MADISON PUBLIC SCHOOL DISTRICT
Sixth Grade Language Arts Curriculum
Authored by: Michelle Brennan and Elizabeth Rosica
Reviewed by: Mr. Matthew Mingle
Director of Curriculum and Instruction
Mr. Mark DeBiasse
Supervisor of Humanities
Approval Date: March, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
David Arthur
Shade Grahling
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
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I. PURPOSE AND OVERVIEW
The Madison School District sixth grade Language Arts program provides a balanced
instructional approach which includes study of authentic and rich young adult and classic
literature work in leveled texts for guided reading, introduction to root words, prefixes, and
suffixes through morpheme instruction, and experience and practice in effective writing
traits within a workshop approach. Literature and writing projects within this course of
study are designed to give students the skills and motivation to become lifelong readers and
writers. A differentiated approach allows students to be engaged with reading and writing
experiences appropriate to their skills while providing challenge and opportunity for growth.
Teachers assess students regularly to inform their instructional decisions.
II. GOALS
College and Career Readiness Anchor Standards for Reading Overview
The grades 6–12 standards on the following pages define what students should understand
and be able to do by the end of each grade. They correspond to the College and Career
Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define the skills
and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually
and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity
of the reasoning as well as the relevance and sufficiency of the evidence.
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9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
A. Reading: Literature
Key Ideas and Detail
1. Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a resolution.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.
5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to the development of the theme, setting, or plot.
6. Explain how an author develops the point of view of the narrator or speaker in a text.
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story, drama, or poem to listening
to or viewing an audio, video, or live version of the text, including contrasting what they
“see” and “hear” when reading the text to what they perceive when they listen or watch.
8. (Not applicable to literature)
9. Compare and contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to similar themes and
topics.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas,
and poems, in the grades 6– 8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
B. Reading: Informational Text
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
6. Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text.
Integration of Knowledge and Ideas
7. Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or
issue.
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from claims that are not.
9. Compare and contrast one author’s presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8
text complexity band proficiently, with scaffolding as needed at the high end of the
range.
C. Writing Overview
College and Career Readiness Anchor Standards for Writing
The grades 6–12 standards on the following pages define what students should understand
and be able to do by the end of each grade. They correspond to the College and Career
Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define the skills
and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
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Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task,
Purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each
source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Text Types and Purpose
1. Write arguments to support claims with clear reasons and relevant evidence.
 Introduce claim(s) and organize the reasons and evidence clearly.
 Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
 Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons.
 Establish and maintain a formal style.
 Provide a concluding statement or section that follows from the argument
presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content.
 Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
 Develop the topic with relevant facts, definitions, concrete details, quotations,
or other information and examples.
 Use appropriate transitions to clarify the relationships among ideas and
concepts.
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
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
 Establish and maintain a formal style
 Provide a concluding statement or section that follows from the information
or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
 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 a variety of transition words, phrases and clauses to convey sequences
and signal shifts from one time frame or setting to another.
 Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.
 Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
5. With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of three pages in a single sitting.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
8. Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic bibliographic information for sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
 Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts
in different forms or genres [e.g., stories and poems; historical novels and
fantasy stories] in terms of their approaches to similar themes and topics)
 Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate
the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not”).
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Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
D. Speaking & Listening Overview
College and Career Readiness Anchor Standards for Speaking and Listening
The grades 6–12 standards on the following pages define what students should understand
and be able to do by the end of each grade. They correspond to the College and Career
Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define the skills
and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
 Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
 Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
 Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing
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2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
3. Delineate a speaker’s argument and specific claims, distinguishing claims that are
supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual
displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
E. Language Overview
Conventions of Standard English Overview
College and Career Readiness Anchor Standards for Language
The grades 6–12 standards on the following pages define what students should understand
and be able to do by the end of each grade. They correspond to the College and Career
Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define the skills
and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when reading
or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
 Ensure that pronouns are in the proper case (subjective, objective, possessive).
 Use intensive pronouns (e.g., myself, ourselves).
 Recognize and correct inappropriate shifts in pronoun number and person.
 Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).
 Recognize variations from standard English in their own and other’s writing
and speaking, and identify and use strategies to improve expression in
conventional language.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when
writing.
 Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
 Spell correctly.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
 Vary sentence patterns for meaning, reader/listener interest, and style.
 Maintain consistency in style and tone.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
 Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or
phrase.
 Use common grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., audience, auditory, audible).
 Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify
its precise meaning or its part of speech.
 Verify the preliminary determination of the meaning of a word or phrase (e.g.,
by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
 Interpret figures of speech (e.g., personification) in context.
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
Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
 Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty).
6. Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
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UNIT # 1 Journeys and Quests: Overcoming
Obstacles
BIG IDEA(S):
Reading:
 Identify types of genre
 Introduction to Realistic fiction
 4 Key Critical Reading Skills: paraphrasing
(literal comprehension), inference
(extended reasoning), vocabulary in
context, and finding the main
idea/argument (summarizing)
 Plot development (plot line)
 Character Development (personality and
physical traits)
 Literature Circle Training through the
summer reading novels
 Self-Selected Silent Reading
Writing:
 Launching Writers’ Workshop procedures
 Writing Open-Ended Responses
 Paraphrasing
 Review Formal letter format
 Narrative writing- pre-test
Vocabulary/Grammar Skills:
 Vocabulary lists- Class and personal word
lists generated from class literature
 Grammar: Review of nouns and verbs
 Conventions: Review of spelling,
capitalization, and punctuation
TIMEFRAME: September-October
ESSENTIAL QUESTIONS:
 Why do you think we call our reading
journal a “passport”?
 What makes something realistic fiction?
 What inspired the author to write this
piece?
 What drove them to become an author?
 What obstacles does the protagonist face?
 How does the protagonist overcome the
obstacles?



