Grade 6 Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a variety of literary genres in an effort to establish lifetime reading habits. Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A Benchmark/Skills READING Vocabulary 1. Students will determine the meaning of unfamiliar words. Before, During, After Reading: a) Use a dictionary (guide words, alphabetizing, pronunciation key, parts of speech, appropriate b) meaning choice) or other reference tool (encyclopedia, thesaurus, internet) to correctly c) identify/use new reading vocabulary words. d) Understand new and unknown words using any/all of the following methods: phonics, syllabication, prefixes, suffixes, root words, context clues. e) Identify and correctly use interdisciplinary vocabulary. f) Understand and use new words while reading, writing, and speaking. 7/02 Assessment Aligned Materials/ Resources/Technology Benchmark Assessment Suggested Assessment: McDougal-Littell Selection Tests (Test Generator) Unit Assessment Tests Teacher made tests Graphic organizer Oral questioning Teacher conferencing McDougal-Littell Holistic Reading Assessment Harcourt Holistic Assessments Approx. Time Allotment: See attachment for complete list. Instructional Strategies Teaching the use of reference materials (Dictionary and thesaurus) Direct Teaching Text based overheads and worksheets Making associations Word games Grade 6 Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a variety of literary genres in an effort to establish lifetime reading habits. Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A Benchmark/Skills READING Comprehension, Analysis, Interpretation, Evaluation 2. Students will read, understand, analyze, and interpret various literary genre. Before: a) Make predictions about literature before, during, and after reading. b) Make personal connections to the text (activate prior knowledge) c) Preview informational text. d) Identify and use common organizational structures (enumeration, chronological/sequential order cause/effect, comparison/contrast) Graphic features (title, headings, subheadings, pictures/captions, maps, charts, graphs, highlighted words/phrases, visual aids, introduction, conclusion, questions) e) Locate and select various appropriate literature/information, documents, and Internet information. During: a) Read and understand various literary genre (science fiction, historical fiction, nonfiction, fantasy, mystery, biography, realistic fiction, poetry, drama/plays, folktales) and their elements. b) Make predictions about literature before, during, and after reading. c) Read/understand/interpret both fiction and nonfiction material. d) Read critically the content-based interdisciplinary materials. e) During reading monitor comprehension and apply fix-up strategies as needed (read ahead, adjust your rate, reread and chunk, and/or visualize) f) Evaluate the quality of a variety of material (newspapers, magazines, and websites). 7/02 Approx. Time Allotment: Assessment Benchmark Assessment Suggested Assessment: McDougal-Littell Selection Tests (Test Generator) Rubric Multiple Intelligence Projects Graphic organizer Journal KWL Written responses, essay Teacher made tests Story tests - McDougal Littell (see test generator cd) Harcourt Holistic Assessments Aligned Materials/ Resources/Technology See attachment for complete list. Instructional Strategies Anticipation guides Graphic organizers Activating prior knowledge Previewing/ surveying KWL charts Rubrics for reference use Making, assessing, and revising predictions Monitoring comprehension Summarizing Discussion Mapping Sequencing Retelling Questioning Flexible grouping Jigsaw lessons Grade 6 After: a) Make, and support with evidence, assertions about texts. b) Make predictions about literature before, during, and after reading. c) Summarize written text, orally and in writing d) Evaluate the quality of a variety of informational material (newspapers, magazines, and websites). e) Analyze the purpose and elements of drama (characters, scenes, acts, plot, stage directions, narration, dialogue). f) Make extensions to related ideas, topics, or information. g) Identify, evaluate, and analyze various poetic forms (haiku, cinquain, quatrain, limerick, free verse, acrostic). 7/02 Grade 6 Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a variety of literary genres in an effort to establish lifetime reading habits. Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A Benchmark/Skills READING 3. Students will read and identify various literary elements and literary devices. a) Compare/analyze literary elements (character, setting, problem, main events, solution, theme) in literature. b) Identify authors’ uses of literary devices (figurative language: exaggeration, similes, metaphors) in literature. c) Identify and analyze various poetic devices (rhyme, rhythm, meter, stanza, imagery, simile, metaphor and personification) d) Compare and contrast texts using themes, settings, characters, and ideas. Assessment Benchmark Assessment Suggested Assessment: McDougal-Littell Selection Tests (Test Generator) Graphic organizers Venn diagrams Rubrics Journal response, double entry journal Apply to writing Story map Identify literary devices via oral/written response Story quizzes - McDougal Littell Harcourt Holistic Assessments Approx. Time Allotment: Aligned Materials/ Resources/Technology See attachment for complete list. Instructional Strategies 7/02 Graphic organizers Activating prior knowledge Previewing/surveying KWL charts Rubrics for reference use Making, assessing, and revising predictions Monitoring comprehension Summarizing Discussion Mapping Sequencing Retelling Questioning Flexible grouping Jigsaw lessons Grade 6 Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a variety of literary genres in an effort to establish lifetime reading habits. Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A Benchmark/Skills READING Interest in Reading 4. Students will read independently. a) Student will self select reading material from a variety of genre. b) Demonstrate fluency and comprehension by reading familiar materials aloud with accuracy, self-correcting mistakes and using appropriate rhythm, flow, meter, and pronunciation Assessment Required Assessments: McDougal-Littell Language of Literature (2001) - AGP & Sixth Grade Mid-Year Test ("The Southpaw" by Judith Viorst pp. 71-76) End-of-Year Test ("How to Bring Up a Lion" by Rudyard Kipling pp. 137144) Harcourt (2001) - Sixth Grade Basic Holistic Reading Assessment- one for each of the first three marking periods End-of-the-Year Test (“How to Bring Up a Lion” by Rudyard Kipling pp. 137-144) Suggested Assessment: McDougal-Littell Selection Tests (Test Generator) Group discussions Literature circles Book reports Performance assessment Oral presentation, written report Reading response journal (log) 7/02 Approx. Time Allotment: Aligned Materials/ Resources/Technology See attachment for complete list. Instructional Strategies Flexible grouping Rubrics for reference use Grade 6 Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a variety of literary genres in an effort to establish lifetime reading habits. Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A Adaptations/Inclusion Techniques Extended time Preferential seating Advanced organizer Alternative assessment Study guides Additional practice Extra help after school Peer tutors Individual aid Flexible grouping Visual cues and reminders Adjusted pace Graphic organizers Materials available on multilevels Use of technology devices for assistance with spelling and vocabulary Alternate program used supplementally to established anthology Enrichment Strategies Independent study Read aloud opportunities Play/storytelling School newscast Debates Literature circles Background research Self-selected titles from a variety of genre Student generated plays and skits Poetry notebook Point of view essays Book reports demonstrating advanced story analysis Field trips Author visits Book reviews and book chats Author studies Additional book reports/activities Independent home reading Remediation Strategies 7/02 Approx. Time Allotment: After school extra help Graphic organizers Prepared study guides Reteaching materials Build on prior knowlege/build background information Tapes of reading selections Peer assistance Teaching to student’s strength/intelligences/learning styles Visual aids Volunteer tutors/readers Small group skill instruction Scribe Student checklist for organization and accountability Multiple examples of appropriate questions and notes for specific tasks Highlighted or simplified directions Various books on the same level Various books on the same topic but different reading levels Word lists for writing enhancement Frequent teacher conferencing/checkpoints Multiple examples of relevant questions and answers, opinions, and summaries for a specific task Multicultural/ Interdisciplinary Connection Vocabulary from other cultures/languages Vocabulary related to social studies and science concepts Books on tape Field trips Grade 6 Essential Question, Concept or Theme: B. Students will write in an variety formats using appropriate language mechanics. Approx. Time Allotment: Standards: 1.4.8A-D, 1.5.8A-H Benchmark/Skills WRITING 1. Students will write in a variety of literary modes including narrative, informational, and expository a) Write various forms of poetry (haiku, cinquain, quatrain, acrostic, limerick, free verse). b) Develop a play or Reader’s Theatre script. c) Create a 2+ page, multi-paragraph piece of narrative writing. d) Create a 3-5 multi-paragraph piece of informational/descriptive writing. e) Write a 2+ page research report with a focus on note taking. f) Construct a friendly letter (audience, greeting, body, closing). g) Construct a set of specific, detailed, sequential directions/events. h) Create a multi-paragraph piece of persuasive writing. i) Write reflective pieces of writing. Assessment Aligned Materials/ Resources/Technology STUDENT WRITING PORTFOLIO (See Student Writing Portfolio) Domain (Analytic) Scoring of a persuasive, an informational, and a narrative piece (See Addendum for rubrics) Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries McDougal-Littell Language Network (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries Suggested Assessments Rubric Check list Domain scoring Writing