Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Public Schools Language Arts Department
Curriculum Committee: Caryn Christiano Anna D’Agostino Anna Kalogeras Lisa Fiduccia Marie Marx Regina Stellato Amber Simpson-Sidler Joanne LoIacono Kristen Haftek Kathy DelMauro Allison Bugge Final Revision Date: June 27, 2012 Garfield Board of Education Dr. Kenneth Conte- President Mr. Tony Lio - Vice President Mr. Anthony Barckett Mr. Salvatore Benanti Mr. Richard Giacomarro Mr. Nikolce Milevski Mr. Charles Nucifora Mr. Edward Puzio Mr. Jeffrey Stewart Administration Mr. Nicholas Perrapato, Superintendent Mr. Tom Egan, Business Administrator / Board Secretary Curriculum Supervisor Mrs. Alexandra Bellenger Assistant Curriculum Supervisor Language Arts Mrs. Diane Nunno Board Adoption Date – August 27, 2012
Resolution # - 08-129-12
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
YAG Grade 6 ELA Literature Plot, Conflict, and Setting (Unit 1) Four weeks In this introductory unit, students get a brief overview of the kinds of themes, literary genres, reading strategies, and writing skills they will study throughout the year. Students learn that there are challenges they must face when interacting among friends. Sometimes there are difficult choices to be made. Deciding what the definition of a special friend is and what qualities that a special friend should possess are critical. Lessons will also include strategies for confronting bullies. A strong concept of this unit is that change is good. Edgar Allan Poe One week Students gain an understanding of selected works by Edgar Allan Poe. Emphasis is placed on identifying mood, tone, suspense, point of view, theme, conflict, plot and resolution. Poetic devices including rhyme, rhythm, alliteration and metaphor are also identified and analyzed. Understanding is expanded through the use of video presentations of the works from which the students must compare and contrast the film and literary versions. Dramatic readings by the students of selected works as well as graphic illustrations are completed. Assessments include written assignments, quizzes, timeline of Allan's life, a teacher prepared test Reader's Workshop: Analyzing Character and Point of View (Unit 2) Four weeks Students will think about their favorite characters from books or movies and explain what makes him or her so memorable or important. Sometimes we can identify a character on a personal level. We can adopt their beliefs or strive to become the outstanding icon that we can relate to.
Reader’s workshop: Reading for Information (Unit 8) Four weeks In this unit, students further develop comprehension skills by reading non-fiction types of literature to gain information. Based on what they have read, formulate an opinion of their own using informational text. The power of persuasion and how it can push us to change our opinion is a unit outcome.
Reader’s Workshop: Understanding Theme (Unit 3) Four weeks In this unit, students will learn what happened on August 24, A.D. 79, which is the eruption of Mount Vesuvius. Discussions will include the strength and courage of the citizens in southern Italy. The focus of this unit will be on the self-less acts of others during a crisis. Strangers reach out to others and take fearless risks to save lives regardless of the outcome.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Reader’s Workshop: Mood, Tone, Style (Unit 4) Four Weeks The purpose of this unit is to promote cultural awareness and diversity. Students should be aware that we must respect each other regardless of our differences. We should be grateful that our country celebrates the ethnicity and beliefs of many cultures in our everyday lives. Multicultural awareness is vital in striving to maintain a civilized community. Also discussed will be that our own personal style is unique and should be appreciated by all. This unit demonstrates that mood, tone, and style create personality of a story. By the end of the unit, students will acquire understanding of cultural differences, various perspectives in a story, and the unique qualities that develop a character.
Readers Workshop: Appreciating Poetry (Unit 5) Four Weeks Poetry appreciation will be encouraged as students will be exposed to a variety of types and styles. Students will interpret poetry and discuss how poems can be very meaningful to both the author and reader. Students will compose original poetry for publication. Reader’s Workshop: Myths, Legends, and Tales (Unit 6) Four weeks In this unit, students will acquire the understanding that stories have been told over and over for centuries. The reasons why we tell stories are to entertain, share moral lessons and life experiences. Sometimes, history is taught based on orally repeated myths, legends and tales. An understanding of why we tell stories and share them with future generations as well as lessons learned will be studied. Stories can be used to teach lifelong lessons about humanity and encourage moral decision making.
