AMERICAN INTERNATIONAL SCHOOL OF EGYPT
SIXTH GRADE LANGUAGE ARTS
INSTRUCTIONAL GUIDE & CURRICULUM MAP: 2011-2012
John Clements
1/8/2012
During the 2011-12 school year, the strategies, resources, and assessments presented in this report will be directly
taught, practiced, and reinforced in alignment with the Virginia Standards of Learning.
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
CONTENTS
INTRODUCTION TO THE STRATEGIES ............................................................................................................................3
OVERVIEW OF THE UNITS: INSTRUCTIONAL GUIDE ......................................................................................................4
TERM ONE – CRANKING THE ENGINE: PROCEDURES, REVIEW, AND WEEKLY ASSIGNMENTS ..................................4
TERM TWO – CRUISING: THE NOVEL, READING, AND WRITING ...............................................................................4
TERM THREE – SHIFTING INTO PASSING GEAR: WRITING A SHORT STORY ..............................................................5
TERM FOUR – THE WINNER’S CIRCLE: POETRY, ORATION, AND PRESENTATION .....................................................5
TERM ONE CURRICULUM MAP ......................................................................................................................................7
COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY (ENG 6.1) .............................................................7
READING: WORD ANALYSIS (ENG 6.4) (ENG 6.5) ..................................................................................................7
COMPREHENSION: ELEMENTS OF LITERATURE (ENG 6.5) ....................................................................................8
WRITING (ENG 6.7) ................................................................................................................................................11
TERM TWO CURRICULUM MAP ...................................................................................................................................14
READING: WORD ANALYSIS (ENG 6.4) ..................................................................................................................14
COMPREHENSION: ELEMENTS OF LITERATURE (ENG 6.5) ..................................................................................15
WRITING (ENG 6.7) ................................................................................................................................................18
WRITING: EDIT FOR CORRECT USAGE (ENG 6.8) .................................................................................................20
TERM THREE CURRICULUM MAP ................................................................................................................................22
COMMUNICATION: SPEAKING, LISTENING (ENG 6.2) .........................................................................................22
MEDIA LITERACY (ENG 6.3) ...................................................................................................................................23
READING: WORD ANALYSIS (ENG 6.4) ..................................................................................................................23
COMPREHENSION (ENG 6.6) .................................................................................................................................26
WRITING (ENG 6.7) ................................................................................................................................................29
WRITING: EDIT FOR CORRECT USAGE (ENG 6.8) .................................................................................................31
TERM FOUR CURRICULUM MAP ..................................................................................................................................33
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY CONTINUED (ENG 6.2) (ENG 6.3) ....................33
READING: WORD ANALYSIS (ENG 6.4) ..................................................................................................................33
READING: COMPREHENSION (ENG 6.5) (ENG 6.6) ..............................................................................................33
WRITING: (ENG 6.7) ...............................................................................................................................................33
WRITING: RESEARCH (ENG 6.9).............................................................................................................................33
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
INTRODUCTION TO THE STRATEGIES
During the 2011-12 school year, the following metacognitive strategies will be directly taught, practiced, and
reinforced in context. The strategies include:
1.
2.
3.
4.
5.
6.
7.
Evaluate and determine what is important
Predict and connect prior knowledge
Create sensory images
Draw inferences
Monitor and repair comprehension using “Fix-Up” Strategies
a. Make a connection between text, knowledge of the world, and another text
b. Reread
c. Stop and think about what was read
d. Retell what has already been read
e. Ask a question and try to answer it
f. Note patterns of organization in the structure
g. Visualize what was read
h. Adjust reading rate: speed up or slow down
i. Use print, written, and electronic conventions
Ask questions of the text and author
Summarize and synthesize information
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
OVERVIEW OF THE UNITS: INSTRUCTIONAL GUIDE
TERM ONE – CRANKING THE ENGINE: PROCEDURES, REVIEW, AND WEEKLY ASSIGNMENTS
We will spend the first few weeks working on classroom rules and educational expectations. We will transfer into
some actual work, making sure that you understand how to use the website and follow instructions. During this
time, and throughout the rest of the quarter, we will begin our weekly assignment and quiz exercises.






Classroom procedures
o Daily materials
o Assignments: submitting and receiving
o Seating assignments
o Asking questions
o Group activity behavior
The class website: MrClements.com
o Accessing homework and downloading assignments
o Commenting
o Replying
o Asking and answering questions
Late assignment request policy
Formatting your writing assignment
o Using capitals
o Proper punctuation
o Typed vs. hand-written documents
Vocabulary and grammar
o Basic sentence structure
o Basic parts of speech
Reading exercises
TERM TWO – CRUISING: THE NOVEL, READING, AND WRITING
While we continue with our weekly grammar and reading assignments and quizzes, we will also begin to apply
some of the lessons you are learning to reading and writing about a novel. We’ll conclude with a fun group poster
project and have a nice holiday break.

Literary elements of the novel
o Point of view
o Theme
o Tone and mood
o Character
o Foreshadowing and flashback
o Setting
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
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2011-2012


o Figurative language
Reading plan
Writing reader responses
o Formatting
o Covering all questions
TERM THREE – SHIFTING INTO PASSING GEAR: WRITING A SHORT STORY
By the third quarter, we will finish the class novel and will start individual reading plans. You’ll go to the library and
choose a book to read and write about. We’re also going to write a short story this quarter. We will discuss the six
major elements of the short story, make a plot outline, create several drafts, and eventually post our stories to our
own online blog.





Individualized reading plans
o Application of reading goals and responsibilities
Six elements of writing a short story
o Author and title
o Main characters
o Supporting characters
o Setting
o Problem
o Solution
Character development
o Props
o Traits – physical and emotional
o Character arcs
Plot outlines
o Action sequences
o Plot points
o Plot or story arc
Printing, saving, and publishing online
TERM FOUR – THE WINNER’S CIRCLE: POETRY, ORATION, AND PRESENTATION
We will continue to use our blog site to post reader responses to teacher chosen poems. You will be required to
apply every level of grammar usage thus far learned, and you will be pushed to stay cool in front of the camera. In
this quarter you will show the world everything you learned in Language and Communications Arts class.