Why do we write?
What is Writers’ Workshop?
What would you say to yourself if you
were at the end of the journey in middle
school rather than at the beginning of the
journey? Who will you be?

Why is it important to use and know good
grammar?
Test Prep:
 Writing NJASK/PARCC open-ended
responses
Speaking and Listening
 What is the purpose of conducting a
 Reader’s Theatre Method
Socratic Seminar discussion in class?
 Summer Reading Presentations
 Socratic Seminar
ENDURING UNDERSTANDINGS: Students will understand that…
 There are expectations for independent reading (self-selected reading).
 The genre of realistic fiction contains life-like characters, settings and situations.
 People write and read realistic fiction in order to have vicarious experiences and learn life
lessons.
 An open-ended response requires restating what is being asked of them, answering the question,
citing examples from the text or their lives, and explaining how those examples support their
answer.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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 There are four main purposes for writing: to inform, persuade, inspire and entertain.
 The key elements in literature are character, setting, point of view, plot, and conflict.
 There are five parts of a formal letter.
 Knowing the vocabulary will enhance their reading comprehension of their class novel.
READING
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
Tier 1 CCSS:
(Knowledge/Comprehension)
 RL 6.1
 RL 6.2
 RL 6.3
 RL 6.9
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Students will identify types of genres.
Students will create a presentation for the
class of their summer reading novels.
Students will select a novel based on their
independent reading level to use for SSR.
Students will use reading log to track their
progress during SSR.
Students will identify primary elements of
the story- character, plot, conflict, and
theme.
Students will identify character traits and
development.
Students will identify the role of the
protagonist.
Students will identify components,
procedures and expectations of literature
circles.
Students will define words through context
clues.
Teacher will model Readers’ Theater
method and silent read.
Students will practice reading strategy with
common text. Teacher will model.
Students and teacher will keep vocabulary
lists, prefixes and suffixes.
Teacher will model literary devices using
the class novel (alliteration, metaphor,
simile, imagery, personification,
onomatopoeia, hyperbole, idioms, etc.).
Students will identify the central theme or
idea of a text.
Students will cite evidence from text to
support their reading (notes).
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 RI 6.1
 RI 6.3
 RI 6.7
Tier 1 Resources/Materials:

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The Cay- Theodore Taylor
Hatchet- Gary Paulsen
The Piggy Book- Anthony Browne or The
Relatives Came- Cynthia Rylant
Reading journal marble notebooks
Vocabulary sheets #1 and #2 for The Cay
and Hatchet
Brain pop video- WWII for The Cay
PPT- Gary Paulsen for Hatchet or
Theodore Taylor for The Cay
PPT and handout on survival for The Cay
and Hatchet
Reading Journal Prompts- Fountas and
Pinnell
Reading Journal Requirements/Rubric
Handout
Self- Selected Reading (SSR) Logs
Reading Interest Survey
Plot line handout
The Literacy Cookbook- by Sarah Tantillo
Video clip for Sponge Bob
Post-it notes handout
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
Students will compare and contrast a text
to an audio, video, or multimedia version
of the text, showing each medium’s
portrayal of the subject (e.g. how the
delivery of a speech affects the impact of
the words).
Tier 2 Activities/Strategies
(Application/Analysis)