folder/portfolio See Addendum: Materials Arranged Chronologically See Addendum: Scope and Sequence for Grammar, Usage, Punctuation, Capitalization See Addendum: Grammar arranged Chronologically Www.mcdougall-littell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach 7/02 Instructional Strategies Graphic organizers Prompts Peer conferencing Teacher conferencing Questioning Modeling Direct teaching Rubrics for reference use Visual reminders of the modes of writing Mini-lessons Computer use for word processing Teaching the use of reference materials (dictionaries, thesauruses, etc.) Grade 6 Essential Question, Concept or Theme: B. Students will write in an variety formats using appropriate language mechanics. Standards: 1.4.8A-D, 1.5.8A-H Benchmark/Skills WRITING 2. Students will write with clear intent of focus, style, organization and content a) Student will write about a single topic, staying on topic. b) Student will write with an awareness of audience. c) Student will choose, use, and arrange words and sentence structures that create tone and voice. d) Student will develop and sustain order within and across paragraphs using transitional devices, including introduction and conclusion. e) Student will develop ideas through facts, examples, details, opinions, reasons, and/or explanations. Approx. Time Allotment: Assessment Aligned Materials/ Resources/Technology STUDENT WRITING PORTFOLIO (See Student Writing Portfolio) Holistic Scoring of a persuasive, an informational, and a narrative piece (See Addendum for rubrics) Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries McDougal-Littell Language Network (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries Suggested Assessments Rubric Check list Domain scoring rubric See Addendum: Materials Arranged Chronologically See Addendum: Scope and Sequence for Grammar, Usage, Punctuation, Capitalization See Addendum: Grammar arranged Chronologically Www.mcdougall-littell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach 7/02 Instructional Strategies Graphic organizers Prompts Peer conferencing Teacher conferencing Questioning Modeling Direct teaching Rubrics for reference use Visual reminders of focus, style, organization and content Mini-lessons Computer use for word processing Teaching the use of reference materials (dictionaries, thesauruses, etc.) Grade 6 Essential Question, Concept or Theme: B. Students will write in an variety formats using appropriate language mechanics. Standards: 1.4.8A-D, 1.5.8A-H Benchmark/Skills WRITING 3. Students will utilize the writing process. a) Clearly identify the topic and its appropriate audience during the prewriting stage of the writing process. b) “Prewrite” using relevant content, specific to the audience, organizing the details. c) Draft paragraphs, including the introduction, body, and conclusion, paying attention to use of literary elements and devices. d) Revise a written draft, concentrating on: correctly written paragraphs, precise language, logical sequence, word choices, and smooth transitions between paragraphs. e) Edit a written draft, concentrating on: complete sentences, spelling, capitalization, punctuation, word usage (grammar). f) Have the opportunity to publish and present pieces of writing. 7/02 Assessment STUDENT WRITING PORTFOLIO (See Student Writing Portfolio) Holistic Scoring of a persuasive, an informational, and a narrative piece (See Addendum for rubrics) Suggested Assessments: Rubric Check list PSSA writing sample Approx. Time Allotment: Aligned Materials/ Resources/Technology Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries McDougal-Littell Language Network (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries See Addendum: Materials Arranged Chronologically See Addendum: Scope and Sequence for Grammar, Usage, Punctuation, Capitalization See Addendum: Grammar arranged Chronologically Www.mcdougalllittell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach Instructional Strategies Graphic organizers Prompts Peer conferencing Teacher conferencing Questioning Modeling Direct teaching Rubrics for reference use Visual reminders of the writing process Mini-lessons Computer use for word processing Teaching the use of reference materials (dictionaries, thesauruses, etc.) Grade 6 Essential Question, Concept or Theme: B. Students will write in an variety formats using appropriate language mechanics. Standards: 1.4.8A-D, 1.5.8A-H Benchmark/Skills WRITING 4. Students will apply conventions of language in writing. a) Introduce, reinforce, and master 6th grade grammar, usage, punctuation, and capitalization. b) Produce a written piece of dialogue (quotation marks, indenting, paragraphing, ending punctuation, capitalization). c) Revise a written draft, concentrating on: correctly written paragraphs, precise language, logical sequence, word choices, and smooth transitions between paragraphs. d) Edit a written draft, concentrating on: complete sentences, spelling, capitalization, punctuation, word usage (grammar). Assessment Assessments: GRAMMAR END-OFTHE-YEAR TEST (See Addendum) Suggested Assessments: Rubric Check list Daily edit Editing rubric Focus correction areas Peer edit Quiz/test Approx. Time