Introduction to poetry
o Metaphor, rhyme, symbolism
Introduction to poetry analysis
o Social, historical, and cultural perspectives
Rote memorization and oration of poetry
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
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2011-2012


o Presentation skills
Using multimedia resources to make presentations
o Static and active visuals, music, and props
Final video presentations
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
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2011-2012
TERM ONE CURRICULUM MAP
CONTENT AND ESSENTIAL
OBJECTIVES
COMMUNICATION: SPEAKING,
LISTENING, MEDIA LITERACY
(ENG 6.1)
The student will participate in and
contribute to small-group activities
a) Communicate as leader and
contributor
b) Evaluate own contributions
to discussions
c) Summarize and evaluate
group activities
d) Analyze the effectiveness of
participant interactions
SKILLS
COMMUNICATION: SPEAKING,
LISTENING, MEDIA LITERACY
(ENG 6.1)
• ensure that all group members
participate in the exchange of
information
• use strategies that contribute
to the discussion
• receive and understand
feedback from the others
• pose and respond to questions
• relate and retell information
• restate briefly and critically the
main idea(s) or theme(s)
discussed within a group
• use active listening to focus on
what is said and what is
implied
• summarize what is heard
• retain and rethink ideas based
on what is heard
• infer and assimilate new ideas
• use a checklist and/or rubric to
evaluate the participation of
self and others
SUGGESTED
ASSESSMENTS/RESOURCES
COMMUNICATION: SPEAKING,
LISTENING, MEDIA LITERACY
(ENG 6.1)
• Response journals/learning logs
• Peer interviews - conducted in
class setting, then videoed and
displayed on YouTube
• Puppet theater - Group activity
in which students turn a selfwritten short story into a script.
They then create puppets, and
put on a show, which is videoed
and displayed on YouTube
(http://www.mrclements.com/
?p=2153)
• Daily warm-ups - students must
completed selected activities,
sometimes as groups, and then
explain or present their
answers to the class
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Brai
n-Puzzles.pdf)
READING: WORD ANALYSIS
(ENG 6.4) (ENG 6.5)
READING: WORD ANALYSIS
(ENG 6.4) (ENG 6.5)
READING: WORD ANALYSIS
(ENG 6.4) (ENG 6.5)
The student will read and learn the
meanings of unfamiliar words and
phrases within authentic texts.
a) Identify word origins and
derivations
b) Use roots, cognates, affixes,
synonyms, and antonyms to
expand vocabulary
c) Use context and sentence
structure to determine
meanings and differentiate
among multiple meanings of
words
d) Use word reference materials
• use common Greek or Latin
affixes and roots as clues to
the meaning of a word (e.g.,
hearing, listening, or sound
audience, auditory, audible)
• identify Latin and Greek roots
of common English words as
clues to the meaning
• separate and recombine
known word parts to predict
the meaning of unfamiliar
words, such as separating poly
from polygon and phone from
telephone to predict the
meaning of polyphony
• recognize common antonyms
 Virginia Learning Standards of
Learning Pretests - Grade 5:
Reading
(http://www.doe.virginia.gov/t
esting/sol/released_tests/inde
x.shtml)
 Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
 Scholastic, Inc.: Hi-Lo
Nonfiction Passages for
Struggling Readers
(http://www.mrclements.com/
wp-
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
and synonyms
• notice relationships among
inflected words, such as
proceed and procession or
internal and internalization
• use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s function
in a sentence) as a clue to the
meaning
• use context clues to determine
meanings of unfamiliar words
in text, such as:
o examples
o restatements
o contrasts
• consult word reference
materials (e.g., dictionaries,
glossaries, thesauruses, both
print and online) to find the
pronunciation of a word or
determine or clarify its
meaning
• determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on reading and
content
COMPREHENSION: ELEMENTS
OF LITERATURE (ENG 6.5)
The student will read and
demonstrate comprehension of a
variety of fictional texts, narrative
nonfiction, and poetry.
a) Identify the elements of
narrative structure, including
setting, character, plot,
conflict, and theme
b) Make, confirm, and revise
predictions
c) Describe cause and effect
relationships and their impact
on plot
d) Use prior and background
knowledge as content for
new learning
e) Explain how character and
plot development are use in a
COMPREHENSION: ELEMENTS
OF LITERATURE (ENG 6.5)
• understand setting as time and
place
• understand plot as:
o the development of the
central conflict and
resolution
o the sequence of events in
the story
o the writer’s map for what
happens, how it happens,
to whom it happens, and
when it happens
• understand that character
traits are revealed by:
o what a character says
o a character thinks
o what a character does
o how other characters
content/uploads/2012/02/Gra
de-6-Nonfiction-ReadingActivities.pdf)
COMPREHENSION: ELEMENTS
OF LITERATURE (ENG 6.5)
• Scholastic, Inc.: Spotlight on
Literary Elements - conducted
as centers; these books and
the associated workbook
provides the following
assessments and resources:
retelling, oral and written
explanations, visual
representations: Venn
diagrams, charts, illustrations,
story maps and other
appropriate graphic
organizers, discussion:
literature circles, response
journals/learning logs
(http://www.mrclements.com/
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
e)
f)
g)
selection to support a central
conflict or story line
Identify the main idea
Identify and summarize
supporting details
Use reading strategies to
monitor comprehension
throughout the reading
process
respond to the character
• determine a central idea or
theme of a fictional text and
how it is developed through
specific details
• understand internal and
external conflicts in stories,
including:
o internal conflicts within
characters
o external conflicts between
characters
o changes in characters as a
result of conflicts and
resolutions in the plot
• describe how a fictional plot is
