may 2012 english language arts unit maps grade 6 ... language arts...and capitalization in writing...

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED of 12 Course: Grade 6 Accelerated – English Language Arts Unit 1: Changes in Me Unit Big Ideas/Understandings: Personal change is a normal, predictable, and often positive aspect of life.

Reading, exploring, analyzing, and interpreting texts as well as producing narrative and expository writings, will allow an examination of changes that are inevitable.

Unit Essential Questions: What is the relationship between change and growth?

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

Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concept

Change Academic Vocabulary

Fluency

Characterization

Narrative

Point of view

Expository Writing

Cause/Effect Literary Terms/Devices

Denotation

Connotation

Alliteration

Rhyme Scheme

Personal Narrative

Conflict

Metaphor

Simile

Conjunctive Adverb Transitions

Grammar/Usage/Mechanics

Parts of Speech

Punctuation of Dialogue

Action Verbs and Linking Verbs

Classification of Nouns

Semicolon

Clauses

Compound Subjects

Compound Predicates

Parentheses

Interjections

Writing

The Writing Process (Writing Workshop #1)

Personal Narrative (Writing Workshop #4)

Expository Writing (Writing Workshop #6)

Quick Write

Graphic Organizer

The students will be able to: 1. Identify and explain how an

incident that changed (him/her) the writer

2. Use the reflective process

(making personal connections) to identify an important incident

3. Use dialogue in narrative writing 4. Organize a narrative with a

beginning, middle, and end employing smooth transitions

5. Demonstrate appropriate

spelling, punctuation, and capitalization in the writing process

6. Identify and explain a change and communicate the impact of the change in speaking and writing

7. Compare the past to the present

in reading and writing 8. Create an introduction with a

hook and a thesis 9. Use specific evidence to support

1. 1.5.6 A. Engage effectively in a

range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly

1.5.6 F. Adapt speech to a variety of contexts and tasks

2. 1.4.6 M. Write narratives to develop real or imagined experiences or events

3. 1.4.6 R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

4. 1.4.6 P. Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events

5. 1.4.6 R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

6.1.4.6 X. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audience

7. 1.4.6 X. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences

8. 1.4.6 N. Engage and orient the reader by establishing a context and introducing a narrator and/or characters

9. 1.4.6. I. Use clear reasons and

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Writing a Narrative About an Incident That Changed Me

Write an organized, multi-paragraph narrative about an incident that brought about a personal change

Use effective dialogue, smooth transitions, descriptive details, and appropriate spelling, capitalization and punctuation.

Embedded Assessment #2 Writing an Expository Essay About a Change in Me

Write a multi-paragraph expository essay how a change has affected your life today, comparing the past to the present, the impact of the change on the future

Create an introduction with a hook and a thesis, using descriptive details and specific evidence as support, using appropriate spelling, punctuation, and capitalization.

Unit Self Reflection

Identify evidence of learning by responding to unit essential questions using academic vocabulary.

Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills.

Spring Board Text, Level 1

Essential DVD The Lion King (1994) B00003CXB4 Rob Minkoff & Roger Allers

Independent Reading

Resources at appropriate reading level (Autobiographical Writings, Personal Narratives, Memoirs, and Stories about True Happenings)

One minute, grade level appropriate, oral reading passages (Teacher-selected)

Vocabulary Notebooks

Writing Workshop #1

The Writing Process

Writing Workshop #4 Personal Narrative

Writing Workshop #6 Expository Writing





Content/Topics Skills/Competencies Standards Assessments Resources

Sketching Events

Topic Sentence for an expository paragraph

Thesis Statement for an essay

AQQS o anecdote o question o quote o statement of intrigue

Reading Strategies

Think-Pair-Share

Skim and Scan

Mark the Text

Predicting

Close reading

Summarize/Paraphrase

Web Graphic Organizer

Activating Prior Knowledge

Diffusing o synonym identification

Chunking

Visualize

QHT o Q=words students do not

know o H=words students have

heard or be able to identify

o T=words students know well enough to teach to their peers

main ideas in reading and writing 10. Use descriptive details to support

main ideas 11. Use the semicolon correctly in

writing 12. Use correct spelling, punctuation,

and capitalization in writing narrative and expository texts

13. Demonstrate fluency when

reading orally 14. Identify and use a variety of

descriptive words and phrases in writing

15. Recognize and apply key elements of a narrative in writing such as sequence of events, setting, characters’ feelings, dialogue, point of view, transitions, and sensory details