Students will discuss and analyze how
particular elements of their summer
reading interact (e.g. how the setting
shapes the character or the plot) in
literature circle groups.
 Students will analyze the plot line (story
arc) in narrative stories.
 Students will analyze literary elements
through both teacher directed and student
directed journal responses and open-ended
questions.
 Students will infer meaning using
questions, predictions, evidence and
explanations.
 Students will analyze interactions between
individuals, events and ideas in a text (e.g.
how ideas influence events or how
individuals influence ideas or events).
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will defend their opinions using
evidence from the text.
 Students will compile an ongoing list of
literary devices used in a particular novel.
 Students will critique and debate the
author’s use of literary elements.
 Students will write on the topic of why
they would or would not recommend this
particular book or author.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will design a chart that displays
character traits (personality/physical) and
motives for the main characters’ actions
and feelings.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 2 CCSS:
 RL 6.1
 RL 6.2
 RL 6.3
 RI 6.1
 RI 6.3
 RI 6.7
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
Same as Tier 2
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
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
Students will demonstrate their
understanding of the events of the story
and the vocabulary of the novel through a
class presentation.
 Students will be able to label different
kinds of questions based on the four critical
reading skills: paraphrasing, inference,
vocabulary in context, and main
idea/argument.
 Students will show their understanding of
the written text by paraphrasing orally in
class as well as in writing.
 Students will demonstrate extended
reasoning by answering given open-ended
questions about the text.
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Students will be able to summarize the
main idea/argument through oral
discussions and through written expression.
 Students will select and complete reading
journal prompts using an open-ended
writing response format using (RACER:
Restate the question, Answer the question,
Cite evidence, Explain relevance of the
evidence, Raise insight/Punch ending).
 Teacher will assess reading notes for
relevance and accuracy.
 Vocabulary quizzes will be administered
and graded.
 Comprehension quizzes will be
administered and graded.
WRITING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)



Students will complete a pre-assessment on
narrative writing.
Teacher will identify the structure of a
paragraph and model how to write an
effective paragraph.
Students will identify the structure of a
paragraph- topic sentence, supporting
details, main ideas, and concluding
sentence.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 W 6.1
 W 6.2
 W 6.3
 W 6.5
Tier 1 Resources/Materials:
 Writer’s Notebooks
 Writing folders
 Formal Letter graphic organizer
 Narrative Writing prompt pre-test
 Hamburger Model graphic organizer for
paragraph writing
 McDonald’s commercial video clip
 Lessons that Change Writers- Nancie
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Students will use Writer’s Notebook seed
ideas and territories to begin writing short
narrative pieces.
Teacher will model literary devices using
the class novel (alliteration, metaphor,
simile, imagery, personification,
onomatopoeia, hyperbole, idioms, etc.).
Teacher will model and assess reading
notes for relevance and accuracy.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students will utilize the correct format
when writing an effective paragraph.
 Students will utilize established procedures
for Writer’s Workshop.
 Students will use prewriting strategies
while using Writer’s Notebook seed ideas
and territories to begin writing short
narrative pieces.
 Students will cite evidence from text to
support their reading (notes).
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will create a formal letter using
the five parts through graphic organizers,
literature and writing.
 Students will analyze literary elements
through both teacher directed and student
directed journal responses and open-ended
questions.
 Students will create and complete short
narrative pieces.
 Students will create and assess the validity
of proposed arguments as they relate to
specific writing prompts and topics.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Summer reading journal work will be
graded.
 Class novel reading journal responses will
be graded.
 Formal letter will be graded.
 Narrative writing pre-test essay will be
graded.
 On-going list of student’s Writing
Territories (Seed ideas for topics the
students want to write about) will be
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Atwell
Zoom- Istvan Banyai
Writer’s profile survey
Story arc graphic organizer
Chrysanthemum- Kevin Henkes
Chair for My Mother- Vera B. Williams
Marshfield Dreams- Ralph Fletcher
Knucklehead- Jon Scieszka
YouTube video for time capsule for Formal
letter
 Open-ended response graphic organizer
Tier 2 CCSS:
Same as Tier 1
Tier 2 Resources/Materials:
Same as Tier 1








