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1 Randolph Township Schools Randolph Middle School Grade 6 English Language Arts Curriculum Words are our most inexhaustible source of magic. J.K. Rowling Department of Humanities Lisa DiAgostino, Supervisor Curriculum Committee Jacqueline Fik Kris Bost Diane Belli Laura Fiore Kim Eiseman Jacquelyn O Malley Casey Kayser Curriculum Developed July 2015 Date of Board Approval September 8,

2 Randolph Township Schools Department of Humanities Grade 6: English Language Arts Table of Contents Section Page Mission Statement and Education Goals District 3 Affirmative Action Compliance Statement 3 Educational Goals District 4 Introduction 5 Curriculum Pacing Chart 6 Appendices 27 2

3 Randolph Township Schools Mission Statement We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society.. Randolph Township Schools Affirmative Action Statement Equality and Equity in Curriculum The Randolph Township School district ensures that the district s curriculum and instruction are aligned to the state s Core Curriculum Content Standards. The Curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of

4 RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: The needs of the child come first. Mutual respect and trust are the cornerstones of a learning community. The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members. A successful learning community communicates honestly and openly in a non-threatening environment. Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways. Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences. Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth. 4

5 Randolph Township Schools Department of Humanities Grade 6 Curriculum: English Language Arts Introduction The sixth grade English Language Arts program is designed to expand students understanding and application of reading and writing skills. Throughout the year, students read a variety of fiction and nonfiction selections in both print and electronic media. They express their understanding and analysis of texts that they are reading through their writing as well as through discussions with their peers. Students learn the strategies that they need to become more sophisticated independent readers using self-selected and teacher-guided selections. They increase their vocabulary, improve comprehension skills, and refine analytic literary responses. Learning and application of knowledge will be reinforced through differentiated assignments, collaborative activities, and independent study of a variety of resources. They grow intellectually, socially, and emotionally as they navigate through the lessons and life skills that prepare them for college and career readiness. To achieve these goals, the course will be guided by the Common Core Standards and goals established by the Randolph Township Board of Education. 5

6 RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart English Language Arts SUGGESTED TIME ALLOTMENT UNIT NUMBER CONTENT - UNIT OF STUDY 9 weeks I Nonfiction and Informative/Explanatory Writing 9 weeks II Fiction and Narrative Writing 9 weeks III Nonfiction and Argument Writing 9 weeks IV Fiction and Literary Analysis 6

7 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit I: Nonfiction and Informative/Explanatory Writing TRANSFER: Students will construct an original expository product for written or verbal presentation. GOALS: RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9. Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). ENDURING UNDERSTANDINGS Informative/Explanatory writing uses facts to convey ideas. Research is a means of collecting facts and data in order to inform an audience. Plagiarism is unethical and not acceptable. Audience and purpose affect the structure of informational/explanatory/research writing. KNOWLEDGE Students will know: Informational nonfiction includes visual and text features such as photographs, maps, charts, graphs, diagrams titles, and subheadings. Reading informational text requires specific active reading strategies including monitoring comprehension, activating and connecting to background knowledge, asking question, inferring and visualizing, determining importance, summarizing and synthesizing Nonfiction reading strategies apply to reading and writing across content areas. The author s point of view or purpose influences informational text. Topic needs to be supported. ESSENTIAL QUESTIONS How do writers introduce, support, and develop a topic? How do writers effectively inform an audience? How do writers avoid plagiarism? What influences the structure of informative/explanatory writing? SKILLS Students will be able to: Identify and comprehend facts from various text features. Apply active reading strategies. Apply active reading and writing strategies in multiple content areas. Acknowledge how the author s point of view or purpose influences the reader s perception and, when warranted, modify their own views. Identify topics that are supported or not supported. RI By the end of the year, read and comprehend literary nonfiction in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Text structure contributes to the development of a central idea. 7 Analyze a text s structure to explain how the structure helps to develop the central idea.