Reader’s Workshop: Biography and Autobiography (Unit 7) Four Weeks This unit will reinforce research skills of students by allowing them to explore biographies of famous people. Discussions will include the noteworthy achievements of these individuals as well as facts of about their lives. The influence of these famous people could inspire us to work hard in life and not give up. The power of positive thinking can do great things.
Novel Study (Unit 8) Three weeks Students will read and complete a research based project on a novel assigned by the classroom teacher. This novel study will be used to incorporate research and technology into the language arts literacy course of study. Conduct research on a time period in history and present findings.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview: Content Area: English Language Arts Literature Unit Title: Plot, Conflict, and Setting (Unit 1) Target Course/Grade Level: 6 Duration:
Four weeks
Description In this introductory unit, students get a brief overview of the kinds of themes, literary genres, reading strategies, and writing skills they will study throughout the year. Students learn that there are challenges they must face when interacting among friends. Sometimes there are difficult choices to be made. Deciding what the definition of a special friend is and what qualities that a special friend should possess are critical. Lessons will also include strategies for confronting bullies. A strong concept of this unit is that change is good.
Concepts & Understandings Concepts Friendship Trust Loyalty Leadership Emotional Strength Change Team work Trickery
Understandings Friends should be chosen based on their fine qualities Friends come and go throughout your life You are either a leader or a follower Emotional strength is more powerful than physical strength when dealing with bullies Change is good and makes you stronger This story presents the idea of teamwork. Students will identify the benefits of teamwork and the importance of being a team player in many aspects of life. Sometimes we depend on the help of others during difficult times. We cannot always do things all by ourselves. Teamwork is productive and can be rewarding. This poem covers the concept of trickery and what a person feels like when he or she has been fooled. Students will explore the consequences of the tricks and discuss when tricks are acceptable and when they are not
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Learning Targets CPI Codes
RL.6.1;RL6.2;RL6.3;RL6.4; W6.2a;W6.4;SL6.1;L.6.1 21st Century Themes and Skills
Communication and Collaboration Creativity and Innovation Information Literacy Guiding Questions What are you interested in? What do you fear the most? Can first impressions be trusted? What if your whole world changed? What is historical fiction? What makes your heart pound? When is there strength in numbers? Unit Results Students will ...
These stories will be covered in this unit of study: Student Profile and Interest Inventory
Getting to know the students
Beginning of the Year Assessment NJASK
Identify skills for reinforcement
Explore the key idea of overcoming fear Learn the virtue of doing nice things for others
The School Play The Good Deed
To probe the idea of a changing world
All Summer in a Day
Examine the key idea of loyalty
Lob’s Girl
Learn about history through historical fiction
Bud, Not Buddy
Focus on how movie-makers build excitement for the audience
Lemony Snicket
Acquire another meaning of the word respect
Woodsong
Explore the idea of teamwork Explore the idea of a trick
The Horse Snake The Walrus and the Carpenter
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Activities The following activities can be incorporated into the daily lessons:
Choose words from a list that describe their learning styles (P.XV) RESOURCE MANAGER COPY MASTER Also, students will complete a student survey regarding interests and hobbies. Complete Student Interest Inventory Survey Take an in-class pretest which will allow teachers to plan lessons that build upon NJASK test skills that have/have not been mastered by the beginning of grade 6. Also, teachers will acquire an understanding of the ability levels of students and determine time management for struggling readers. TE Vocabulary and Spelling Brainstorm the kinds of things that most people, including themselves, are afraid of. Identify key vocabulary by using the text and passage selections to define new words. Emphasis will also be placed on context clues, prefixes, suffixes, and root/base words. Read silently and respond to oral and written questions in order to analyze visuals, make connections, and identify conflict. Write a journal response to guided questions. Define a "good deed" and give examples of the types of things they can do to help others. They will reflect on the reciprocal feeling of kindness when a good deed is performed. Students will touch upon first impressions and how they are not always accurate. Students will make predictions for word meaning by completing a vocabulary chart. Define new key terms and vocabulary words that coincide with the story. Read story and answer oral comprehension questions relating to the story. Fill in a chart that makes connections between what happens