• To research, gather and organize content to achieve

purpose for a presentation

• To relate setting to action, characterization, and plot

• To define, identify, and analyze various elements of

drama

• To rehearse and present an engaging performance

Suggested Texts

Writing Workshop: Research: Multimedia Report, 906–911; Research Report,

988–997; Research and Technology: Multimedia Presentation, 187; Research

Project, 417; Multimedia Presentation, 735; Written and Visual Report, 955;

Informative Presentation, 487

Elements and characteristics of fiction/nonfiction?, 6–7; Setting, 301, 305,

306, 309, 311, 315, 321, 324, 327, 329, 353, 692, 826, 828; Comparing Literary

Works: Setting and theme, 342; Characters' motives, 250; Plot / conflict, 21,

25, 28, 29, 33, 35, 38, 39, 857

What is Drama?, 692–693; Elements and types of drama, 694–695; Drama

Selections, 697, 708, 748, 790, 796

Dramatic Scene, 109; Dramatic Reading, 931; Dramatic Poetry Reading, 599


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Learning Focus: What Is Research? P. 310


Short Story: “The Fun They Had,” by Isaac Asimov


Turkeys, by Bailey White, 472

Letters from a Concentration Camp, Yoshiko Uchida, 518

“The Caribbean,” Atlas Entry, 135

“Egyptian Pyramids,” Textbook, 247




Research

Tone



988–997

Tone/emotion, 7, 18, 111, 115, 121, 125, 127, 129, 516, 550, 637, 645, 651,

812

Presentation: Delivering and Oral Response to Literature, 1002; Presentation,


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Presentation

Drama

331, 635

Introduction: Drama, 692–693; Learning About Drama, 694–695; Dramatic

Scene, 109; Dramatic Reading, 931; Dramatic Poetry Reading, 599

Grammar & Usage:

Clause, p. 314


Clauses, 854, 874, R41


5.2 Passing of Time, p. 312

5.3 Recognizing How Time Relates to Change, p. 313

5.4 Creating a Works Cited Page, p. 315


Timeline, develop, 855; Time-order words, notice, 166; Cause and effect,

identifying, 839, 845, 852, 853, 861, 862, 865, 869, 873

Research Report: Citing Sources to Avoid Plagiarism, 990; Create a

Bibliography, 992; R34–R35


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Researching and Presenting an Item That Has Changed Over

Time, p. 321



988–997; Research and Technology: Multimedia Presentation, 187; Research

Project, 417; Multimedia Presentation, 735; Written and Visual Report, 955;

Informative Presentation, 487

Learning Focus: What Is Performance? P. 321


Fable: “The Millionaire Miser,” told by Aaron Shepard

Drama: “The Millionaire Miser”

Limerick Poem: Limericks from A Book of Nonsense, by Edward

Lear

Poem: “Footwear Follies,” by Chip Westington

Drama: Rip Van Winkle, by Washington Irving, dramatized by

Adele Thane

Poem: “Worth Hearing,” by Kristine O’Connell George

Poem: “Fireflies,” by Paul Fleischman


Gluskabe and Old Man Winter, Joseph Bruchac, 696–702

697

The Phantom Tollbooth, Susan Nanus, 708–732, 748–776


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Grammar & Usage:

Subordinate Clause, p. 343


Subordinate Clause, 854, 874, R41


5.7 Tone Changes, p. 331

5.8 Reader’s Theater, p. 333

5.10 Poetry Presentation, p. 341

5.11 Creating a Dramatic Script from a Poem, p. 342

5.16 Playing with Time Periods, p. 361


Tone/emotion, 7, 18, 111, 115, 121, 125, 127, 129, 516, 550, 637, 645, 651,

812


Dramatic Scene, 109; Plot proposal, 955

Historical writing, 381; Historical fiction, 828; What is the oral tradition?, 824–

825; Characteristics of Folk literature, 826–827


Transforming and Performing a Scene from a Play, p. 362




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Addendum #3: Sacred Book List

Lists were compiled from:

1. Collier County Public School Current “Sacred Book” list

2. Sunshine State Young Readers’ Novels

3. Sunshine State: Florida Teen Reads

4. Reader’s Journey Novels

5. SpringBoard Suggested Novels

6. Prentice Hall Literature Suggested Novels

7. Janet Allen Suggested Novels

8. College Board Top 100 Novel List

9. Advanced Placement Recommendations:

High School Teacher Syllabi

College Board A.P. Literature Suggestions

College Board A.P. Language Suggestions

Novels from A.P. Free Response Questions

KEY

+Sunshine State Young Readers Award Program

^Advanced Honors

-Reader’s Journey

* Spring Board


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Middle School Book List 6th grade

Title Author Lexile

SpringBoard

*Dragonwings Yep, Laurence

870

*Holes Sachar, Louis 660

*Island of the Blue Dolphins O'Dell, Scott 1000

*Taking Sides Soto, Gary 750

Reader’s Journey

-A Long Way from Chicago Peck, Richard 750

-Things Not Seen Clements, Andrew 690

-Miracle’s Boys Woodson, Jacqueline 660

-Bearstone Hobbs, Will 780

-Redwall Redwall 800

-Tarantula in My Purse: And 172 Other Wild George, Jean Craighead 830


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Pets, The

-Strong Right Arm: The Story of Mamie

“Peanut” Johnson, A

Green, Michelle Y. 860

-Boy 1090

-Westing Game, The Raskin, Ellen 750

-Pushing Up the Sky: Seven Native American

Plays for Children

Bruchac, Joseph NP

-Liberation of Gabriel King Going, K.L. 780

-Hero’s Trail

Barron 850

-Mousetrap, The Christie, Agatha NP

-Hiroshima Yep, Laurence 660

-Play to Win Jongh, James de and Carles Cleveland NP

CCPS Recommendations

A Wrinkle in Time L'Engle, Madeleine 740


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Call it Courage Sperry, Armstrong 830

Hatchet Paulsen, Gary 1020

My Side of the Mountain George, Jean Craighead 810

Tuck Everlasting Babbitt, Natalie 770

The Heart of a Chief Bruchac, Joseph 750

Incredible Journey Burnford, Sheila 1320

Journey Home

King of the Wind Henry, Marguerite 830

M.C. Higgins the Great Hamilton, Virginia 620

Shark Beneath the Reef George, Jean Craighead 800

Sing Down the Moon O'Dell, Scott 820

My Brother Sam is Dead Collier, James Lincoln and Christopher

Collier 770

Out of the Dust

Advanced

^Cheaper by the Dozen Gilbreth, Frank and Ernestine Carey 890


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^Freedom’s Crossing Clark, Margaret Goff 720

^Swiss Family Robinson Wyss, Johann 910

^Treasure Island Stevenson, Robert Louis 1070

Sunshine State Young Readers

+Rules Rules, Cynthia NP

+Hurt Go Happy Rorby, Ginny 870

Prentice Hall

A Backwoods Boy White, Bailey NP


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Title Author Lexile

SpringBoard

*Tangerine Bloor, Edward 680

*The Call of the Wild London, Jack 790

*Dogsong Paulson, Gary 930

*Julie of the Wolves Craighead, George 860

*Sukey and the Mermaid San Souci, Robert 820

Reader’s Journey

-Rules of the Road Bauer, Joan 850

-Fast Sam, Cool Clyde, and Stuff Myers, Walter Dean 860

-Heat Lupica, Mike 940

-Stand Tall Bauer, Joan 520

7th grade


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-Who Moved My Cheese Johnson, Spencer 880

-Oddballs Sleator, William 1010

-F is for Freedom

-Touching Spirit Bear Mikaelsen, Ben 670

-Crazy Loco Rice, David 830

-Storm Breakers Horowitz, Anthony

-Novio Boy Soto, Gary NP

-Doors

-Lost in Yonkers Neil Simon NP

-Kid Who Invented the Popsicle: And Other

Extraordinary Stories Behind Everyday Things

-Portraits of African-American Heroes Bolden, Tonya 1140

-Watsons Go To Birmingham Curtis, Christopher Paul 1000

CCPS Supplementary

The Cay Taylor, Theodore 860

A Christmas Carol Sims, Lesley 510

The Contender Lipsyte, Robert 760


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Esperanza Rising Ryan, Pam Munoz 750