8 W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8. 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. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W 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. Tracking and analyzing the development of the central idea in a text helps readers to comprehend the text. Writing in response to reading includes direct textual evidence. Analytical responses include restatement of the question, an answer to the question(s), textual evidence, and an extension. A summary of a text does not include a reader s opinion or judgment. Prefixes, suffixes, and root words may be used to determine word meaning. Context clues may be used to determine word meaning, and they can determine appropriate definition from reference sources. Relationships exist between words. Words have connotations and denotations. Speaking and listening in a structured discussion requires preparation. Track central ideas to provide an objective summary that includes direct textual support. Cite appropriate examples of text to support writing in response to reading. Write an analytical response that includes all of the required elements in order to express understanding and analysis of the text. Write a summary of a reading selection free from bias. Identify and use prefixes, suffixes, and root words to determine word meaning of grade appropriate, general academic, and domain specific words and phrases. Use reference materials to determine appropriate meanings. Use relationships between words such as cause/effect, part/whole and item/category to understand word meanings. Distinguish among the connotations of words with similar denotations. Prepare for structured classroom discussions using appropriate text and/or other pertinent materials. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.2. Interpret information presented in diverse media Informative/explanatory writing includes, but is not limited to, compare/contrast and literary essays, open-ended responses, and articles. A variety of resources such as non-fiction texts and online sources are used to conduct research. Write an informative/explanatory piece that develops the topic in a formal style. Select a variety of materials that provide adequate and relevant information for a writing topic. 8

9 and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3. Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Differentiating between fact and opinion is an essential skill when evaluating text. Conducting research is a process that includes selecting a topic, selecting sources, reading of source material, collecting and recording information, organizing subtopics, writing a first draft, citing sources, revising and editing draft, and publishing final draft. Multiple citation styles for writing exist and are endorsed in different forums; MLA is the formatting style used by our district for academic writing. Comprehend research information and discriminate between fact and opinion. Apply research writing process. Use MLA formatting in a research paper. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Paraphrasing of information from sources is necessary to avoid plagiarism. Paraphrase information from research sources to avoid plagiarism. L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. In-text citations and works cited are necessary to properly credit sources and avoid plagiarism. Writers develop a thesis statement that communicates the topic. Writers incorporate evidence such as quotations and specific examples from the text to support and develop the topic. Word choice and transitions are necessary components for developing and supporting a topic in a written response. The writing process is not complete without significant revision and editing of the draft. Compile and format in-text citations and works cited to avoid plagiarism. Develop a thesis statement about an idea that is present throughout the text and that can be supported using textual evidence. Write a draft that includes quotations and specific examples from the text to support the topic. Select appropriate vocabulary and transitions to produce a clear and coherent written response. Analyze the draft, revise the content as needed, and recognize and correct grammar, usage and conventional errors. 9

10 VOCABULARY (including but not limited to): Paraphrase, summary, evaluate, annotate, outlining, skim, credible sources, evidence, cite/citation, references, works cited KEY TERMS (including but not limited to): Text Features: subheadings, photos, charts, graphs, captions, byline, pull quote, title; Hook/lead/attention grabber, topic sentence, conclusion, voice, audience, sentence variety, sensory language, box and bullet ASSESSMENT EVIDENCE: Students will show their learning by (including but not limited to): Written thesis statement Charts and graphic organizers Analytical evaluation of text Outline Feature Article Close reading strategies assessments such as sign posts, journal entries, post-its, and teacher-student conferences End of unit assessments such as cold reads, assessments of skills, etc. Study Island skill builders and Benchmarks Scholastic Reading Inventory Analytical responses KEY LEARNING EVENTS AND INSTRUCTION: (including but not limited to): Mini- lessons for each of the following: Voice, citing sources, annotating, finding credible sources, paraphrasing, interpreting charts and graphs, outlining, skimming, summarizing, drafting, editing, revising, and publishing Creation of original expository product Presentation of original expository product 10

11 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit I: Nonfiction and Informative/Explanatory Writing Curriculum Pacing Chart SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 9 Weeks Unit I: Nonfiction and Informative/Explanatory Writing Classroom-based carts of independent reading books (IRBs) Lucy Calkins Units of Study Words to Go Vocabulary Books Scholastic Expert 21 Textbook Prentice Hall Copper Literature anthologies Common Core English Language Arts Common Core Writing Companion Notice and Note by Kylene Beers and Robert E. Probst 11