often episodic, and how
characters develop as the plot
moves toward a resolution
• use strategies for summarizing,
such as graphic organizers
• use graphic organizers to
record plot elements that
illustrate cause and effect
relationships and plot
development
• use graphic organizers to
record changes in characters
as a result of incidents in the
plot
wpcontent/uploads/2012/02/Lite
rary-Elements.zip). Teacher
will select appropriate works
from the following choices:
o Plot
 The Escape
 The Mystery in the
Backyard
 The Lamb with the
Golden Fleece
 Worst Friends
o Plot in poetry
 The Twins
o Character
 The Open Window
 Smart Ice Scream
 Felicity’s Terrible Day
 The Peddler of Swaffam
o Special characters in
poetry
 Alligator on the
Escalator
 A Bird came down the
Walk
 The Old Field
 The Mouse
o Setting
 Eleven
 The Terrible, Wonderful
Tellin’ at Hog Hammock
 Watermelon Preserves
 Janette’s Winter
o Settings in poems
 On the Beach at Night
 Home – Thoughts from
Abroad
o Theme
 The Emperor’s New
Clothes
 Just a Tyke
 Great Joy, the Self-
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
Respecting Ox
 Head Tree
o Themes in poems
 The Mountain and the
Squirrel
 Mother to Son
 Beauty
 Miracles
o Tone and mood
 A Girl from Yamhill
(excerpt)
 Oliver Twist (retelling)
 The Imp in the Belfry
(excerpt & retelling)
 So You Want to be a
Rock and Roll Star
o Tone and mood in poems
 Father William (from
Alice in Wonderland)
 Progress Limited
o Point of View
 The Heartbeat of a
Dinosaur
 Hitty: Her First Hundred
Years (excerpt)
 The Toothbrush
 TV Land
 Thank You, Ma’m
o Point of view in poetry
 Baseball
o Figurative language
 Sir Gawain and the
Green Knight (retelling)
 Boar Out There
 The Jewels of the Sea
(retelling)
 Out of the Dust (excerpt)
o Figurative language in
poems
 A Thundery Day
 Seven Ways of Looking
at the Moon
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
•
•
•
•
•
•
WRITING (ENG 6.7)
WRITING (ENG 6.7)
The student will write narration:
a) Identify audience and
purpose
a) Use a variety of prewriting
strategies including graphic
organizers to generate and
organize ideas
b) Organize writing structure to
fit mode or topic
c) Establish a central idea and
organization
d) Compose a topic sentence or
thesis statement if
appropriate
e) Write multi-paragraph
compositions with
elaboration and unity
f) Select vocabulary and
information to enhance the
central idea
g) Revise sentences for clarity of
content including specific
vocabulary and information
h) Use computer technology to
plan, draft, revise, edit, and
publish writing
• develop real or imagined
experiences or events using
effective techniques, relevant
descriptive details, and wellstructured event sequences
when writing narratives
• engage and orient the reader
by establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds
naturally and logically
• use narrative techniques, such
as dialogue, pacing, and
description, to develop
experiences, events, and/or
characters
• use transitional words or
phrases to connect parts of
sentences in order to:
o show relationships
between ideas
o signal a shift or change in
the writer's thoughts;
o suggest a pattern of
organization
o make sentences clearer
• establish and maintain a
formal style of writing when
appropriate
o Foreshadowing and
flashback
 The Tell-Tale Heart
(retelling)
 The Music of Dolphins
(excerpt)
 Sweet
 Wheels Willoughby
o Flashbacks in poems
 Spring Rain
Teacher/student conferences
Teacher observation
Anecdotal records
Graded discussion
Teacher checklists
Student self-evaluation
WRITING (ENG 6.7)
 SOL Writing Rubric: Composing
 Daily Language Practice with
MUG Shots or Sentence
Openers
 Virginia Learning Standards of
Learning Pretests - Grade 5:
Reading, Writing, and Writing
Prompt
(http://www.doe.virginia.gov/t
esting/sol/released_tests/inde
x.shtml)
(http://www.mrclements.com/
?p=396)
 Descriptive writing samples
 Writing: Dialogue
(http://www.mrclements.c
om/?p=898)
 Scholastic, Inc.: Writing to
Prompts in the Trait-Based
Classroom, Content Areas
o Narrative writing
o Descriptive writing
 Writing prompt may be
used as an instructional
tool for the purposes of
editing, revision, and
publication which may
then be used as a
recorded grade for the
writing process
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
• provide an appropriate
conclusion for the purpose and
mode of writing
• identify audience and purpose
for any piece of writing
• use selected prewriting
techniques, such as:
o brainstorming
o webbing
o mapping
o clustering
o listing
o organizing graphically
o questioning
o outlining
• elaborate to:
o give detail
o add depth
o continue the flow of an
idea
• write more than one
paragraph on any central
theme or topic demonstrating
elaboration, coherence, and
unity
• incorporate variety into
sentences, using appropriate
modifiers – an adjective, an
adverb, or a phrase or clause
• understand that revising to
improve a draft includes:
o rereading
o reflecting
o rethinking
o rewriting
• use available computer
technology to enhance the
writing process
• use complete sentences with
appropriate punctuation
• avoid comma splices and fused
sentences (run-on sentences)
• use reference sources to select
the correct spelling and usage
of words such as their, there,
and they’re
• choose adjectives
appropriately (e.g., He is a
good student. He does really
 Holt, Rinehart, and Winston:
Elements of Language
Introductory Course Grammar, Usage, and
Mechanics
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Ele
ments-of-Language-GrammarUsage-andMechanics_OCR.pdf)
 Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
well in all his studies)
• capitalize mom and dad only
when those titles replace
names or are used as proper
nouns (e.g., My mom told me
to go to bed, and I replied,
“No, Mom, I don’t want to.”)
• punctuate and format dialogue
• correctly use quotation marks
in dialogue
• maintain a consistent verb
tense within sentences and
throughout and across
paragraphs
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
TERM TWO CURRICULUM MAP
CONTENT AND ESSENTIAL
OBJECTIVES
READING: WORD ANALYSIS
(ENG 6.4)
The student will read and learn the
meanings of unfamiliar words and
phrases within authentic texts.