Tier 3 CCSS:
Same as Tier 1
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 16
monitored.
Smaller narrative writing pieces and
paragraphing will be spot checked.
VOCABULARY/GRAMMAR/SKILLS

Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will generate and define a
personal vocabulary list based on their
reading.
 Students will use a dictionary to define
vocabulary.
 Students will define teacher provided
vocabulary.
 Students will use end punctuation marks
for the four types of sentences.
 Students will use proper capitalization for
the beginning of a sentence and proper
nouns.
 Students will identify and define prefixes
and suffixes in their word study.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students will apply the vocabulary in the
context of their novel.
 Students will apply punctuation marks for
the four types of sentences.
 Students will apply proper capitalization
for the beginning of a sentence and proper
nouns in sentences.
 Students will apply prefixes and suffixes in
sentences.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)




Students will apply the vocabulary used in
the context of their novel throughout their
writing.
Students apply punctuation marks for the
four types of sentences throughout their
writing.
Students will apply proper capitalization
for the beginning of a sentence and proper
nouns throughout their writing.
Students will apply prefixes and suffixes
throughout their writing.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 L 6.4
 L 6.4a,b,c,d
Tier 1 Resources/Materials:
 SMART Interactive Grammar programAEGOM Middle School
 Houghton Mifflin English
 Daily Oral Language - Great Source
 Vocabulary Through Morphemes- Susan
M. Ebbers, MA. Ed
 Prefix and suffix handouts
Tier 2 CCSS:
 Same as tier 1
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 L6.1
 L 6.2
 L 6.4
 L 6.4a,b,c,d
Tier 3 Resources/Materials:
Same as Tier 1
Page 17
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Writing assessments for grammar
conventions will be administered and
graded.
 Prefix and suffix assessments will be
administered and graded.
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
 Students will complete a pre-assessment on
Narrative writing.
 Students will complete a Study Island
diagnostic to help assess skill level.
 Students will practice pre-writing and
writing in a timed situation.
 Students will use parts of speech and
vocabulary correctly.
 Students will review * RACER while
writing reading journal prompts using an
open-ended writing response format.
*(RACER: Restate the question, Answer
the question, Cite evidence, Explain
relevance of the evidence, Raise
insight/Punch ending, Raise insight/Punch
ending).
Tier 2 Activities/Strategies
(Application/Analysis)
 Students will complete a pre-assessment on
Narrative writing.
 Students will use pre-writing and writing in
a timed situation.
 Students will use parts of speech and
vocabulary correctly.
 Students will apply RACER while writing
reading journal prompts using an openended writing response format.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)




Students will complete a pre-assessment on
Narrative writing.
Students will complete pre-writing and
writing in a timed situation.
Students will correctly use parts of speech
and vocabulary throughout their writing.
Students will apply RACER while writing
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Tier 1 CCSS:
 NA
Tier 1 Resources/Materials:
 District Narrative Writing Prompts
 Study Island
 Open ended response- RACER
 Parts of speech and vocabulary quizzes
Tier 2 CCSS:
 NA
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 NA
Tier 3 Resources/Materials:
Same as Tier 1
Page 18
reading journal prompts using an openended writing response format.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be scored on their completed
reading journal prompts using an openended writing response format.
 Vocabulary quizzes will be graded.
 Narrative Writing assignments will be
graded.
SPEAKING/ LISTENING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Teacher will model Reader’s Theater
method, and students will perform it.
 Students will present to the class their
summer reading project.
 Students will brainstorm and prepare notes
(answer open-ended questions, or identify
literary devices from a specific text) for
discussion in the center of the circle.
 Students will conference with teacher to
discuss their SSR novel and their progress.
 Students will conference with teacher to
discuss their writing profile.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students will present to the class their
summer reading project and be prepared to
answer questions about their reading.
 Students in the center will provide
evidence during the discussion to support
their arguments.
 Students on the outside of the circle will
record evidence to support their peers’
knowledge and participation.
 Students will analyze peer evidence and
arguments and respond to the discussion
topics.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)