12 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit II: Fiction and Narrative Writing TRANSFER: Students will construct an original narrative product for written or verbal presentation. GOALS: RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3. Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. RL By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Choices people make have consequences. How do characters choices impact their world? Life challenges affect a person s character. How might conflict shape character? Through reading the stories of others, students can better understand themselves and the world around them. Effective use of language has the power to tell a story. Audience, purpose, and desired outcome affect the structure of the narrative. KNOWLEDGE Students will know: Readers utilize a variety of comprehension skills to monitor meaning such as predicting, inferring, questioning, and visualizing. Characters may be round or flat and static or dynamic. Characters respond and change as the plot of the story progresses An author can tell or show the reader about a character. Characters learn life lessons from their experiences, and readers internalize these messages. How do readers create meaning from text? Why do writers share personal experience? How can writers word choice impact a story? Why does a writer consider audience and purpose to determine text structure? SKILLS Students will be able to: Apply a variety of comprehension skills in order to monitor and to gain meaning. Identify traits that render a character as one or three dimensional. Explain how a story s plot contributes to a character s development. Explain and identify examples of direct and indirect characterization. Analyze the characters external and internal influences and evaluate text for theme. 12

13 W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W 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 disciplinespecific tasks, purposes, and audiences. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.2. Demonstrate command of the conventions of standard The point of view of the novel affects the reader s interpretation of the characters. Narrative elements include point of view, plot, setting, character, conflict, solution, and theme interact. A story s plot consists of exposition, rising action, turning point, falling action, and resolution. Texts convey theme(s) or central ideas. The parts of the text contribute to theme, setting, and plot. Figurative language, including simile, metaphor, personification, and idioms, are devices used to convey meaning. Analytical responses include restatement of the question, an answer to the question(s), textual support, an elaboration of your support, and an effective summary statement. A summary of a text does not include a reader s opinion or judgment. Prefixes, suffixes, and root words may be used to determine word meaning. Context clues may be used to determine word meaning, and they can determine appropriate definition from reference sources. Words have connotations and denotations. Speaking and listening in a structured discussion requires preparation. Evaluate their interpretation of the characters and identify the narrator. Identify narrative elements and and interpret their development. Identify and interpret parts of a story s plot. Identify the themes or central ideas of a text. Analyze the parts of the text to determine how they contribute to theme, setting, and plot. Identify and interpret examples of figurative language in meaning. Write an analytical response that includes textual evidence. Write an unbiased summary of a reading selection. Decipher words using prefixes, suffixes and roots. Use reference materials to determine appropriate meanings. Distinguish among the connotations of words with similar denotations. Prepare for structured classroom discussions using appropriate text and/or other pertinent materials. 13

14 English capitalization, punctuation, and spelling when writing. L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Narrative writing communicates real or imagined experiences or events. Narrative writing includes literary elements such as a problem, solution, plot, setting, characters, and a narrator. A personal narrative is a small-moment story relevant to the writer s life. A fictional narrative is a made-up story. A narrative includes well-structured event sequences with a beginning, middle, and end. A narrative is enhanced by using literary techniques such as dialogue, figurative language, sensory details, and pacing of plot. Character development is shown through the characters actions, thoughts and words. Write a personal narrative and a fictional narrative. Incorporate the literary elements into a narrative piece. Identify a meaningful small-moment memory from life experience that will be the basis of the narrative. Create a story idea to be developed into a piece of short fiction. Develop the plot by having the events unfold sequentially with a beginning, middle, and end. Apply literary techniques to enhance writing. Enhance a narrative by applying techniques of character development. A personal narrative teaches a lesson or offers insight. A fictional narrative provides a relevant resolution to the story s problem. The writing process is not complete without significant revision and editing of the draft. Word choice, transitions, and narrative techniques are necessary components for conveying a story VOCABULARY: Denotation, connotation, analyze, summarize, evaluate, inference, drawing conclusions, synthesize, 14 Conclude a personal narrative by explaining what was learned from the experience. Conclude a fictional story by evaluating the plot in order to ensure a logical conclusion. Analyze the draft and revise the content as needed. Recognize and correct grammar, usage and conventional errors. Apply appropriate vocabulary for clarity and coherence.