16. Examine narrative openings, identify a sequence of events, vivid verbs and sensory language.

relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic

10. 1.4.6. O. Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

11. 1.4. E. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 1.4.6.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

12. 1.4.6.E. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 1.4.6.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

13.1.3.6.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

14. 1.3.6 K. Read and comprehend literary fiction on grade level, reading independently and proficiently


16. 1.4.6.N. Engage and orient the

reader by establishing a context and introducing a narrator and/or characters 1.4.6.P. Organize an event sequence that unfolds naturally and logically, using a variety of transition

End-of-Unit 1 Assessment

Apply unit skills by reading passages and answering questions about what was read

.






17. Analyze the elements of a nonfiction narrative

18. Record and evaluate textual evidence to support opinions

19. Examine expository text by comparing and contrasting expository text based on narrative text

20. Analyze the elements of an expository essay and their influence on plot development

words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events 1.4.6.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling


18. 1.2.6 B. Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text

19. 1.2.6 I. Examine how two authors present similar information in different types of text

20. 1.4.6 A. Write informative/

explanatory texts to examine a topic and convey ideas, concepts, and information clearly

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED of 12 Course: Grade 6 Accelerated – English Language Arts Unit 2: Changes in My World Unit Big Ideas/Understandings: The world around us changes and presents us with challenges. We make choices to deal with life’s challenges.

We can learn how others have dealt with the choices and opportunities that change presents through fiction, nonfiction, print and non-print texts.

Unit Essential Questions: How are people influenced by changes in their worlds?

How does a writer effectively craft a story?



Short Story

Figurative Language

Literary Terms/Devices

Monologue

Plot (exposition, rising action, climax, falling action, resolution)

Theme

Folk Tales

Paraphrasing and Summarizing

Myths

Hyperbole

Characterization

Conflict (internal and external)

Dialogue


Indefinite Pronouns

Adjectives and Predicate Adjectives

Adverbs

Punctuating Dialogue

Prepositions and Prepositional Phrases

Personal Pronouns

Regular and Irregular Verbs

Complete/Simple Sentences

Active and Passive Voice

Subject/Verb Agreement

Commonly Confused Words

Writing

Short Story

The student will be able to: 1. Analyze words that describe a

character’s feelings and write in the voice of a character using descriptive words

2. Relate the concept of change to personal experiences and identify elements of conflict, both internal and external, and conflict resolution

3. Examine and generate effective dialogue and conflict in writing

4. Evaluate character, conflict (internal and external), and elements of plot

5. Analyze characters and explain

the connection between conflict and resolution

6. Develop and refine effective

dialogue in writing 7. Choose and integrate precise

adjectives and adverbs correctly and effectively in writing

1. 1.4.6.Q. Write with an awareness

of the stylistic aspects of writing 2. 1.3.6.H. Compare and contrast

texts in different forms or genres in terms of their approaches to similar themes and topics as well as their use of additional literary elements

3. 1.4.6.Q. Write with an awareness of the stylistic aspects of writing

4. 1.3.6 B. Describe how a particular story 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

5. 1.3.6.B. Describe how a particular story 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

6. 1.4.6.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

7. 1.4.6.O. Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events 1.4.6.P. Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events 1.4.6.Q. Write with an awareness of

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1

Creating a Short Story

Write a short story, incorporating all elements of a story

Describe characters and setting

Include a plot structure that resolves a conflict relating to the concept of change

Employ smooth transitions.

Incorporate dialogue with correct punctuation.

Use descriptive details

Demonstrate accurate spelling, punctuation, and capitalization

Demonstrate the writing process

Embedded Assessment #2 Producing a TV News Story

Create an engaging introduction

Communicate a clear message to an audience

Include significant facts and details

Incorporate an interview

Employ smooth transitions

Reflect on the larger effect of change

Incorporate visual images/graphics

Collaborate to design, plan, and rehearse

Include an effective headline

Demonstrate accurate spelling, punctuation and capitalization


Essential DVD Toy Story(1995)

786936294507 John Lasseter

Essential DVD

The Lion King (1994) B00003CXB4 Rob Minkoff & Roger Allers

Independent Reading

Resources at appropriate reading levels Authors: Christopher Paul Curtis, Wendelin van Draanen, Judith Viorst, and Elizabeth Montgomery


