6th+Grade+-+Curriculum+Map

Make Predictions RL3 Sequencing RL3 Literary elements, plot, characterization, setting, conflict RL3 Memoir, biography, autobiography RI9 Synthesize 2 or more texts RL9 Topic, main idea, theme, summarization RI2 Determine meaning information gathered RI7 Compare and contrast text vs. audio/video RL7 Supporting details RL2 || Students will be able to identify the features of the Plot Diagram. Students will be able to apply the following thinking maps to a narrative: Compare/contrast, Cause/effect, and Problem/Solution. Students will be able to apply the following reading strategies: making predictions, purpose driven questions, gathering background knowledge, making connections and visualizing. Students will be able to distinguish the critical attributes of a memoir, biography and autobiography. Students will be able to recoginze theme in a novel. Students will be able to write a summary with a clear topic, main idea and supporting details. Students will be able to identify roots, prefixes and suffixes. || GATES Fall MAPS Literary Response Paragraph Periodic quizzes over literary elements/vocabulary Freak the Mighty Final Assessment with plot diagram, compare/contrast and cause/effect || Thinking Maps Reading Strategies Posters Jerry Spinelli's Autobiography Ralph Fletcher's Memoirs Reading Workshop Model Cornell Notes from AVID || Organization and purpose: W2aWord choice: W3d Þ Develop topic: W2b Þ Satisfying conclusion: W3e
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =1= || =Narrative= |||||||||||||||| **Enduring Understandings: //Narrative can allow the reader a greater personal participation in the story. Through reading and writing narrative biographies, autobiographies and memoirs, students can make connections from their past to understand the present and shape the future.//**
 * Essential Questions: //What makes for an engaging story?How does our past shape our present? What is it about narrative that makes it effective for sharing past events?//** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || Visual Organizers RI 7
 * Narrative plot: W3b
 * Use of narrative transitions: W2c
 * Varied sentence patterns: L3a
 * Commas, parentheses, dashes: L2a
 * Correct grammar and usage: L1
 * Conventions in writing, speaking, reading, or listening: L3
 * Spell check: L2b
 * Use of technology to produce and publish: W6
 * Conventions in capitalization, punctuation, and spelling: L2
 * Collaborative revising: W5
 * Application of grade 6 reading standards: W9
 * Arrow points indicate skills revisited throughout the year ** || The student. will be able to write a Narrative.

The student will be able to identify the parts of a narrative.

The students will identify and create lead sentences, transitions, and satisfying conclusions. || Summative Assessment: Final Narrative Project consisting of 5-7 vignettes reflecting their personal identities bound in one portfolio.

Formal Assessments: -Students wrote fictional narrative paragraphs in response to narrative prompts addressing setting, voice, literary devices, character development, theme, and plot.

- Various tests and quizzes on spelling, grammar,conventions, and sentence structure. || Write Source ||

Point of View including author's purpose RL6 Determine author's purpose and explain RI6 Determine a central idea and provide a summary RI2 Locate non-fiction information and determine appropriate source RI1 Non-fiction analyze in detail (idea/information) RI3 Non-fiction determine meaning of text RI4 Compare and contrast topics and themes multi genres RL9 || Students will determine the meaning in a non-fiction text. Students will gather background knowledge about their in class novel and their individual project. Students will be able to identify roots, prefixes and suffixes. Students will identify the different types of point of view and author's purpose in a variety of genres. Students will read and present an individual novel project. || Winter MAPS Literary Response Paragraphs Periodic quizzes over literary elements/vocabulary Independent novel project - Bloom Ball || Jamestown Non-Fiction Critical Reading Series Non-fiction articles over the Mexican Revolution, Mexican Cultures and Traditions, Okies, the Great Depression, Migrant Workers and Unions Time for Kids non-fiction articles || * Point of view and organization for expository writing: W3a Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Use of technology to interact and collaborate: W6 Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Gathering relevant info: W8  Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Paraphrasing versus plagiarism: W8  Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Collaborative writing: W5  Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Variety of expository transitions: W3c Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Narrow topic: W7 Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Useful graphics and media: W2a
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * **2** || **Informative Writing** |||||||||||||||| **Enduring Understandings: Students will understand the importance of accessing information about the world around them to help shape their understandings and thinking through a variety of texts.**
 * Essential Questions: How can non-fiction reading and writing shape a person's understanding? How can historical fiction contribute to our perception of and response to real events? What lessons can we learn from the past? How can we distinguish between fact and opinion?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || Determine meaning of words and phrases used in text RL4
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Formal style for expository purpose: W2e
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Word choice to inform and explain: W2d
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Conclusion that supports expository purpose: W2f
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Writing of expository pieces: W2a
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Short research project with several sources: W7
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Arrow points indicate skill ** || Students will be able to use research resources.