15 annotation, and words from the Words to Go Vocabulary Units KEY TERMS: Close reading; Narrative Elements: Plot: exposition, rising action, turning point, falling action, resolution; conflict: internal and external; character: indirect and direct characterization, character traits, round /flat, static/ dynamic; setting: time, place, mood; theme/central idea; author s purpose; point of view; foreshadowing; flashback; symbolism; Figurative Language: simile, metaphor, personification, alliteration, hyperbole, idiom, and onomatopoeia. ASSESSMENT EVIDENCE: Students will show their learning by (including but not limited to): Close reading strategies such as sign posts, journal entries, post-its, conferences, etc. Analytical responses End of unit skill assessment such as a cold-read assessment of skills Study Island skill builders and Benchmarks Scholastic Reading Inventory Narrative writing pieces KEY LEARNING EVENTS AND INSTRUCTION: Pre-assess reading level using Scholastic SRI. Mini lessons on narrative elements including Notice and Note signposts and Lucy Calkins Units of Study Mini Lessons on effective writing strategies including Lucy Calkins Units of Study Mini Lessons on close reading strategies for fiction Notice and Note signposts Creation of original narrative product 15

16 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit II: Fiction and Narrative Writing Curriculum Pacing Chart SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 9 weeks Unit II Fiction and Narrative Writing Classroom-based carts of independent reading books (IRBs) Lucy Calkins Units of Study Words to Go Vocabulary Book Scholastic Expert 21 Textbook Prentice Hall Copper Literature anthologies Common Core English Language Arts Common Core Writing Companion Notice and Note by Kylene Beers and Robert E. Probst 16

17 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit III: Nonfiction and Argument Writing TRANSFER: Students will evaluate evidence from multiple sources to write and support an original claim on a social, community, or environmental issue. GOALS: RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9. Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). ENDURING UNDERSTANDINGS People rely on various informational resources for information. New information may result in new ideas or change of opinion. Arguments use specific techniques. Effective use of language has the power to support a claim. Audience and purpose affect the structure of the argument. KNOWLEDGE Students will know: Informational nonfiction includes visual and text features such as photographs, maps, charts, graphs, diagrams titles, and subheadings. Reading informational text requires specific active reading strategies including monitoring comprehension, activating and connecting to background knowledge, asking question, inferring and visualizing, determining importance, summarizing and synthesizing The author s point of view or purpose influences informational text. Claims need to be supported. Text structure contributes to the development of a central idea. ESSENTIAL QUESTIONS How should facts be organized in nonfiction? How might informational text influence the reader? How does a writer persuade an audience? How can a writer use words to support a claim? How might audience and purpose influence an author s writing? SKILLS Students will be able to: Identify and comprehend facts from various text features. Apply active reading strategies. Acknowledge how the author s point of view or purpose influences the reader s perception and, when warranted, modify their own views. Identify claims that are supported or not supported. Analyze a text s structure to explain how the structure helps to develop the central idea. 17

18 RI By the end of the year, read and comprehend literary nonfiction in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.6.1. Write arguments to support claims with clear reasons and relevant evidence. W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8. 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. Tracking and analyzing the development of the central idea in a text helps readers to comprehend the text Writing in response to reading includes direct textual evidence. Analytical responses include restatement of the question, an answer to the question(s), textual evidence, and an extension. A summary of a text does not include a reader s opinion or judgment. Prefixes, suffixes, and root words may be used to determine word meaning. Context clues may be used to determine word meaning, and they can determine appropriate definition from reference sources. Relationships exist between words. Words have connotations and denotations. Speaking and listening in a structured discussion requires preparation. Track central ideas to provide an objective summary that includes direct textual support. Include direct textual evidence of text to support writing in response to reading. Write an analytical response. Write a summary of a reading selection that does not include opinions or judgments. Identify and use prefixes, suffixes, and root words to determine word meaning of grade appropriate, general academic, and domain specific words and phrases. Use reference materials to determine appropriate meanings. Use relationships between words such as cause/effect, part/whole and item/category to understand word meanings. Distinguish among the connotations of words with similar denotations. Prepare for structured classroom discussions using appropriate text and/or other pertinent materials. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W 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. Argument is evident in many forms of media including internet, radio, television, and print as well as personal conversations and interactions. Argument is a process where writers try to convince someone to take a certain action or agree with a particular opinion. 18 Recognize argument in different forms of media and in their personal lives. Write an argument in the form of an essay or letter.