Goodbye, Vietnam Whelan, Gloria

Local News Soto, Gary 770

The True Confessions of Charlotte Doyle Avi 740

Where the Red Fern Grows Rawls, Wilson 700

Adventure of Ulysses

Child of the Owl Yep, Laurence 720

Clay Marble Ho, Minfong 860

Famous Stories for Performance

I, Juan the Pareja De Trevino, Elizabeth B. 1100

Jaguar Smith, Roland 690

Letters from Rifka Hesse, Karen 660

Lupita Manana Beatty, Patricia 760

Red Scarf Girl Jiang, Ji-Li 780

Sounder Armstrong, William H. 900

Advanced


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^Adventures of Tom Sawyer Mark Twain 490

^The Call of the Wild Jack London 790

^A Paradise Called Texas Shefelman, Janice Jordan NP


+Eggs Spinelli, Jerry NP

Prentice Hall

No Gumption Baker, Russell NP

An American Childhood Dillard, Annie 1040

Angela’s Ashes McCourt, Frank 1110


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Title Author Lexile

SpringBoard

*The Giver Lowry, Lois 760

*Terrible Things: An Allegory of the Holocaust Bunting, Eve NP

Reader’s Journey

-Thwonk 860

-Baseball’s Biggest Bloopers: The Games That

Got Away

NP

-Famous Hispanic Americans Morey, Janet and Wendy Dunn 1170

-An Island Like You: Stories of the Barrio Cofer, Judith Ortiz NP

-Al Capone Does My Shirts Choldenko, Gennifer 600

-Code Talker Bruchac, Joseph 910

-We Just Want to Live Here Rifa’l, Amal; Ainbinder, Odelia with

Tempel, Sylke

920

-Open your Eyes: Extraordinary Experiences in Davis, Jill NP

8th Grade


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Faraway Places

-Under the Royal Palm NA

-Devil’s Arithmetic, The Yolen, Jane 730

-Under the Baseball Moon Ritter, John H 750

-Maus: A Survivor’s Tale Speigelman, Art NP

-Nerdlandia Soto, Gary NP

-Effect of Gamma Rays on Man-in-the-Moon

Marigolds, The

Zindel, Paul NP

-Monster Myers, Walter Dean 670

-Ultimate Robot Malone, Robert 1230

-Famous Hispanic Americans Morley, Janet 1170

CCPS Recommendations

The Cay Taylor, Theodore 860

A Christmas Carol Dickens, Charles 1080

The Contender Lipsyte, Robert 760

Esperanza Rising Ryan, Pam Munoz 750


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Goodbye, Vietnam Whelan, Gloria 810

Local News Soto, Gary 820

The True Confessions of Charlotte Doyle Avi 740

Where the Red Fern Grows Rawls, Wilson 700

Adventure of Ulysses NA

Child of the Owl Yep, Laurence 920

Clay Marble Ho, Minfong 860

Famous Stories for Performance NP

I, Juan de Pareja De Trevino, Elizabeth B. 1100

Jaguar

Letters from Rifka Hesse, Karen 660

Lupita Manana Beatty, Patricia 760

Red Scarf Girl Jiang, Ji-Li 780

Sounder Armstrong, William H. 900

Advanced

^Adventures of Tom Sawyer Twain, Mark 750


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^*The Call of the Wild London, Jack 1120

^A Paradise Called Texas NP


+Peak Smith, Roland 780

Prentice Hall

Cub Pilot on the Mississippi Twain, Mark NP

An American Childhood Dillard, Annie 1040

Travels with Charley Steinbeck, John NP

I Know Why the Caged Bird Sings Angelou, Maya 1330

Anne Frank: The Diaries of a Young Girl Frank, Anne NP

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