a) Identify word origins and
derivations
b) Use roots, cognates, affixes,
synonyms, and antonyms to
expand vocabulary
c) Use context and sentence
structure to determine
meanings and differentiate
among multiple meanings of
words
d) Use word reference materials
e) Extend general and
specialized vocabulary
through speaking, listening,
reading, and writing
SKILLS
READING: WORD ANALYSIS
(ENG 6.4)
• use common Greek or Latin
affixes and roots as clues to the
meaning of a word (e.g., aud –
hearing, listening, or sound
audience, auditory, audible
• identify Latin and Greek roots
of common English words as
clues to the meaning
• separate and recombine
known word parts to predict
the meaning of unfamiliar
words, such as separating poly
from polygon and phone from
telephone to predict the
meaning of polyphony
• recognize common antonyms
and synonyms
• notice relationships among
inflected words, such as
proceed and procession or
internal and internalization
• use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s function in
a sentence) as a clue to the
meaning
• recognize word relationships,
such as:
o synonyms – small: little
o antonyms – up: down
o object/action – ear: hear
o source/product – tree:
lumber
o part/whole – paw: dog
o animal/habitat – bee: hive
• use context clues to determine
meanings of unfamiliar words
in text, such as:
o examples
o restatements
o contrast
• consult word reference
SUGGESTED
ASSESSMENTS/RESOURCES
READING: WORD ANALYSIS
(ENG 6.4)
• Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
• Scholastic, Inc.: Hi-Lo Nonfiction
Passages for Struggling Readers
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Grad
e-6-Nonfiction-ReadingActivities.pdf)
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
materials (e.g., dictionaries,
glossaries, thesauruses, both
print and online) to find the
pronunciation of a word or
determine or clarify its
meaning
• determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on reading and
content
COMPREHENSION: ELEMENTS
OF LITERATURE (ENG 6.5)
COMPREHENSION: ELEMENTS
OF LITERATURE (ENG 6.5)
Identify the elements of narrative
structure, including setting,
character, plot, conflict, and theme
a) Make, confirm, and revise
predictions
b) Describe how word choice
and imagery contribute to
the meaning of a text
c) Describe cause and effect
relationships and their impact
on plot
d) Use prior and background
knowledge as context for
new learning
e) Use information in the text to
draw conclusions and make
inferences
f) Explain how character and
plot development are used in
a selection to support a
central conflict or story line
g) Identify the main idea
h) Identify and summarize
supporting details
i) Identify and analyze the
author’s use of figurative
language
j) Identify transitional words
and phrases that signal an
author’s organizational
pattern
k) Use reading strategies to
monitor comprehension
throughout the reading
process
• understand plot as:
o the development of the
central conflict and
resolution
o the sequence of events in
the story
o the writer’s map for what
happens, how it happens,
to whom it
o happens, and when it
happens
• understand that character
traits are revealed by:
o what a character says
o what a character thinks
o what a character does
o how other characters
respond to the character
• determine a central idea or
theme of a fictional text and
how it is developed through
specific details
• understand internal and
external conflicts in stories,
including:
o internal conflicts within
characters
o external conflicts between
characters
o changes in characters as a
result of conflicts and
resolutions in the plot
• describe how a fictional plot is
often episodic, and how
characters develop as the plot
COMPREHENSION: ELEMENTS
OF LITERATURE (ENG 6.5)
 Scholastic, Inc.: Hi-Lo
Nonfiction Passages for
Struggling Readers
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Gra
de-6-Nonfiction-ReadingActivities.pdf)
• Scholastic, Inc.: Spotlight on
Literary Elements - conducted
as centers; these books and
the associated workbook
provides the following
assessments and resources:
retelling, oral and written
explanations, visual
representations: Venn
diagrams, charts, illustrations,
story maps and other
appropriate graphic
organizers, discussion:
literature circles, response
journals/learning logs
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Lite
rary-Elements.zip). Teacher
will select appropriate works
from the following choices:
o Plot
 The Escape
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
moves toward a resolution
• notice an author’s craft,
including use of :
o language patterns
o sentence variety
o vocabulary
o imagery
o figurative language
• recognize an author’s use of:
o simile – figures of speech
that use the words like or
as to make comparisons
o hyperbole – intentionally
exaggerated figures of
speech
o metaphor – a figure of
speech that makes a
comparison equating two
or more unlike things
without using “like” or “as”
• recognize an author’s tone
including serious, humorous,
objective, and personal
• use strategies for summarizing,
such as graphic organizers
• use graphic organizers to
record plot elements that
illustrate cause and effect
relationships and plot
development
• use graphic organizers to
record changes in characters
as a result of incidents in the
plot
• use graphic organizers to
record clues in the text and
inferences or conclusions
made by the reader as a result
of those clues
• analyze author’s use of
figurative language
• identify how transitional words
signal an author’s organization
such as words indicating time,
cause and effect, or indicating
more information
 The Mystery in the
Backyard
 The Lamb with the
Golden Fleece
 Worst Friends
o Plot in poetry
 The Twins
o Character
 The Open Window
 Smart Ice Scream
 Felicity’s Terrible Day
 The Peddler of Swaffam
o Special characters in
poetry
 Alligator on the
Escalator
 A Bird came down the
Walk
 The Old Field
 The Mouse
o Setting
 Eleven
 The Terrible, Wonderful
Tellin’ at Hog Hammock
 Watermelon Preserves
 Janette’s Winter
o Settings in poems
 On the Beach at Night
 Home – Thoughts from
Abroad
o Theme
 The Emperor’s New
Clothes
 Just a Tyke
 Great Joy, the SelfRespecting Ox
 Head Tree
o Themes in poems
 The Mountain and the
Squirrel
 Mother to Son
 Beauty
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
 Miracles
o Tone and mood
 A Girl from Yamhill
(excerpt)
 Oliver Twist (retelling)
 The Imp in the Belfry
(excerpt & retelling)
 So You Want to be a
Rock and Roll Star
o Tone and mood in poems
 Father William (from
Alice in Wonderland)
 Progress Limited
o Point of View
 The Heartbeat of a
Dinosaur
 Hitty: Her First Hundred
Years (excerpt)
 The Toothbrush
 TV Land
 Thank You, Ma’m
o Point of view in poetry
 Baseball
o Figurative language
 Sir Gawain and the
Green Knight (retelling)
 Boar Out There
 The Jewels of the Sea
(retelling)
 Out of the Dust (excerpt)
o Figurative language in
poems
 A Thundery Day
 Seven Ways of Looking
at the Moon
o Foreshadowing and
flashback
 The Tell-Tale Heart
(retelling)
 The Music of Dolphins
(excerpt)
 Sweet
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
•
•
•
•
•
•
•
WRITING (ENG 6.7)
The student will write a description
piece.