Allotment: Aligned Materials/ Resources/Technology Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries McDougal-Littell Language Network (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries See Addendum: Materials Arranged Chronologically See Addendum: Scope and Sequence for Grammar, Usage, Punctuation, Capitalization See Addendum: Grammar arranged Chronologically Www.mcdougall-littell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach 7/02 Instructional Strategies Graphic organizers Prompts Peer conferencing Teacher conferencing Questioning Modeling Direct teaching Rubrics for reference use Mini-lessons Computer use for word processing Teaching the use of reference materials (dictionaries, thesauruses, etc.) Grade 6 Essential Question, Concept or Theme: B. Students will write in an variety formats using appropriate language mechanics. Standards: 1.4.8A-D, 1.5.8A-H Adaptations/Inclusion Techniques WRITING Extended time Preferential seating Advanced organizer Alternative assessment Study guides Additional practice Extra help after school Peer tutors Individual aid Flexible grouping Visual cues and reminders Adjusted pace Graphic organizers Materials available on multi-levels Use of technology devices for assistance with spelling and vocabulary Alternate program used supplementary to established anthology Approx. Time Allotment: Enrichment Strategies Independent study School newscast Debates Background research Student generated plays and skits Poetry notebook Point of view essays Book reports demonstrating advanced story analysis Book reviews and book chats Author studies Additional book reports/activities Independent home writing Remediation Strategies 7/02 After school extra help Graphic organizers Prepared study guides Reteaching materials Build on prior knowlege/build background information Peer assistance Teaching to student’s strength/intelligences/learning styles Visual aids Volunteer tutors/readers Small group skill instruction Scribe Student checklist for organization and accountability Multiple examples of appropriate questions and notes for specific tasks Highlighted or simplified directions Word lists for writing enhancement Frequent teacher conferencing/checkpoints Multiple examples of relevant written material Use of computer for word processing Multicultural/ Interdisciplinary Connection Vocabulary from other cultures/languages Vocabulary related to social studies and science concepts Books on tape Field trips Grade 6 Essential Question, Concept or Theme: C. Students demonstrate effective listening and speaking skills in all curricular areas. Standards: 1.6.8A-F, 1.7.8B Benchmark/Skills LISTENENING AND SPEAKING Listening 1. Students will practice active listening skills a) Student will actively listen to the teacher and his/her classmates. b) Student will actively listen to various selections of fiction and nonfiction literature. Assessment Note taking Graphic organizer Written responses Journals Discussion Retelling Questioning Approx. Time Allotment: Aligned Materials/ Resources/Technology Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries See Addendum: Materials Arranged Chronologically Www.mcdougall-littell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach 7/02 Instructional Strategies Monitor listening Retelling Questioning Grade 6 Essential Question, Concept or Theme: C. Students demonstrate effective listening and speaking skills in all curricular areas. Standards: 1.6.8A-F, 1.7.8B Benchmark/Skills LISTENING AND SPEAKING Speaking 2. Students will speak using skills appropriate to a variety of formal presentations. a) Student will speak using complete sentences, conveying their ideas clearly and accurately, using strong voice projection. Assessment Book report Oral presentations Rubrics Approx. Time Allotment: Aligned Materials/ Resources/Technology Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries See Addendum: Materials Arranged Chronologically Www.mcdougall-littell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach 7/02 Instructional Strategies Direct teaching Rubric for reference Making associations Grade 6 Essential Question, Concept or Theme: C. Students demonstrate effective listening and speaking skills in all curricular areas. Standards: 1.6.8A-F, 1.7.8B Benchmark/Skills LISTENING AND SPEAKING Speaking 3. Students will participate in small and large group discussions. b) Student will actively participate in classroom discussions Assessment Teacher observations Peer evaluations Self evaluations Approx. Time Allotment: Aligned Materials/ Resources/Technology Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries See Addendum: Materials Arranged Chronologically Www.mcdougall-littell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach 7/02 Instructional Strategies Oral retelling Literature circles Grade 6 Essential Question, Concept or Theme: C. Students demonstrate effective listening and speaking skills in all curricular areas. Standards: 1.6.8A-F, 1.7.8B Approx. Time Allotment: Adaptations/Inclusion Techniques LISTENING AND SPEAKING Extended time Preferential seating Alternative assessment Additional practice Extra help after school Peer tutors