Students will evaluate evidence from peers
to generate new ideas.
Students will create original arguments
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 SL 6.1, 6.1a,b,c,d
 SL 6.2
 SL 6.4
Tier 1 Resources/Materials:
 Oral presentation rubric
 Sponge Bob graphic organizer
 Class novels
 Discussion questions
 Socratic Seminar handouts and rubric
(from The Literacy Cookbook “Socratic
Seminars,” - Sarah Tantillo)
 SSR books
 SSR reading logs
 Writer’s profile
Tier 2 CCSS:
 Same as Tier 1
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 SL 6.1, 6.1a,b,c,d
 SL 6.2
 SL 6.4
Tier 3 Resources/Materials:
Same as Tier 1
Page 19
using the original discussion topics.
Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Students will present to the class their
summer reading project and be prepared to
answer and defend their opinions on their
reading.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be assessed on their Summer
Reading oral presentation using the Oral
Presentation rubric.
 Students will participate in Socratic
Seminar discussion on the novels, Hatchet
or The Cay, using the Socratic Seminar
rubric.

© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 20
UNIT # 2: Call to Action
BIG IDEA(S):
Reading:
 Introducing literature circles
 4 Key Critical Reading Skills:
Paraphrasing (literal comprehension),
inference (extended reasoning), vocabulary
in context, and finding the main
idea/argument (summarizing)
 Plot development (plot line)
 Character Development (personality and
physical traits)
 Introduction to classic literature through
short stories
 Internal/External Conflict
 Authors’ use of figurative language devices
to enhance stories
Writing:
 Writing Workshop procedures
 Writing Open-Ended Responses
 Paraphrasing
 Continue writing with the story arc
 Continue working on personal narrative
 Descriptive writing and figurative language
 Dialogue tags
Vocabulary/Grammar Skills:
 Vocabulary lists- Class and personal word
lists generated from class literature
 Proper punctuation
 Dictionary skills
 Parts of Speech – verb tenses, and
subject/predicate
 Dialogue tags
TIMEFRAME: October - November
ESSENTIAL QUESTIONS:
 Who are the main characters, and what are
some of the challenges they face?
 What event forces them into action?
 How are we able to decipher the difference
between Realistic Fiction and Fantasy?
 Why do people read and write fantasy?
 How does an author build suspense in a
story?
 How does the author use foreshadowing,
suspense, red herrings, mood and tone, in
mystery/fantasy stories?




What are the elements of the writing
process?
What is vivid detail?
Why is important to write about your life
and your world?
How do we use effective dialogue tags?

Why is it important to use and know good
grammar?

How do playwrights incorporate suspense
to entice the audience?
Test Prep:
 How to write NJASK/PARCC open-ended
responses.
 Narrative writing
Speaking and Listening
 Reader’s Theatre Method
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 21
 Socratic Seminar
 Scope Magazine Play of the Month
 Literature Circle discussion groups
 Literature Circle presentations
ENDURING UNDERSTANDINGS: Students will understand that…
 Foreshadowing, suspense, red herrings are common techniques used in mystery/fantasy novels.
 Every story has a main conflict.
 Usually the main character experiences an internal or external change.
 The climax of a story is the turning point.
 A plot is essential when writing narrative (the “So What?”).
 Using descriptive language is important when writing narrative.
 Knowing the vocabulary will enhance their reading comprehension of their class novel.
 Authors use different mediums to tell their stories.
 Improper punctuating of dialogue can alter meaning.
READING
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
Tier 1 CCSS:
(Knowledge/Comprehension)
 RL 6.1
 RL 6.2
 RL 6.9









Students will demonstrate their
comprehension of a story by creating a
presentation for the class of their literature
circle novels.
Students will select a novel based on their
independent reading level to use for SSR.
Students will use reading log to track their
progress during SSR.
Students will compile an ongoing list of
literary devices used in a particular novel.
Students will identify primary elements of
the story- character, plot, conflict, and
theme.
Students will define character traits and
character development.
Students will identify the role of the
protagonist.
Students will continue to use reader’s
theater when reading novels.
Students will Practice note-taking
strategies for reading with common text
(big ideas, questions, predictions, unusual
vocab). Teacher will model.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 RI 6.1
 RI 6.2
 RI 6.4
 RI 6.7
Tier 1 Resources/Materials:
 Rules- Cynthia Lord
 Flipped-Van Draanen
 All Alone in the Universe- Perkins
 Chicken Boy-O’Roark
 Midnight Magic- Avi
 House with a Clock in Its Walls- John
Bellairs
 The Westing Game-Ellen Raskin
 The Boggart- Susan Cooper
 Mrs. Frisby and the Rats of NIMH- Robert
C. O’Brien
Short Stories:
 “Legend of Sleepy Hollow”,“Rip Van
Wrinkle” -Washington Irving
 “Telltale Heart”- Edgar Allen Poe
Other Resources:
 Spooky New York: Tales of Hauntings,
Strange Happenings, and Other Local Lore.
 Scope Magazine
 Literature circle calendars and rubrics
 Brain pop video for mood and tone
 A Cry in the Wild (Hatchet adaptation)
Page 22