a)
Identify audience and
purpose
b) Use a variety of prewriting
strategies including graphic
organizers to generate and
organize ideas
c) Organize writing structure to
fit mode or topic
d) Establish a central idea and
organization
e) Compose a topic sentence or
thesis statement if
appropriate
f) Write multi-paragraph
compositions with
elaboration and unity
g) Select vocabulary and
information to enhance the
central idea, tone, and voice
h) Expand and embed ideas by
WRITING (ENG 6.7)
• Plan, compose, revise
o develop real or imagined
experiences or events
using effective techniques,
relevant descriptive
details, and wellstructured event
sequences when writing
narratives
o engage and orient the
reader by establishing a
context and introducing a
narrator and/or
characters; organize an
event sequence that
unfolds naturally and
logically
o use narrative techniques,
such as dialogue, pacing,
and description, to
 Wheels Willoughby
o Flashbacks in poems
 Spring Rain
Teacher/student conferences
Teacher observation
Anecdotal records
Graded discussion
Teacher checklists
Student self-evaluation
Mrs. Frisby and the Rats of
NIMH
(http://www.mrclements.com/
?s=mrs.+frisby)
o Weekly reading
assignments
o Weekly short answer
reading comprehension
questions
o Culminating group poster
project
o Final exam
WRITING (ENG 6.7)
• Mrs. Frisby and the Rats of
NIMH
(http://www.mrclements.com/
?s=mrs.+frisby)
o Weekly reading
assignments
o Weekly short answer
reading comprehension
questions
o Culminating group poster
project
o Final exam
• Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
• Scholastic, Inc.: Hi-Lo Nonfiction
Passages for Struggling Readers
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Grad
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
i)
j)
using modifiers, standard
coordination, and
subordination in complete
sentences
Revise sentences for clarity of
content including specific
vocabulary and information
Use computer technology to
plan, draft, revise, edit, and
publish writing
develop experiences,
events, and/or characters
o use transitional words or
phrases to connect parts
of sentences in order to:
 show relationships
between ideas
 signal a shift or change
in the writer's thoughts
 signal levels of
importance
 suggest a pattern of
organization
 make sentences clearer
o establish and maintain a
formal style of writing
when appropriate
o provide an appropriate
conclusion for the purpose
and mode of writing
o identify audience and
purpose for any piece of
writing
o use selected prewriting
techniques, such as:
 brainstorming
 webbing
 mapping
 clustering
 listing
 organizing graphically
 questioning
 outlining
o write using descriptive
details
o elaborate to:
 give detail
 add depth
 continue the flow of an
idea
o write more than one
paragraph on any central
theme or topic
demonstrating
elaboration, coherence,
e-6-Nonfiction-ReadingActivities.pdf)
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
and unity
o incorporate variety into
sentences, using
appropriate:
 modifier – an adjective,
an adverb, or a phrase
or clause acting as an
adjective or adverb
 coordination – joining
words, phrases, clauses,
or sentences by using
appropriate
coordinating
conjunctions
 subordination –
establishing the
relationship between an
independent and a
dependent clause by
using appropriate
subordinate
conjunctions
o understand that revising
to improve a draft
includes:
 rereading
 reflecting
 rethinking
 rewriting
o use available computer
technology to enhance the
writing process
WRITING: EDIT FOR CORRECT
USAGE (ENG 6.8)
The student will edit writing for
correct grammar, capitalization,
Punctuation, spelling, sentence
structure, and paragraphing
a)
Use a variety of graphic
organizers, including
sentence diagrams, to
analyze and improve
sentence formation and
paragraph structure
b) Use pronoun-antecedent
agreement to include
WRITING: EDIT FOR CORRECT
USAGE (ENG 6.8)
WRITING: EDIT FOR CORRECT
USAGE (ENG 6.8)
• use complete sentences with
appropriate punctuation
• avoid comma splices and fused
sentences
• avoid using coordinating
conjunctions at the beginning
of a sentence (e.g., and, so)
• use reference sources to select
the correct spelling and usage
of words such as their, there,
and they’re among others
• use first person pronouns
appropriately in compound
• Scholastic, Inc.: Writing to
Prompts in the Trait-Based
Classroom, Content Areas
• Holt, Rinehart, and Winston:
Elements of Language
Introductory Course Grammar, Usage, and
Mechanics
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Ele
ments-of-Language-GrammarUsage-and-
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
indefinite pronouns
Choose adverbs to describe
verbs, adjectives, and other
adverbs
d) Use correct spelling for
frequently used words.
c)
subjects and objects (e.g., John
and I went to the store.
Mother gave presents to Jim
and me.)
• recognize and correct vague
pronouns (i.e., ones with
unclear or ambiguous
antecedents)
• choose adjectives and adverbs
appropriately (e.g., He is a
good student. He does really
well in all his studies)
• correctly use the apostrophe
for contractions and
possessives
Mechanics_OCR.pdf)
• Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
• Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
• Scholastic, Inc.: Hi-Lo
Nonfiction Passages for
Struggling Readers
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Gra
de-6-Nonfiction-ReadingActivities.pdf)
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
TERM THREE CURRICULUM MAP
CONTENT AND ESSENTIAL
OBJECTIVES
COMMUNICATION: SPEAKING,
LISTENING (ENG 6.2)
The student will present, listen
critically, and express opinions in
oral presentations.
a) Distinguish between fact and
opinion
b) Compare and contrast
viewpoints
c) Present a convincing
argument
d) Paraphrase and summarize
what is heard
e) Use language and vocabulary
appropriate to audience,
topic, and purpose
SKILLS
COMMUNICATION: SPEAKING,
LISTENING (ENG 6.2)
• take notes to record
facts/opinions or differing
viewpoints
• organize convincing arguments
to include:
o facts
o statistics
o examples
o logical reasoning
• paraphrase or summarize what
others have said
• plan and deliver an oral
presentation, using the
following steps:
o determine topic and
purpose
o identify the intended
audience
o gather information
o organize the information
o use multimedia to clarify
presentation information
o choose vocabulary
appropriate to topic,
purpose, and audience
o phrase with grammatically
correct language
o practice delivery
• use strategies for summarizing,
such as the following:
o delete trivial and
redundant information
o substitute a general term
for a list
o find or create a main idea
statement
SUGGESTED
ASSESSMENTS/RESOURCES
COMMUNICATION: SPEAKING,
LISTENING (ENG 6.2)
•
•
•
•
•
•
•
•
Student self-evaluations
Teacher observation
Anecdotal records
Oral presentation: speech
incorporating or simulation of
persuasive techniques
Student demonstration:
written and oral summaries
Student demonstration:
examples of paraphrasing
Scholastic, Inc.: Hi-Lo
Nonfiction Passages for
Struggling Readers
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Gra
de-6-Nonfiction-ReadingActivities.pdf)
Mrs. Frisby and the Rats of
NIMH
(http://www.mrclements.com/
?s=mrs.+frisby)
o Culminating group poster
project
(http://www.mrclements.