in the story to their own personal feelings in real life situations. Short Response: Compare and Contrast Outwardly, Heather treats Miss Benson differently than she treats Risa. Write one paragraph comparing Heather's behavior toward Miss Benson with her behavior toward Risa. B. Extended Response: Write a New Ending: What if Heather's impression of Risa had been correct and Risa had taken the book without asking Miss Benson? Write a two or three paragraph summary of a possible new ending to the story. All Summer in a Day T his futuristic story explores life on Venus. The emphasis of the story is on peer relationships and how sometimes we regret our decisions to exclude others. Resource Manager Unit 1 TE Vocabulary and Spelling Read story silently and discuss selected passages orally. Identify key terms and vocabulary for this story. Complete a "Y" chart to display the similarities and differences between a sunny day on earth and a sunny day on Venus. View photo p. 65 and answer the question: What words would you use to describe this photograph? Get a basic understanding of what loyalty is through the relationship of a dog and its owner. Students will analyze the feelings of the characters and make connections to their own lives, if they own a pet. Identify foreshadowing and practice using hints from the story to predict what happens. A chart will be filled in by students to demonstrate understanding of concept. Complete a "cause and effect" chain to what happened as result of story events Write a paragraph to evaluate how Lob showed loyalty towards Sandy. Students must use an example
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
from the story to support their answer Participate in a "Think-Pair-Share" activity to discuss their thoughts and feelings about the story outcome. Students will be introduced to Christopher Paul Curtis. The past will come alive, as this story takes place in Curtis' home town of Flint, Michigan during the great depression. Give examples from the story that demonstrate genre (i.e. facts about the great depression) Write a journal response to story Reflect orally on the subject of the reading. This story explores the process of film-making and analyzes the visual and sound elements in film. Plot, conflict, and setting are reinforced through media literacy. Watch movie and jot down examples for each film technique listed on chart. Encourages students to show respect for nature. Students will activate prior knowledge of how bears live, their natural habitats, and how to avoid a confrontation with a bear if necessary Use details from the story to describe the setting and analyze the author's purpose for writing by completing a chart, Short Response (p. 121) Analyze Author's Purpose Paulsen says that the bear gave him more respect for nature and taught him that he is just another animal in the woods. In one paragraph, students will explain how this lesson might change the way Paulsen will interact with nature in the future. Extended Response: Write a scene- Students will respond to this question: What do you think Scarhead might have been thinking during the confrontation with Paulsen? In two or three paragraphs, rewrite the scene from Scarhead's perspective Discuss targeted passages and identify the author's purpose for writing the memoir. The thoughts and feelings of the author will be analyzed based on his description of the events in the story and actions taken. Make inferences by responding to comprehension questions. Complete word origin chart to demonstrate understanding of vocabulary and language. Identify story elements and then put story events in chronological order. (Resource Manager p. 189) Complete a literary analysis scale that demonstrates the qualities that make the snake and the community strong. Write a journal response to story Make inferences by responding to comprehension questions. Complete word origin chart to demonstrate understanding of vocabulary and language. Identify story elements and then put story events in chronological order. (Resource Manager p. 189) Complete a literary analysis scale that demonstrates the qualities that make the snake and the community strong. Evaluate narrative poetry through silent reading and oral discussion. Students will interpret the message of the poem and reflect on their own personal experiences. Use the visualization strategy for comprehending this poem by choosing a stanza from the poem and writing about the mental picture that comes to mind after reading.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Edgar Allan Poe Target Course/Grade Level: 6 Duration: One week Description Students gain an understanding of selected works by Edgar Allan Poe. Emphasis is placed on identifying mood, tone, suspense, point of view, theme, conflict, plot and resolution. Poetic devices including rhyme, rhythm, alliteration and metaphor are also identified and analyzed. Understanding is expanded through the use of video presentations of the works from which the students must compare and contrast the film and literary versions. Dramatic readings by the students of selected works as well as graphic illustrations are completed. Assessments include written assignments, quizzes, timeline of Allan's life, a teacher prepared test.