19 SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. The foundation of the argument is the thesis statement. Choose a position and create an appropriate thesis statement. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3. Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. A thesis statement presents an argument for a position on a subject or issue. An argument requires relevant reasons that must be developed and supported with techniques such as statistics, quotations, and anecdotes. The argument concludes with statements to reinforce the original position. Word choice, transitions, and persuasive techniques are necessary components for altering opinions. The writing process is not complete without significant revision and editing of the draft. Compose a thesis statement. Develop main reasons to defend position and support those reasons with a variety of techniques like statistics, quotations, and anecdotes. Create a concluding statement. Select appropriate vocabulary and transitions to produce a clear and coherent argument. Analyze the draft, revise the content as needed, and recognize correct grammar, usage, and conventional errors. L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. VOCABULARY: Words to Go vocabulary units, text features, thesis statement, evidence, cite & citation, analyze, evaluate, support, pertinent, resource, central idea, claim, synthesize, argument, paraphrase, connotation, denotation, cause/effect, position, anecdote, statistics, coherent/cohesive, inference, conclusion KEY TERMS(including but not limited to): Analogies, synonyms, antonyms, word choice, transition words and phrases, introduction, hook/lead/attention grabber, background information 19

20 ASSESSMENT EVIDENCE: Students will show their learning by (including but not limited to): Citing textual evidence Documenting textual evidence Argument writing pieces Introductory paragraphs Concluding paragraphs Close reading strategies such as annotating, graphic organizers, identifying central idea and details Cold-read skill assessments Study Island skill builders and Benchmarks Scholastic Reading Inventory KEY LEARNING EVENTS AND INSTRUCTION: Mini-lessons on (including but not limited to): Writing a claim Developing an introduction for an argument essay Citing sources Selecting and writing reasons that support the claim Reading for and selecting appropriate text evidence Writing a conclusion Editing and revising 20

21 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit III: Nonfiction and Argument Writing Curriculum Pacing Chart SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 9 Weeks Unit III -- Nonfiction and Argument Writing Classroom-based carts of independent reading books (IRBs) Lucy Calkins Units of Study Words to Go Vocabulary Books Scholastic Expert 21 Textbook Prentice Hall Copper Literature anthologies Common Core English Language Arts Common Core Writing Companion 21

22 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit IV: Fiction and Literary Analysis TRANSFER: Students will evaluate evidence from texts to write and support a literary analysis of the texts. GOALS: RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ENDURING UNDERSTANDINGS Examining literature provides insight into the past, present, and the future. ESSENTIAL QUESTIONS Why might a reader analyze literature? RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Time, place and the events people experience shape their character. How does adversity influence character? RL.6.3. Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. RL By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.6.1. Write arguments to support claims with clear reasons and relevant evidence. W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Individuals actions have an effect on society. How can a fictional character(s) cause change? Author s theme and purpose can be developed through a variety of genres and structures. Literary analysis examines a topic and conveys ideas, concepts, and synthesis of information. KNOWLEDGE Students will know: Readers utilize a variety of comprehension skills to monitor meaning such as predicting, inferring, questioning, and visualizing. Authors use a variety of literary devices and structures to convey meaning including figurative language for meaning and author s purpose. Analytical responses include restatement of the question, an answer to the question(s), textual support, and a closing statement. People face extraordinary challenges due to external factors such as war, disease, poverty, and technology. Location, time periods, and culture shape people and society. 22 How can a writer convey their purpose for writing? Is it important to analyze literature? Why or why not? SKILLS Students will be able to: Apply a variety of comprehension skills in order to monitor and to gain meaning. Analyze examples of literary devices. Write an analytical response that includes all of the required elements. Examine characters reactions to external factors. Identify the effect of the time period, location, and culture on an individual and society.