com/?p=1433)
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
MEDIA LITERACY (ENG 6.3)
The student will understand the
elements of media literacy.
a) Compare and contrast
auditory, visual, and written
media messages
b) Identify the characteristics
and effectiveness of a variety
of media messages
c) Craft and publish audiencespecific media messages
MEDIA LITERACY (ENG 6.3)
• deconstruct and
compare/contrast several
types of media messages
• recognize production elements
in media are composed based
on audience and purpose
• create media messages, such
as public service
announcements aimed at a
variety of audiences with
different purposes
• 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
• identify the elements of a
variety of media including
layout, pictures, and text
features in print media; camera
shots, lighting, editing, and
sound in TV, radio, and film
• access media message to
compare and contrast
information presented in
different media and/or formats
• understand that three most
common camera angles or
shots are the close-up, long
shot, and medium shot
READING: WORD ANALYSIS
(ENG 6.4)
READING: WORD ANALYSIS
(ENG 6.4)
The student will read and learn the
meanings of unfamiliar words and
phrases within authentic texts.
a) Identify word origins and
derivations
b) Use roots, cognates, affixes,
synonyms, and antonyms to
expand vocabulary
c) Use context and sentence
structure to determine
meanings and differentiate
among multiple meanings of
words
• Use reading/thinking strategies
to demonstrate
comprehension of
informational selections:
o activate background
knowledge prior to
reading
o question prior to and
during reading based on
text features
o predict and read to
validate predictions.
o monitor comprehension
MEDIA LITERACY (ENG 6.3)
• Student run blog site
(http://aisblogpals.com/?p=29)
o Creating an online profile
(http://aisblogpals.com/?p
=49)
o Creating an electronic post
(http://aisblogpals.com/?p
=146)
o Managing and utilizing
graphics
(http://aisblogpals.com/?p
=96)
(http://aisblogpals.com/?p
=2164)(
http://aisblogpals.com/?p
=823)
o Revising and updating
electronic media
(http://aisblogpals.com/?p
=2001)(
http://aisblogpals.com/?p
=1695)
READING: WORD ANALYSIS
(ENG 6.4)
• Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
• Scholastic, Inc.: Hi-Lo Nonfiction
Passages for Struggling Readers
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Grad
e-6-Nonfiction-ReadingActivities.pdf)
• Scholastic, Inc.: Spotlight on
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
d) Use word-reference materials
e) Extend general and
specialized vocabulary
through speaking, listening,
reading, and writing
•
•
•
•
•
•
•
during reading by
identifying confusing
ideas, themes, words, or
sentences and repair
comprehension by using
“fix-up strategies”:
 make a connection
between text
 knowledge of the world
 and other text
o stop and think about what
was read
o ask a question and try to
answer it
o visualize what was read
o use print conventions
o reread
o retell what has already
been read
o note patterns of
organization
o adjust reading rate –
speed up or slow down
Read beyond the printed text
to understand the
message/theme stated or
implied by the author
Use context, structural
analysis, and reference sources
to determine the meaning of
unfamiliar and technical
vocabulary
Use information stated
explicitly in the text to draw
conclusions and make
inferences
Recognize common patterns of
organizing text:
o chronological or sequence
o comparison / contrast
o cause and effect
o problem / solution
o generalization or principle
Use strategies and rules for
summarizing
Use graphic organizers to
organize and summarize text
Compare and contrast
information about one topic
Literary Elements - conducted
as centers; these books and
the associated workbook
provides the following
assessments and resources:
retelling, oral and written
explanations, visual
representations: Venn
diagrams, charts, illustrations,
story maps and other
appropriate graphic
organizers, discussion:
literature circles, response
journals/learning logs
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Lite
rary-Elements.zip). Teacher
will select appropriate works
from the following choices:
o Plot
 The Escape
 The Mystery in the
Backyard
 The Lamb with the
Golden Fleece
 Worst Friends
o Plot in poetry
 The Twins
o Character
 The Open Window
 Smart Ice Scream
 Felicity’s Terrible Day
 The Peddler of Swaffam
o Special characters in
poetry
 Alligator on the
Escalator
 A Bird came down the
Walk
 The Old Field
 The Mouse
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
from various sources
o Setting
 Eleven
 The Terrible, Wonderful
Tellin’ at Hog Hammock
 Watermelon Preserves
 Janette’s Winter
o Settings in poems
 On the Beach at Night
 Home – Thoughts from
Abroad
o Theme
 The Emperor’s New
Clothes
 Just a Tyke
 Great Joy, the SelfRespecting Ox
 Head Tree
o Themes in poems
 The Mountain and the
Squirrel
 Mother to Son
 Beauty
 Miracles
o Tone and mood
 A Girl from Yamhill
(excerpt)
 Oliver Twist (retelling)
 The Imp in the Belfry
(excerpt & retelling)
 So You Want to be a
Rock and Roll Star
o Tone and mood in poems
 Father William (from
Alice in Wonderland)
 Progress Limited
o Point of View
 The Heartbeat of a
Dinosaur
 Hitty: Her First Hundred
Years (excerpt)
 The Toothbrush
 TV Land
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
•
•
•
•
•
•
•
•
COMPREHENSION (ENG 6.6)
The student will read and
demonstrate comprehension of a
variety of nonfiction texts.