Concepts & Understandings Concepts
Understandings
Loss/Grief Revenge/Bullying Insanity Love Loneliness
Death is difficult for anyone to accept. All people go through a grieving process People who are bullied may seek revenge. Writers may use insanity as a point of view. Love may serve as motivation or inspiration. Loneliness results in strong emotions. Learning Targets
CPI Codes
RL.6.1;RL.6.2;RL.6.3;RL.6.4;RL.6.6;RL.6.7; 21st Century Themes and Skills
Communication and Collaboration Information Literacy Guiding Questions
How does the author’s life reflect his works? What are the bullying tactics in this piece? Does the film follow the same lines as the written work? Unit Results Students will ...
Understand the impact the life of Edgar Allan Poe had on his writing. Analyze the short story View selections of the story on video Compare/contrast the video selections with the written work
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Work in small groups to discuss work Use inference to understand the author’s intent Discuss prior knowledge of Poe Suggested Activities The following activities can be incorporated into the daily lessons:
The Cask of Amontillado is the work explored by Edgar Allan Poe. Use short video clips of the work to enhance and compare/contrast the written work Work in small groups to analyze the story Find smiley face tricks in the story Create their own story using the style of Edgar Allan Poe Illustrate the story Publish the story by reading to the class, posting on the bulletin board, creating a classroom anthology Use technology to do a presentation at the SMART board
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Reader's Workshop: Analyzing Character and Point of View (Unit 2) Target Course/Grade Level: 6 Duration: Four weeks Description Students will think about their favorite characters from books or movies and explain what makes him or her so memorable or important. Sometimes we can identify a character on a personal level. We can adopt their beliefs or strive to become the outstanding icon that we can relate to.
Concepts & Understandings Concepts
Understandings
Explore the key idea of age Explore the key idea of a hero Explore the key idea of a bully Explore the idea of family
Character Analysis Point of View Growing Old Characterization Characters in books and movies can inspire us Getting older has advantages and disadvantages A hero can be a role model reflect on bullying situation realize that there are ways to prevent/avoid it and strategies for dealing with bullying Learning Targets
CPI Codes
RL.6.2;RL.6.3;RL.6.4;RL.6.6; W.6.3;W.6.3B; W.6.4 21st Century Themes and Skills
Communication and Collaboration Guiding Questions Is age MORE than a number? Do we sometimes act a different age? Why? What makes a hero? What are the qualities of a hero? Is age more than a number? What is a bully? How would you deal with a bully? What do we NEED. What do we WANT. How can we stretch our dollars? Why do we need to prioritize our wants and needs? What would you do for your family?