Students will write an informational essay.

Students will identify the components of writing non-fiction. || Students will create a research project on an influential American. || Write Source

Use research resources such as EBSCO, ABC-CLIO, NetTrekker, and Grolier. ||

Argumentaive |||||||||||||||| **Enduring Understandings: Students will understand that one topic can be looked at through different lenses and literary genres. They will learn they can experience any topic by engaging with multiple texts and expressing understanding in these experiences through research based and narrative writing.** Comprehend and analyze poetry RL4 Cite textual evidence: explicit and inferential: RI1 and RL1 Supporting details RL2 Character motivation RL3 Author's purpose RL6 Trace and evaluate the argument and claims of texts RI8 Non-fiction organizational features RI1 || SWBAT identify figurative language in poetry SWBAT comprehend and analyze poetry ||  || Lit Circles novels: My Side of the Mountain and When My Name was Keoko Rising Voices - Native American poetry My Own True Name - Young adult poetry Morning Girl || * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Writing and supporting argument: W1a Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Inclusion of evidence from credible sources: W1b Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Use of evidence: W9 Þ <span style="font-family: 'times new roman','serif'; font-size: 14px;">Clarification of reasons: W1c
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * 3 || Persuasive/
 * Essential Questions: How does reflection after reading and writing different genres provide a deeper understanding of a topic? How can the use of different voices, different perspectives and/or different styles of writing impact overall understanding of a topic and engage audiences differently? How does the process of reading/writing different genres increase research skills?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || Identify figurative language and mood/tone of poetry RL4
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Formal style for persuasive purpose: W2e
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Organization for persuasive purpose: W2c
 * <span style="font-family: 'times new roman','serif'; font-size: 14px;">Arrow points indicate skills revisited throughout the year ** || Students will be able to identify and incorporate strategies of persuasive writing in their own pieces. || * persuasive paragraph with spelling word
 * Find advertisements and discuss the techniques used and target audience
 * Construct own advertisements
 * Brochure about a place, individual or group project, create ad or commercial. Persuade a specific audience to visit a specific place. || Write Source ||

Justify and support conclusions RI8 Integrate info from different media and develop a coherent understanding RI7 Comprehend and analyze poetry RL4 Identify figurative language and mood/tone of poetry RL4 ||  ||   ||   || Multi-genre paper aims to apply and deepen previous standards** || Students will be able to apply and deepen previous genres, devices, traits, and standards for writing. || * Magazine with a theme to help students focus the project. (What are some sample themes, generate a list)
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * 4 ||  |||||||||||||||| **Enduring Understandings: Students will understand that one topic can be looked at through different lenses and literary genres. They will learn they can experience any topic by engaging with multiple texts and expressing understanding in these experiences through research based and narrative writing.**
 * Essential Questions: How does reflection after reading and writing different genres provide a deeper understanding of a topic? How can the use of different voices, different perspectives and/or different styles of writing impact overall understanding of a topic and engage audiences differently? How does the process of reading/writing different genres increase research skills?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || Analyze individual components of the structure of a text and how it contributes to the development of the work RL5
 * Group project? or each student writes own magazine with several pieces.
 * How many pieces will be required? How many words/pages?
 * What are the types of pieces that are required? Which ones are the students able to choose? (poetry, ads, advice columns, maps/info. graphic)
 * Magazine cover generated on the computers
 * Maybe publish the magazines (library has binding materials); final projects could be shared and displayed.
 * There could be room for some peer review or feedback through the sharing. || * It might be helpful to review Katie Wood Ray //Study Driven//, for ideas for studying models or genres with students
 * Melinda Putz //Multigenre research project//
 * //Content Area Writing// Daniels, Zemelman, Steineke chapter on I-Search ||