a) Use text structures such as
type, headings, and graphics
to predict and categorize
information in both print and
 Thank You, Ma’m
o Point of view in poetry
 Baseball
o Figurative language
 Sir Gawain and the
Green Knight (retelling)
 Boar Out There
 The Jewels of the Sea
(retelling)
 Out of the Dust (excerpt)
o Figurative language in
poems
 A Thundery Day
 Seven Ways of Looking
at the Moon
o Foreshadowing and
flashback
 The Tell-Tale Heart
(retelling)
 The Music of Dolphins
(excerpt)
 Sweet
 Wheels Willoughby
o Flashbacks in poems
 Spring Rain
Student products: written
summaries
Teacher observation
Anecdotal records
Graded discussions
Teacher checklists
Student self-evaluation
Mini research activity
Visual representations: Venn
diagrams, charts, story maps,
other appropriate graphic
organizers
COMPREHENSION (ENG 6.6)
COMPREHENSION (ENG 6.6)
• activate prior knowledge
before reading by use of, but
not limited to:
o small-group or whole-class
discussion
o anticipation guides
• Scholastic, Inc.: Writing to
Prompts in the Trait-Based
Classroom, Content Areas
• Scholastic, Inc.: Hi-Lo
Nonfiction Passages for
Struggling Readers
(http://www.mrclements.com/
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
digital texts
b) Use prior knowledge and
build additional background
knowledge as context for
new learning
c) Identify questions to be
answered
d) Make, confirm, or revise
predictions
e) Draw conclusions and make
inferences based on explicit
and implied information
f) Differentiate between fact
and opinion
g) Identify main idea
h) Summarize supporting details
i) Compare and contrast
information about one topic,
which may be contained in
different selections
j) Identify the author’s
organizational pattern
k) Identify cause and effect
relationships
l) Use reading strategies to
monitor comprehension
throughout the reading
process
o preview of key vocabulary
• pose questions prior to and
during the reading process
based on text structures, such
as:
o boldface and/or italics
type
o type set in color
o vocabulary
o graphics or photographs
o headings and subheadings
• use specific and helpful clues in
the context, including:
o definitions: which define
words within the text
o signal words: which alert
readers that explanations
or examples
o follow direct explanations:
which explain terms as
they are introduced
o synonyms: which provide
a more commonly used
term
o antonyms: which contrast
words with their opposites
o inferences: which imply
meaning and help readers
deduce meaning.
• give evidence from the text to
support conclusions
• identify common patterns of
organizing text including:
o chronological or
sequential
o comparison/contrast
o cause and effect
o problem-solution
o generalization or principle
• predict and then read to
validate or revise the
prediction(s)
• identify clue words and
phrases that help unlock
wpcontent/uploads/2012/02/Gra
de-6-Nonfiction-ReadingActivities.pdf)
• Scholastic, Inc.: Spotlight on
Literary Elements - conducted
as centers; these books and
the associated workbook
provides the following
assessments and resources:
retelling, oral and written
explanations, visual
representations: Venn
diagrams, charts, illustrations,
story maps and other
appropriate graphic
organizers, discussion:
literature circles, response
journals/learning logs
(http://www.mrclements.com/
wpcontent/uploads/2012/02/Lite
rary-Elements.zip). Teacher
will select appropriate works
from the following choices:
o Plot
 The Escape
 The Mystery in the
Backyard
 The Lamb with the
Golden Fleece
 Worst Friends
o Plot in poetry
 The Twins
o Character
 The Open Window
 Smart Ice Scream
 Felicity’s Terrible Day
 The Peddler of Swaffam
o Special characters in
poetry
 Alligator on the
Escalator
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
•
•
•
•
•
•
•
meaning of unfamiliar and
technical terms
comprehend and record details
and/or facts in order to arrive
at a conclusion, inference, or
generalization
recognize that a fact is
something that can be proven,
while an opinion is a personal
feeling
determine a central idea of a
text and recognize how details
support that idea
use graphic organizers to show
similarities and differences in
the information found in
several sources about the same
topic
use strategies and rules for
summarizing, such as the
following:
o delete trivia and
redundancy
o substitute a general term
for a list
o find or create a main idea
statement
summarize the text without
providing a personal opinion
compare and contrast similar
information
 A Bird came down the
Walk
 The Old Field
 The Mouse
o Setting
 Eleven
 The Terrible, Wonderful
Tellin’ at Hog Hammock
 Watermelon Preserves
 Janette’s Winter
o Settings in poems
 On the Beach at Night
 Home – Thoughts from
Abroad
o Theme
 The Emperor’s New
Clothes
 Just a Tyke
 Great Joy, the SelfRespecting Ox
 Head Tree
o Themes in poems
 The Mountain and the
Squirrel
 Mother to Son
 Beauty
 Miracles
o Tone and mood
 A Girl from Yamhill
(excerpt)
 Oliver Twist (retelling)
 The Imp in the Belfry
(excerpt & retelling)
 So You Want to be a
Rock and Roll Star
o Tone and mood in poems
 Father William (from
Alice in Wonderland)
 Progress Limited
o Point of View
 The Heartbeat of a
Dinosaur
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
•
•
•
•
•
•
•
•
WRITING (ENG 6.7)
The student will write an exposition
piece.
 Hitty: Her First Hundred
Years (excerpt)
 The Toothbrush
 TV Land
 Thank You, Ma’m
o Point of view in poetry
 Baseball
o Figurative language
 Sir Gawain and the
Green Knight (retelling)
 Boar Out There
 The Jewels of the Sea
(retelling)
 Out of the Dust (excerpt)
o Figurative language in
poems
 A Thundery Day
 Seven Ways of Looking
at the Moon
o Foreshadowing and
flashback
 The Tell-Tale Heart
(retelling)
 The Music of Dolphins
(excerpt)
 Sweet
 Wheels Willoughby
o Flashbacks in poems
 Spring Rain
Student products: written
summaries
Teacher observation
Anecdotal records
Graded discussions
Teacher checklists
Student self-evaluation
Mini research activity
Visual representations: Venn
diagrams, charts, story maps,
other appropriate graphic
organizers
WRITING (ENG 6.7)
WRITING (ENG 6.7)
• write informative/explanatory
texts to examine a topic and
• Writing: Formatting – If Only I
had Listened
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
a)
Identify audience and
purpose
b) Use a variety of prewriting
strategies including graphic
organizers to generate and
organize ideas
c) Organize writing structure to
fit mode or topic.
d) Establish a central idea and
organization
e) Compose a topic sentence or
thesis statement if
appropriate
f) Write multi-paragraph
compositions with
elaboration and unity
g) Select vocabulary and
information to enhance the
central idea, tone, and voice.