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results Students will ... Discuss what it is like to grow old. Acquire and understanding of what happened during the Great Depression Suggested Activities The following activities can be incorporated into the daily lessons: The following stories will be covered in this unit:
Eleven Create a chart to make connections between Rachel's birthday and their own birthdays. Read story silently and respond to passages selected by teacher. Create a chart to compare the main characters of two different stories. Draw a picture of the red sweater the way they visualize it. They will then present their illustrations in groups to describe the sweaters. Ghost of the Lagoon Create a chart to make predictions about what will happen after reading the first two pages. Identify key vocabulary by using the glossary, dictionary, and/or thesaurus. Read selected passages and respond in their journals. Read silently and answer oral and written comprehension questions Tuesday of the Other JuneAnswer open-ended question relating to story. Suggestions include- In the story, June dreads seeing "The Other June". If you were in her position, how would you try to get along? Choose a situation from the story and write what you would have done if this happened to you. Write a story about a bullying situation and create a peaceful resolution to end the story. :Aaron's Gift identify key vocabulary Read story silently and discuss main ideas orally as a class. President Grover Cleveland Where Are You? The idea that the best things in life are free and that sometimes we don't appreciate the finer things in life until we no longer have them. Students will also touch upon the notion that we must sacrifice for others throughout our life. Resource Manager Unit 2 TE Vocabulary and Spelling set a purpose for reading Create a chart to demonstrate the similarities and differences between two characters. (p. 241) Creative Project: Students will draw a picture of how they visualize the red sweater as described in the story. Students will present their illustrations to the class and reflect on whether or not they would feel comfortable wearing the sweater, how they would feel if they were forced to wear the red sweater, and explain why they would feel that way. (p. 188)
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Reader’s workshop: Reading for Information (Unit 8) Target Course/Grade Level: 6/Information, Argument, and Persuasion Duration:
Four weeks
Description In this unit, students further develop comprehension skills by reading non-fiction types of literature to gain information. Based on what they have read, formulate an opinion of their own using informational text. The power of persuasion and how it can push us to change our opinion is a unit outcome.
Concepts & Understandings Concepts Non-fiction Reading for information Imaginary vs. Real Fact vs. Opinion Persuasion
Understandings
Non-fiction is Imaginary is Real is Fact is Opinion is Persuasion is Learning Targets
CPI Codes
RL.6.1; RI.6.1;RI.6.7;RI.6.8 W.6.1; W.6.9 21st Century Themes and Skills
Communication and Collaboration Information Literacy Guiding Questions
Are monsters real? What Makes this Croc So Super? Can a GAME play YOU? How can video games be educational? What comes from a good deed? What good deeds do you find rewarding?
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results Students will ...
Acquire and understanding of the real life and imaginary "Monsters". Students will read an article that reports on the discovery of Super Croc, a crocodile fossil that scientist Paul Sereno and his team found in the Gadoufaoaua region of Niger. Explore the key idea of a game Analyze an argument, including claim, support, and counterargument Read two magazine articles and view a counterclaim Evaluate support in an argument Build vocabulary Explore the key idea of doing good deeds. This speech emphasizes to students that people will always remember the good that you do. We should all want to be remembered for helping others and giving our time, support, dedication, and sometimes money to make the lives of others better.
Suggested Activities The following activities can be incorporated into the daily lessons:
Super Croc p 847 Imaginary vs. Real Chart Students will brainstorm types of monsters that are considered real and imaginary. Listed monsters will be written on a chart on the SMART board. Discussion will include what students fear most about monsters. What Video Games Can Teach Us, The Violent Side of Video Games-Magazine Articles by Emily Sohn p. 890 Read and analyze materials to determine what the argument is and find details that support a claim. Example: Claim-Teens who use the Internet for different kinds of tasks are developing important life skills Critical Analysis Questions-p. 897 Literature Book After reading both articles, instruct students to pick which article best summarizes how they feel about video games. Examples and/or quotes from the articles must support responses. Students will read along and/ or listen while reading (smart board). Students will then complete the critical analysis questions and write a personal response to the speech. This speech emphasizes to students that people will always remember the good that you do. We should all want to be remembered for helping others and giving our time, support, dedication, and sometimes money to make the lives of others better. Read and discuss the speech. Complete a chart that reflects on personal examples from the story and rhetorical questions with assistance from the teacher. (p. 909)
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Reader’s Workshop: Understanding Theme ( Unit 3) Target Course/Grade Level: 6 Duration:
Four weeks
Description In this unit, students will learn what happened on August 24, A.D. 79, which is the eruption of Mount Vesuvius. Discussions will include the strength and courage of the citizens in southern Italy. The focus of this unit will be on the self-less acts of others during a crisis. Strangers reach out to others and take fearless risks to save lives regardless of the outcome.