Teacher will model literary devices using
the class novel (alliteration, metaphor,
simile, imagery, personification,
onomatopoeia, hyperbole, idioms, etc.).
 Students will cite evidence from text to
support their reading (notes).
 Students will identify the mood and tone of
a story.
Tier 2 Activities/Strategies
(Application/Analysis)

Students will discuss and analyze how
particular elements of their literature circle
novel (e.g. how the setting shapes the
character or the plot) in literature circle
groups.
 Students will identify the central theme or
idea of a text.
 Students will analyze text by comparing
and contrasting to an audio, video, or
multimedia version of the text, showing
each medium’s portrayal of the subject
(e.g. how the delivery of a speech affects
the impact of the words).
 Students will analyze the plot line (story
arc) in narrative stories.
 Students will analyze literary elements
through both teacher directed and student
directed journal responses and open-ended
questions.
 Students will infer meaning using
questions, predictions, evidence and
explanations.
 Students will analyze interactions between
individuals, events and ideas in a text (e.g.
how ideas influence events or how
individuals influence ideas or events).
 Students will analyze the author’s use of
figurative language devices and descriptive
writing to create mood and tone.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)






Tier 2 CCSS:
 RL 6.3
 RL 6.4
 RL 6.5
 RL 6.6
 RI 6.3
 RI 6.5
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 RL 6.7

© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
The Cay video excerpts
Cheyenne Again - Eve Bunting
Owl Moon, Jane Yolen
Up North at the Cabin - Marsha Wilson
Chall
Twilight Comes Twice - Ralph Fletcher
Literature Circle presentation rubric.
RI 6.6
Page 23

Students will defend their opinions using
evidence from the text.
 Students will critique and debate the
author’s use of literary elements.
 Students will write on the topic of why
they would or would not recommend this
particular book or author.
 Students will incorporate the mood and
tone techniques, modeled by the author, in
their own writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will create a chart that displays
character traits (personality/physical) and
motives for the main characters’ actions
and feelings in their reading journals
(We’re calling the journals “Passports”).
 Students will create a plot line in their
reading journal, to keep track of key events
in the novel as part of their lit circle project
overall grade.
 Students will demonstrate their
understanding of the events of the story
and the vocabulary of the novel through a
class presentation and question/answer
session (skit, movie poster/cast, movie
trailer, all with an oral presentation
component) with their lit circle group.
 Students will show their understanding of
the written text by summarizing
(paraphrasing) orally in class as well as in
writing following their presentation rubric
requirements.
 Students will demonstrate extended
reasoning by answering given open-ended
questions about the text.
 Students will be able to summarize the
main idea/argument through oral
discussions and through written expression.
 Students will select and complete reading
journal prompts using an open-ended
writing response format.
 Teacher will assess reading notes for
relevance and accuracy.
 Students will complete reading
comprehension quizzes.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 RI 6.8
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 24
WRITING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)




Students will create interesting and
effective narrative leads.
Students will begin character development
in their writing.
Students will begin to create a descriptive,
believable setting.
Students will create an internal/external
conflict and change.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students will utilize established procedures
for Writer’s Workshop.
 Students will cite evidence from text to
support their reading (notes).
 Students will analyze the structure used to
organize a narrative.
 Students will implement the 5 stages of
effective writing (pre writing, drafting,
revising, editing, and publishing).
 Students will utilize proper punctuation for
dialogue.
 Students will effectively use dialogue tags
to enhance their writing.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will write an analysis of literary
elements through both teacher directed and
student directed journal responses and
open-ended questions.
 Students will write an assessment of the
validity of proposed arguments as they
relate to specific writing prompts and
topics.
 Students will analyze and critique their
peers’ narratives and give appropriate
feedback.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 W 6.1, 6.1a-e
 W 6.3, 6.3a,b,c,d,e
 W 6.4
 W 6.5
Tier 1 Resources/Materials:
 Zoom - Istvan Banyai
 Plotline graphic organizer
 Lessons That Change Writers - Nancie
Atwell, “The So What”, “Main Character
Questionnaire”, “Movie Behind Your
Eyelids”.
 Brain pop video about mood and tone
 Scary Mary video for mood and tone
 Yertle the Turtle - Dr. Seuss
 Summer of the Monkeys, Wilson Rawls
 Figurative Language Terms
 Video clip of The Wizard of OZ
Tier 2 CCSS:
 Same as Tier 1
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 Same as Tier 1
Tier 3 Resources/Materials:
Same as Tier 1
Page 25