23 W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W 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 disciplinespecific tasks, purposes, and audiences. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3. Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. A character s actions may have a positive or negative effect on society. Literature contains elements that relate to and comment on today s world. Authors use a variety of literary devices such as figurative language to convey meaning including simile, metaphor, personification, and idioms. Analytical responses include restatement of the question, an answer to the question(s), textual support, and an extension to a topic outside the story. A summary of a text does not include a reader s opinion or judgment. Reading a text versus watching the film version or listening to the audio version may be different in experience and/or understanding. Knowledge about science fiction, fantasy, and their components enhance understanding of the genre. Prefixes, suffixes, and root words may be used to determine word meaning. Context clues may be used to determine word meaning, and they can determine appropriate definition from reference sources. Evaluate how a character s actions affected his/her fictional society. Compare and contrast present society with fictional society. Identify and interpret examples of figurative language. Write an analytical response that includes all of the required elements. Write a summary of a reading selection that is free from bias. Compare and contrast reading a text with viewing the film version or listening to the audio version. Identify and explain specific genre elements within the source. Identify and use prefixes, suffixes, and root words to determine word meaning. Use reference materials to determine appropriate meanings. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.6.1. Demonstrate command of the conventions of standard Words have connotations and denotations. Speaking and listening in a structured discussion requires preparation. 23 Distinguish among the connotations of words with similar denotations. Prepare for structured classroom discussions using appropriate text and/or other pertinent materials.

24 English grammar and usage when writing or speaking. L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. A literary essay expresses a writer s comprehension and analysis of literature. A literary essay responds to reading with a controlling idea, relevant details, textual support, and explanation. Active readers make connections to the text and incorporate those connections through writing. The author s purpose is significant to the understanding of the text. The writing process concludes with revision and editing of the draft. Read through texts and stories to determine which idea they would like to expand upon in their literary essays. Construct ideas around particular pieces of text that they find compelling that include a controlling idea, relevant details, textual support, and concluding statement. Incorporate connections of self to text via independent writing. Analyze stories to determine the author s intention. Analyze the draft, revise, and edit as needed. VOCABULARY: Words to Go vocabulary units, claim, evidence, compare/contrast, point of view, cite, textual evidence KEY TERMS(including but not limited to): Literary analysis, thesis, concluding statement, hook/lead/attention grabber, background information, analytical response, character analysis, theme, conflict, setting, characterization, topic sentence, story elements, transition words ASSESSMENT EVIDENCE: Students will show their learning by (including but not limited to): Close reading strategies such as sign posts, journal entries, post-its, conferences, etc. Analytical responses End of unit skill assessment such as cold read application of skills Literary essay Study Island skill builders and Benchmarks Scholastic Reading Inventory KEY LEARNING EVENTS AND INSTRUCTION(including but not limited to): Mini-lessons: Using graphic organizers for comparing/contrasting Analyzing writing prompts 24

25 Analyzing style and tone of author Analyzing figurative language for meaning and purpose Evaluating writing models Using appropriate transitions Writing thesis statements Annotating texts Developing an introduction Citing sources Supporting reasons Reading for and selecting appropriate text evidence Writing a conclusion Editing and revising 25

26 RANDOLPH TOWNSHIP SCHOOL DISTRICT English Language Arts Unit IV: Fiction and Literary Analysis Curriculum Pacing Chart SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 9 Weeks Unit IV Fiction and Literary Analysis Classroom-based carts of independent reading books (IRBs) Lucy Calkins Units of Study Words to Go Vocabulary Books Scholastic Expert 21 Textbook Prentice Hall Copper Literature anthologies Common Core English Language Arts Common Core Writing Companion Notice and Note by Kylene Beers and Robert E. Probst 26

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