Concepts & Understandings Concepts
Understandings Lessons are learned inside and outside of school. Saving for the future is essential for survival and success There are always people richer and poorer than you Sometimes we must take risks at all cost A tragedy can bring people together Learning Targets
Life Lessons Risk Taking Coping with tragedy
CPI Codes
RL.6.3;Rl.6.5; RL.6.7 21st Century Themes and Skills
Communication and Collaboration Guiding Questions What is a theme? When is a trip an adventure? What other stories do you know that follow the adventure theme? Unit Results Students will ...
Explore the key idea of adventure Analyze character and theme Read a short story Predict Build vocabulary Read: Scouts Honor by Avi
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Activities The following activities can be incorporated into the daily lessons: Scouts Honor-Avi p. 348 Resource Manager Unit 3 Supplemental Materials Identify story vocabulary Discuss this risks involved in going on an adventure. Students will work in groups to analyze literature, compare and contrast characters using a Venn diagram, and complete a Character Analysis Chart. (p. 362) Students will identify new vocabulary words and use a thesaurus to find synonyms, and antonyms Read and discuss the story Analyze Visuals: View the photos, discuss the geographical location of the story based on maps
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Reader’s Workshop: Mood, Tone, Style (Unit 4) Target Course/Grade Level: 6 Duration:
Four Weeks
Description: The purpose of this unit is to promote cultural awareness and diversity. Students should be aware that we must respect each other regardless of our differences. We should be grateful that our country celebrates the ethnicity and beliefs of many cultures in our everyday lives. Multicultural awareness is vital in striving to maintain a civilized community. Also discussed will be that our own personal style is unique and should be appreciated by all. This unit demonstrates that mood, tone, and style create personality of a story. By the end of the unit, students will acquire understanding of cultural differences, various perspectives in a story, and the unique qualities that develop a character. Concepts & Understandings Concepts
Understandings
Similarities and differences Styles and cultures
Feeling is created by mood, tone, and style in writing. Individuals are admired for their unique qualities. Our country is comprised of many cultures. Respect others even when they do not share the same religion, culture, and belief. Learning Targets
CPI Codes
RI.6.6 RI.6.2 21st Century Themes and Skills
Communication and Collaboration Social and Cross –Cultural Skills Guiding Questions
Where are we more alike than unlike? What are the cultures that makeup our country? Community? City? School? How do I fit into the cultural makeup of these places? What is respectful? How can we help achieve this? Unit Results Students will ...
Respond to the “The True Story of the Three Little Pigs” by use of cause and effect See the traditional story in the eyes of the wolf rather than the pigs. Make connections to peoples other than themselves. Understand that there are other cultures and sides of
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Activities The following activities can be incorporated into the daily lessons:
Read a version of the Original Three Little Pigs. Have student retell the original version as you write the key elements to the story on chart paper. Explain that you will read another version of the story. The True Story of The Three Little Pigs. Discuss how this story is told by the wolf and the original is told by the pigs. Generate discussion on a time when you saw a situation differently than a friend did. Perhaps you could bring up something that happened on the playground or in your classroom to get the ball rolling.