Writing Workshop #2 Short Story

Writing Workshop #8 Persuasive Writing





Content/Topics Skills/Competencies Standards Assessments Resources (Writing Workshop #2)

Persuasive Writing (Writing Workshop #8)

Prewriting

Quick write

Graphic Organizer Reading Strategies

Think-Pair-Share

Summarize

Diffusing

Visualize/Sketch

Marking the Text

Scan

Metacognitive Markers

8. Apply reading strategies of

prediction and visualization when reading fiction and nonfiction

9. Use context clues to determine meaning of unfamiliar words

10. Analyze description of setting

and produce descriptive details 11. Evaluate multiple perspectives

in literature and consider two sides of a personal story

12. Evaluate and interpret characterization through dialogue and physical description

13. Apply the elements of a short story in an original narrative

14. Develop characters, and setting

in story writing

15. Compare and contrast opinions

about the news, identify the purposes of watching TV news, and describe elements of TV newscasts

16. Examine graphics and other visuals in a newscast, and analyze how facts are supported

the stylistic aspects of writing 8. 1.3.6.K. Read and comprehend

literary fiction on grade level, reading independently and proficiently

9.1.2.6.K. Determine or clarify the

meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools

10.1.4.6.O. Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

11. 1.2.6 D. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text

12. 1.3.6 B. Describe how a particular story 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


14. 1.4.6 O. Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

15. 1.5.6 B. Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

16. 1.5.6 B. Interpret information presented in diverse media and formats (e.g. visually, quantitatively,


Identify evidence of learning

by responding to unit

essential questions using

academic vocabulary

Create a portfolio page that

explains how an artifact

demonstrates personal

growth or an increase in

understanding of the big

ideas, concepts, content, and

/or skills of the unit.







Content/Topics Skills/Competencies Standards Assessments Resources by visuals in a news story

17. Design interview and open-

ended questions with answers 18. Identify a problem, or conflict,

and the solution or resolution 19. Identify the essential events of a

story, construct a headline and an interview report

20. Apply strategies for accessing

nonfiction, articulate problems and solutions in nonfiction, and recognize text-to-text connections transforming a text

21. Identify and examine internal

and external conflicts, understanding the effect of point of view in a story

22. Evaluate the use of dialogue in

writing and revise dialogue in writing

orally) and explain how it contributes to a topic, text, or issue under study. 1.5.6.G. Demonstrate command of the conventions of standard English when speaking based on grade 6 level and content

17. 1.4.6.V. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

18. 1.4.6.C. Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension

19. 1.4.6.V. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

20. 1.2.6.I. Examine how two authors present similar information in different types of text 1.2.6.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently

21. 1.3.6.B. Describe how a particular story 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 1.3.6.D. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text

22. 1.4.6 Q, R. Write with an awareness of the stylistic aspects of writing 1.4.6.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED of 12 Course: Grade 6 Accelerated – English Language Arts Unit 3: Changes in Self-Perception Unit Big Ideas/Understandings:

Individuals experience many changes throughout a lifetime.

Unit Essential Questions: How do internal and external factors influence one’s self-perception?

How does voice relate to audience and purpose?



Internal/External

Diction

Voice

Literary Analysis

Personal Letter

Setting

Subplot


Subjective/Objective o camera point of view

Point of View

Topic Sentence

Perspective

Essay

Novel

Omniscient

Subplot

Flashback

Symbol

Tone

Textual Evidence


Commas

Adverbs

Book Titles

Action Verbs

Transitions of Comparison/Contrast

Present Tense

Context Clues

Parallel Structure

Quotations from a Text

Coherence

Action verbs

Writing

Procedural texts: Informal Letters

The students will be able to: 1. Compose sentences using

parallel structure

2. Analyze and evaluate characters by inferring character traits

3. Make and support inferences

4. Analyze and evaluate characters using precise adjectives, adverbs, and action verbs

5. Write in the voice of a character 6. Identify and explain textual

support for an opinion and compose a body paragraph

7. Compose text using voice appropriate for an identified audience and purpose

8. Recognize the effect of setting on mood or atmosphere


of the stylistic aspects of writing 1.4.6.S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction

2. 1.3.. B. Describe how a particular story 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