Individual aid Flexible grouping Visual cues and reminders Adjusted pace Materials available on multi-levels Repeated directions Repeated directions Remediation Strategies Enrichment Strategies Read aloud opportunities Play/storytelling School newscast Debates Literature circles Background research Student generated plays and skits Poetry notebook Point of view essays Oral book reports demonstrating advanced story analysis Field trips Author visits Book reviews and book chats Author studies Additional oral book reports/activities 7/02 After school extra help Graphic organizers Reteaching materials Build on prior knowledge/build background information Tapes of reading selections Peer assistance Teaching to student’s strength/intelligence’s/learning styles Visual aids Volunteer tutors Small group skill instruction Scribe Student checklist for organization and accountability Multiple examples of appropriate questions and notes for specific tasks Highlighted or simplified directions Various books on the same level Various books on the same topic but different reading levels Word lists for writing enhancement Frequent teacher conferencing/checkpoints Multiple examples of relevant questions and answers, opinions, and summaries for a specific task Multicultural/ Interdisciplinary Connection Vocabulary from other cultures/languages Vocabulary related to social studies and science concepts Books on tape Field trips Grade 6 Essential Question, Concept or Theme: D. Students will utilize research skills. Approx. Time Allotment: Standards: 1.8.8A-C Benchmark/Skills RESEARCH 1. Students will practice research skills. a) Student will select and define a topic for research by defining an information problem within b) the parameters of an assignment and developing a research plan. c) Student will locate information using appropriate sources and strategies: d) Use subjects, keywords, Boolean operators, and online search techniques to identify possible sources. e) Select appropriate sources in a variety of formats including books, magazines, electronic databases, online subscriptions, and the Internet. f) Evaluate information sources considering currency and relevancy to their topic. g) Student will locate and access information sources using the table of contents, indices, keywords, cross-references, and appendices. h) Student will organize and present the main idea from research i) Read and extract appropriate facts and concepts. j) Organize information in a format appropriate to the finished product (outline, graphic organizer, storyboard, etc.) k) Apply relevant data to the solution of the problem. l) Communicate results in a format appropriate to the parameters of the assignment. m) Cite resources in an academically accepted format. (See addendum.) n) Identify and practice responsible and ethical use of all resources according to the copyright law. o) Identify and practice responsible and ethical behavior in regard to the intellectual property of peers. p) Reflect on use of research questions and process. 7/02 Assessment Check list Multiple Intelligences projects Presentations Compositions Rubrics Aligned Materials/ Resources/Technology Regular & AGP McDougal-Littell Language of Literature (2001) Anthology and ancillaries Basic Language Arts Harcourt Anthology Collections (2001) Anthology and ancillaries See Addendum: Materials Arranged Chronologically Www.mcdougalllittell.com (Classzone) McDougal-Littell Resources Electronic Teaching Tools Test Generator Grammar Coach Instructional Strategies KWL SQ3R Note taking Reading Rate Monitor Comprehension Skim/scan Outlining Teach parts of the text Summarize and organize materials Grade 6 Essential Question, Concept or Theme: D. Students will utilize research skills. Approx. Time Allotment: Standards: 1.8.8A-C Adaptations/Inclusion Techniques RESEARCH Extended time Preferential seating Advanced organizer Alternative assessment Study guides Additional practice Extra help after school Peer tutors Individual aid Flexible grouping Visual cues and reminders Adjusted pace Books on tape Pair/share reading Graphic organizers Materials available on multi-levels Use of technology devices for assistance Enrichment Strategies Independent study Background research Author study Additional oral book reports/activities Remediation Strategies 7/02 After school extra help Graphic organizers Reteaching materials Build on prior knowledge/build background information Tapes of reading selections Peer assistance Teaching to student’s strength/intelligences/learning styles Visual aids Volunteer tutors Small group skill instruction Scribe Student checklist for organization and accountability Multiple examples of appropriate questions and notes for specific tasks Highlighted or simplified directions Various books on the same level Various books on the same topic but different reading levels Word lists for writing enhancement Frequent teacher conferencing/checkpoints Multiple examples of relevant questions and answers, opinions, and summaries for a specific task Multicultural/ Interdisciplinary Connection Vocabulary from other cultures/languages Vocabulary related to social studies and science concepts Books on tape Field trips