h) Expand and embed ideas by
using modifiers, standard
coordination, and
subordination in complete
sentences
i) Revise sentences for clarity of
content including specific
vocabulary and information
j) Use computer technology to
plan, draft, revise, edit, and
publish writing
•
•
•
•
•
•
•
•
•
convey ideas, concepts, and
information
write using strategies such as
definition, classification
comparison/contrast, and
cause/effect
include formatting (e.g.,
headings), graphics (e.g.,
charts, tables), and multimedia
when appropriate
develop the topic using
relevant facts, definitions,
details, quotations, and/or
examples
use transitional words or
phrases to connect parts of
sentences in order to:
o show relationships
between ideas
o signal a shift or change in
the writer's thoughts
o signal levels of importance
o suggest a pattern of
organization
o make sentences clearer
establish and maintain a formal
style of writing when
appropriate
provide an appropriate
conclusion for the purpose and
mode of writing
identify audience and purpose
for any piece of writing
use selected prewriting
techniques, such as:
o brainstorming
o webbing
o mapping
o clustering
o listing
o organizing graphically
o questioning
o outlining
elaborate to:
o give detail
o add depth
•
•
•
•
•
•
•
•
•
•
•
•
•
(http://www.mrclements.com/
?p=268)
Publishing a Short Story to the
Internet: AISBlogPals.com
(http://www.mrclements.com/
?p=1394)
Formatting MLA Style and
Saving Information to Flash
Drives: Short Story: Format
and Flash Drive
(http://www.mrclements.com/
?p=953)
Editing and Revising: Short
Story – Identifying Issues
(http://www.mrclements.com/
?p=792)
Writing About Setting: The
Impact of Setting
(http://www.mrclements.com/
?p=495)
Illustrating Characters and
Setting
(http://www.mrclements.com/
?p=429)
Short Story: Scary Story – Map
and Illustrate
(http://www.mrclements.com/
?p=429)
Writing: Pre-Writing Process
(http://www.mrclements.com/
?p=373)
Writing: Character
Development
(http://www.mrclements.com/
?p=420)
Short Story: Final Draft
(http://www.mrclements.com/
?p=659)
Defining Plot Sequences
(http://www.mrclements.com/
?p=581)
Writing Part 1
(http://www.mrclements.com/
?p=463)
Writing Part 2
(http://www.mrclements.com/
?p=693)
Outlining a Plot
(http://www.mrclements.com/
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
•
•
•
•
•
•
WRITING: EDIT FOR CORRECT
USAGE (ENG 6.8)
The student will edit writing for
correct grammar, capitalization,
punctuation, spelling, sentence
structure, and paragraphing.
o continue the flow of an
idea
write an effective thesis
statement focusing, limiting, or
narrowing the topic
differentiate between a thesis
statement and a topic sentence
write more than one paragraph
on any central theme or topic
demonstrating elaboration,
coherence, and unity
incorporate variety into
sentences, using appropriate:
o modifier – an adjective, an
adverb, or a phrase or
clause acting as an
adjective or adverb
o coordination – joining
words, phrases, clauses, or
sentences by using
appropriate coordinating
conjunctions
o subordination –
establishing the
relationship between an
independent and a
dependent clause by using
appropriate subordinate
conjunctions
understand that revising to
improve a draft includes:
o rereading
o reflecting
o rethinking
o rewriting
use available computer
technology to enhance the
writing process
?p=564)
WRITING: EDIT FOR CORRECT
USAGE (ENG 6.8)
WRITING: EDIT FOR CORRECT
USAGE (ENG 6.8)
• use complete sentences with
appropriate punctuation
• avoid comma splices and fused
sentences
• Short Story: Final Draft
(http://www.mrclements.com/
?p=659)
• Editing and Revising: Short
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
a)
Use a variety of graphic
organizers, including
sentence diagrams, to
analyze and improve
sentence formation and
paragraph structure
b) Use subject-verb agreement
with intervening phrases and
clauses
c) Use pronoun-antecedent
agreement to include
indefinite pronouns
d) Maintain consistent verb
tense across paragraphs
e) Eliminate double negatives.
f) Choose adverbs to describe
verbs, adjectives, and other
adverbs
G) Use correct spelling for
frequently used words
• avoid using coordinating
conjunctions at the beginning
of a sentence (e.g., and, so)
• use singular verbs with singular
subjects and plural verbs with
plural subjects (e.g., The driver
of the bus aware of children
drives very carefully. The
students in the class discuss
many topics)
• eliminate double negatives
Story – Identifying Issues
(http://www.mrclements.com/
?p=792)
• Scholastic, Inc.: Writing to
Prompts in the Trait-Based
Classroom, Content Areas
• Vocabulary and Grammar
Challenges from
MrClements.com
(http://www.mrclements.com/
?cat=10)
AMERICAN INTERNATIONAL SCHOOL OF EGYPT
CURRICULUM MAP
2011-2012
TERM FOUR CURRICULUM MAP
CONTENT AND ESSENTIAL
OBJECTIVES
COMMUNICATION: SPEAKING,
LISTENING, MEDIA LITERACY
CONTINUED (ENG 6.2) (ENG
6.3)
SKILLS
COMMUNICATION: SPEAKING,
LISTENING, MEDIA LITERACY
CONTINUED (ENG 6.2) (ENG
6.3)
SUGGESTED
ASSESSMENTS/RESOURCES
COMMUNICATION: SPEAKING,
LISTENING, MEDIA LITERACY
CONTINUED (ENG 6.2) (ENG
6.3)
READING: WORD ANALYSIS
(ENG 6.4)
READING: WORD ANALYSIS
(ENG 6.4)
READING: WORD ANALYSIS
(ENG 6.4)
READING: COMPREHENSION
(ENG 6.5) (ENG 6.6)
READING: COMPREHENSION
(ENG 6.5) (ENG 6.6)
READING: COMPREHENSION
(ENG 6.5) (ENG 6.6)
WRITING: (ENG 6.7)
WRITING: (ENG 6.7)
WRITING: (ENG 6.7)
WRITING: RESEARCH (ENG 6.9)
WRITING: RESEARCH (ENG 6.9)
WRITING: RESEARCH (ENG 6.9)