3. 1.3.6.A. Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text


5. 1.4.6.Q. Write with an awareness of the stylistic aspects of writing

6. 1.2.6.B. Cite textual evidence to

support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text

1.4.6.C. Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension

7. 1.4.6.F. Write with an awareness of the stylistic aspects of composition

8. 1.3.6.B. Describe how a particular story 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

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Writing Letters in the Voice of Characters

Identify and apply the components of a distinct voice

Analyze characters

Apply RAFT

Use the letter format

Craft two letters about a common incident in Holes in two different character voices

Write a reflective piece explaining the difference in diction and character perspective between the two letters

Embedded Assessment #2 Writing a Character Analysis Essay

Craft a multi-paragraph literacy analysis essay using concrete details from the novel

Write a strong introduction with a hook and thesis

Use textual evidence to support a thesis statement

Incorporate direct quotations.

Analyze character change

Employ third-person point of view

Write an insightful conclusion discussing the larger ideas of change than expressed in the novel

Apply smooth transitions, parallel structure, and appropriate descriptive diction


Essential DVD Holes( 2003) 786936225495 Andrew Davis

Essential DVD The Mighty (1998)

6305428247 Peter Chelsom

Essential Text

Holes(2003) 044040414806 Andrew Davis

Independent Reading

Resources at appropriate reading levels Suggested Authors: o Small Steps-Louis Sachar

Chasing Vermeer-Blue Balliet

o Hoot-Carl Hiassen o Maniac Magee-Jerry

Spineli, o The Westing Game-Ellen

Raskin o The Outcasts of 19

Schuyler Place- E.L. Konigsburg


Writing Workshop #7 Procedural Texts: Informal Letters

Writing Workshop #9 Response to Literary or Expository Texts





Content/Topics Skills/Competencies Standards Assessments Resources (Writing Workshop #7)

Response to Literary or Expository Texts (Writing Workshop #9)

Looping

Double-entry journals

Quick writes

Reading Strategies

Skim and scan

Make predictions


Think-Pair-Share

Close Reading

Mark the text

Visualize

RAFT (role, audience, format, topic)

Reread

Scanning

9. Write descriptively in first person 10. Visualize, predict, and generate

inferences about text 11. Make connections between plot

and subplot 12. Use context clues to determine

word meaning 13. Reflect through writing

14. Identify and evaluate a

character’s development through an extended text development

15. Evaluate character relationships

resolution 9. 1.4.6.O. Use narrative techniques

such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

10.1.3.6.A. Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text 1.3.6.B. Describe how a particular story 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


12.1.3.6.F. Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context

13. 1.4.6.X. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences


15. 1.3.6.B. Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change


Identify evidence of learning

by responding to unit

essential questions using

academic vocabulary


explains how an artifact

demonstrates personal

growth or an increase in

understanding of the unit’s

big ideas, concepts, content,

and/or skills







Content/Topics Skills/Competencies Standards Assessments Resources 16. Explain traditional devices in film

17. Compare film and novel

treatments of the same text 18. Use context clues to derive

meaning of unfamiliar words 19. Compose an introduction with a

quotation and a thesis statement 20. Use precise adjectives to

describe characters and to create transitions

as the plot moves toward a resolution

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

17. 1.3.6.G. Compare and contrast the experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching

18. 1.2.6.K. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools

19. 1.4.6.B. Identify and introduce the topic for the intended audience.

20. 1.4.6.C. Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED of 12 Course: Grade 6 Accelerated – English Language Arts Unit 4: Measuring Changes in Me

Unit Big Ideas/Understandings: Reflecting on changes in our lives helps us to recognize personal growth and

provides information to help us set goals for the future.

Unit Essential Questions: Why is it important to reflect on personal change and growth?

Why does successful writing require revision?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concept:

Change

Academic Vocabulary

Local/Global Revision

Reflection


Genre


Topic Sentences

Compound Sentences

Independent Clause

Non count Nouns

Ellipsis Points

Subordinating Conjunctions

Writing:

Personal Narrative (Writing Workshop #4)

Persuasive Writing

Revision Strategies o Adding o replacing o deleting

Reading Strategies

Skim and Scan

Predict


Students will be able to:

1. Demonstrate fluency when reading

2. Write a paragraph with a strong

topic sentence 3. Demonstrate comprehension of

non-fiction and fiction text 4. Analyze nonfiction text 5. Identify and apply one or more

strategies to a new piece of writing

1. 1.2.6.L. Read and comprehend

literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.6.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

2. 1.4.6.N. Engage and orient the reader by establishing a context and introducing a narrator and/or characters

3. 1.2.6.F. Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context 1.3.6 F. Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context

4. 1.2.6 L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently

5. 1.4.6.D. Organize ideas, concepts,

and information using strategies

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1

Revising, Reflecting, and Publishing

Identify areas in need of revision and describe strategies that will aid in the revision process

Deeply revise a text by adding, replacing, and deleting content.