Although The True Story of the 3 Little Pigs is funny, it does make the point that two different newspapers might cover the same story differently depending on who their readers are and on what those readers believe. Brainstorm with your class what more they would like to know about A. Wolf. What questions would they like to ask him about what happened to the pigs. Have the students write a letter to A. Wolf. -Ask students what other fairytales they know and how they would change if they were told from another point of view. How would Cinderella's stepsisters tell her famous story? How would Snow White's stepmother explain what happened to her? Have children write their own versions of famous fairy tales with a twist. What point of view do your students feel is correct - the pigs or the wolf's point of view? Compare the two stories: brainstorm some things that happened in the Three Little Pigs story that did not happen in the True Story. Writer’s Workshop: Mini Lesson on Adjectives: This story is rich in descriptive words & could be used for a lesson on adjectives. Take three sentences from the book and place them in your pocket chart. Have students highlight the adjectives for you. Have students volunteer to circle the nouns the adjective describes. After you complete this as a group, split the students into groups of three or four and have them find three more sentences in the book that use adjectives.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Ask children to think about other fairy tales that might change if they were told from a different point of view. For example, how would The Daily Wolf cover the story of Little Red Riding Hood? How would Cinderella's stepsisters tell her famous story? How would Snow White's stepmother explain what happened to her? Have children write their own versions of famous fairy tales with a twist. After reading, “The True Story of the Three Little Pigs” students will create a cause and effect chart to track the story events. Next students will decide if they believe the wolf is guilty or innocent. After reading the story, Jeremiah’s song, students will make a cultural connection to African Americans.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Readers Workshop: Appreciating Poetry (Unit 5) Target Course/Grade Level: 6 Duration:
Four Weeks
Description: Poetry appreciation will be encouraged as students will be exposed to the variety of types and styles. Students will interpret poetry and discuss how poems can be very meaningful to both the author and reader. Students will compose original poetry for publication. Concepts & Understandings Concepts
Understandings
Figurative Language Simile, metaphor and personification Making inferences Use of background knowledge/experience Vocabulary: multiple meanings
Figurative language is used to describe places and events in memorable ways These are three of the most common uses of figurative language An inference is a logical guess Readers need to activate their background knowledge/experience to understand poetry Words can have more than one meaning
Learning Targets CPI Codes
RL.6.1;RL.6.4;RL6.5;RL6.7;RL.6.9 L6.4;L6.5;L6.5a; 21st Century Themes and Skills
Communication and Collaboration Critical Thinking and Problem Solving Guiding Questions
How does attitude affect behavior? What is meant by the expression, “you need an attitude adjustment”? What does poetry have to do with this phrase? Consider whether these subjects in poetry may benefit from an adjustment? What is implied in the poems by their authors? How does figurative language impact poetry? Unit Results Students will ...
Analyze poems in the unit for figurative language. Use background knowledge/experience to infer what the author’s intet is in the specified poems. Compare/contrast poems. Understand and use vocabulary in the poetry that has multiple meanings ( lectern/podium) Be exposed to modeled poetry and classic authors. Compose a poem in the style of the poetry explored in this unit.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Suggested Activities The following activities can be incorporated into the daily lessons:
I’m Nobody! Who Are You? By Emily Dickinson p 596 Is the Moon Tired? Christina Rossetti p 597 Mooses Ted Hughes Teachers will use the unit to help students compose poetry to be used for the middle school poetry contest. Use creative writing project on page 600 of the text book for ideas. Contiued use of poetry in unit to its completion.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Reader’s Workshop: Myths, Legends, and Tales (Unit 6) Target Course/Grade Level: 6 Duration:
Four weeks
Description: In this unit, students will acquire the understanding that stories have been told over and over for centuries. The reasons why we tell stories are to entertain, share moral lessons and life experiences. Sometimes, history is taught based on orally repeated myths, legends and tales. An understanding of why we tell stories and share them with future generations as well as lessons learned will be studied. Stories can be used to teach lifelong lessons about humanity and encourage moral decision making.
Concepts & Understandings Concepts
Understandings
Myth Legend Tall Tale Inference Predict
Myths are stories created to explain mysteries of the universe. Legend is a story handed down from the past that is believed to be based on real people and events. Tall Tale is a humorous story about events and characters that are exaggerated. An inference is read between the lines-figure it out. Predict is to make a reasonable guess about what will happen next. Learning Targets
CPI Codes
RL.6.1;RL.6.2; RL.6.9;W.6.2;W.6.9;W.6.9a 21st Century Themes and Skills
Critical Thinking and Problem Solving Communication and Collaboration Guiding Questions
What can stories teach us? Why are these stories timeless? What are Greek myths? How powerful is love? Can pride ever hurt you?
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results Students will ...