Explain how revisions improve the original text

Unit Self-Reflection

Identify evidence of learning by responding to unit essential questions using academic vocabulary

Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills

End of Unit Four Assessment



Independent Reading Resources (Biography and Autobiography)

One minute, grade level appropriate, oral reading passages (teacher-selected)


Writing Workshop #4 Personal Narrative

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED of 12 Course: Grade 6 Accelerated – English Language Arts Unit: 5 – Changing Times and Places Unit Big Ideas/Understandings:

By applying the conventions to an original text we can transform it into something new.

Unit Essential Questions: Why do objects change over time, and how does this change affect society?

How does setting affect characterization and plot?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concept:


Research

Tone

Presentation

Drama

Parenthetical Credit


Science Fiction/Fantasy

Fable

Interpretation/Oral Interpretation

Limerick

Rhythm

Quatrain

Free Verse

Grammar/Usage/Mechanics:

Subordinate Clauses

Complex Sentences

Writing:

Research (Writing Workshop #10)

Script Writing (Writing Workshop #5)

Prewriting

Reading Strategies:

Think-Pair-Share

Skim/Scan

Marking the Text

Summarizing

Paraphrasing

Prediction

Students will be able to: 1. Describe chronological order

through the identification of objects that have changed over time and through transitions

2. Develop a rationale for giving

credit when using the words or ideas of others

3. Assess predictions and

summarize texts 4. Interpret tone found in text

5. Apply memorization techniques in

poetry 6. Apply and evaluate character

action, pantomime, and write and speak dialogue when writing

7. Compare elements of a dramatic voice

1. 1.4.6 D. Organize ideas, concepts,

and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension

2. 1.4.6.W. Gather relevant

information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

3. 1.3.6.B. Describe how a particular

story 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

4. 1.3.6.F. Determine the meaning of

words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context

5. 1.3.6.F. Determine the meaning of

words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context


of the stylistic aspects of writing 7. 1.5.6.F. Adapt speech to a variety

of contexts and tasks

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Researching and Presenting an Item That Has Changed Over Time

Research an item that has changed over time

Use details, examples, and commentary to explain an item’s development over time

Use visual images to enhance text

Demonstrate accurate spelling, punctuation, and capitalization

Collaborate to design, plan, rehearse, and present

Employ effective transitions in presentation

Embedded Assessment #2 Transforming and Performing a Scene from a Play

Read text closely for historical context

Identify setting, plot, characterization, and theme

Transform the setting, voice, and tone of a text

Write a dramatic script.

Produce a plan for design and rehearsal through collaboration

Prepare props, sound, and costumes to enhance performance

Memorize lines and express a convincing tone

Unit Self-Reflection:

Identify evidence of learning by responding to unit essential questions using academic vocabulary



Essential DVD Big (1988) B00000)K3CR

Essential DVD Back to the Future B000006AL1E

Non Fiction books about inventors or inventions


Writing Workshop #10 Research

Writing Workshop #5 Script Writing

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED of 12 Course: Grade 6 Accelerated – English Language Arts Unit: 5 – Changing Times and Places Unit Big Ideas/Understandings:

By applying the conventions to an original text we can transform it into something new.

Unit Essential Questions: Why do objects change over time, and how does this change affect society?

How does setting affect characterization and plot?


8. Justify how movement, teamwork,

role playing, and precision contribute to a performance

1.5.6.G. Demonstrate command of the conventions of standard English when speaking based on grade 6 level and content

8. 1.5.6.F. Adapt speech to a variety of contexts and tasks 1.5.6.G. Demonstrate command of the conventions of standard English when speaking based on grade 6 level and content

explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills

End of Unit Five Assessment


may 2012 english language arts unit maps grade 6 ... language arts...and capitalization in writing...

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