Do a close reading of the stories in this unit. Understand the differences between a myth, legend, and tall tale. Use inference skills to “figure out” the implied meaning. Recognize cause/effect in a story and chart it. Research Greek gods in the story. Work in small groups, research and present findings to the class. Suggested Activities The following activities can be incorporated into the daily lessons:
Do a close reading of the stories as outlined in the text. Read the tall tale,”Uncle Septimus’s Beard.” Read “Orion” Read ,”The story of Ceres and Proserpina” Recognize cause/effect and chart it in a graphic organizer. Complete the Creative Writing Project on page 653 of text book. In present day have the main characters email each other. Research project on page 653 in small groups use the internet to research a god/goddess and share findings with the class. Reading for Information Spider webs- make the connection between the Spider Webs and the myths. Compose a classical myth. Although it was passed down by word of mouth, explain how something in the world came to be. Feature a god/goddess and other beings with extraordinary powers. Write a journal entry and analyze the character (chart).
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Reader’s Workshop: Biography and Autobiography (Unit 7) Target Course/Grade Level: 6 Duration: Four Weeks Description: This unit will reinforce research skills of students by allowing them to explore biographies of famous people. Discussions will include the noteworthy achievements of these individuals as well as facts of about their lives. The influence of these famous people could inspire us to work hard in life and not give up. The power of positive thinking can do great things. Concepts & Understandings Concepts
Understandings
Biography Autobiography First person point of view Third person point of view Idioms
Biography is written by someone other than the subject. Autobiography is written by the subject and gives the reader information about their life. Different adjectives are used for the reader to denote the point of view of the character. Authors use idioms to enhance writing. Learning Targets
CPI Codes 21st Century Themes and Skills
Communication and Collaboration Guiding Questions
How are an autobiography and biography different? Similar? What do you want to accomplish in your life time? What is first person point of view? Third person? Do we have to accept limits? Can you believe your eyes? What is an idiom? Unit Results Students will ...
Understand the similarities and differences between autobiography and biography. Read and compare/contrast an autobiographical piece and biographical one. Learn about memoir and compose his/her own personal narrative. Draw conclusions based on informational text. Write reading journal entries. Include Who, When, What and How when writing or reading biography/autobiography. Suggested Activities The following activities can be incorporated into the daily lessons:
Read “Matthew Henson at the Top of the World” by Jim Haskins. Read “Spellbinder: The Life of Henry Houdini” Read “Under the Royal Palms” by Alma Flor Ada a memoir about her Cuban upbringing. Read Helen Keller excerpt about her life and challenges.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Study idioms and the way authors use this technique in their writing. Use Venn Diagrams, context clues, cause/effect relationships, to study this unit. Do the extension challenge on page 777 in the text. Science connection: North Pole explorers compare/contrast. Research Helen Keller, Marian Anderson, Harry Houdini Read for information: Draw conclusions p 785 in text book. Memoir is a form of nonfiction: describe one experience or memory from your life to compose a personal narrative.
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Content Area: English Language Arts Literature Unit Title: Novel Study (Unit 8) Target Course/Grade Level: 6 Duration: Description:
Three weeks
Students will read and complete a research based project on a novel assigned by the classroom teacher. This novel study will be used to incorporate research and technology into the language arts literacy course of study. Conduct research on a time period in history and present findings. Concepts & Understandings Concepts
Understandings
Research Timeless works of literature Prediction Allusion Allegory Style
Research is a necessary component when writing. Authors must be knowledgeable in order to write a credible story Novels can be written a long time ago but still have relevance Readers make predictions as they read Allusions are references to actual people, places or things. Allegory makes the characters stand for ideas or attitudes. Style is the way a writer expresses his ideas and each author has his/her own style of writing Learning Targets
CPI Codes
RI.6.1 W.6.4 W6.7 21st Century Themes and Skills
Communication and Collaboration Guiding Questions
What if….? Can the past be changed? If you could travel in time would you choose the past or the future? Why do authors use allusion?
Garfield Middle School Aligned to the Common Core Standards for Language Arts ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results Students will ...
Read H. G. Wells Time Machine Research a time period they would like to travel Use technology to research Work cooperatively in groups Compose a written well as an oral presentation of their work Compare/contrast a work of fiction to real events in history
Suggested Activities The following activities can be incorporated into the daily lessons:
Silent Sustained Reading Vocabulary notebooks Double sided journal entries Small group discussion