Students will analyze and critique their
own narratives, using teacher provided
rubrics.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Published small writing pieces (personal
narrative) will be graded.
 Completed literature circle work in reading
journal (plot line, person vocabulary list,
character trait charts, and 3-4 open-ended
written responses) will be graded.
 Completed lit circle presentation using
written work and oral presentation will be
graded (See Reading Assessment).
VOCABULARY/GRAMMAR/SKILLS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)










Students will generate and define a
personal vocabulary list based on their
reading.
Students will define words through context
clues.
Students and teacher will keep vocabulary
lists, prefixes and suffixes.
Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
Students will keep a personal vocabulary
list from their novels in their reading
journals.
Students will use a dictionary to define
vocabulary.
Students will define teacher provided
vocabulary.
Students will identify and define prefixes
and suffixes in their word study.
Students will identify correct verb tenses.
Students will identify subjects and
predicates of sentences.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students will infer how the vocabulary is
used in the context of their novel.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 L 6.1, 6.1e
 L 6.2, 6.2a,b
 L 6.3, 6.3a,b,c
 L 6.4, 6.4a,b,c,d
 L 6.5, 6.5a
Tier 1 Resources/Materials:
 SMART Interactive Grammar programAEGOM Middle School
 Houghton Mifflin English
 Daily Oral Language - Great Source
 Vocabulary Through Morphemes- Susan
M. Ebbers, MA. Ed
 Prefix and suffix handouts
Tier 2 CCSS:
 Same as Tier 1
Tier 2 Resources/Materials:
Same as Tier 1
Page 26

Students will use correct verb tense in their
writing.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will correctly use the vocabulary
lists generated from their novel (teacher
and personal lists) when creating new
sentences.
 Students will correctly use prefixes and
suffixes, which were reviewed in class, in
proper context.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Writing assessments for grammar
conventions will be graded.
 Prefix and suffix assessments will be
graded.
 Parts of speech and vocabulary
assessments will be administered and
graded.
TEST PREP
Tier 3 CCSS:
 Same as Tier 1
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 NA
Tier 1 Resources/Materials:
 Parts of speech and vocabulary quizzes
 Open ended response- RACER
 Narrative Writing
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
 Students will demonstrate understanding of
parts of speech and vocabulary.
 Students will complete reading journal
prompts using an open-ended writing
response format.
 Students will be able to develop a narrative
story.
 Students will be able to label different
kinds of questions based on the four critical
reading skills: paraphrasing, inference,
vocabulary in context, and main
idea/argument.

Tier 2 Activities/Strategies
Tier 2 CCSS:
(Application/Analysis)
 NA
 Students will repeatedly practice prewriting Tier 2 Resources/Materials:
Same as Tier 1
with the Narrative writing pre-writing
organizer.
 Students will utilize the elements of a
Narrative writing assignment to compose a
story.
 Students will utilize compositional risks
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 27
and higher order vocabulary in their
Narrative writing assignment.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will apply the elements of the
Narrative writing assignments to compose
a story.
 Teacher will provide students with a model
to help students evaluate their own writing.
Using this model, students will evaluate the
Narrative assignment of their peers in a
peer-editing workshop.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be scored on their completed
reading journal prompts using an openended writing response format.
 Vocabulary quizzes will be administered
and graded.
 Narrative writing will be graded.
SPEAKING/ LISTENING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)




Students will continue to perform using the
Reader’s Theater method.
Students will brainstorm and prepare notes
(answer open-ended questions, or identify
literary devices from a specific text) for
discussion in the center of the circle.
Students will conference with teacher to
discuss their SSR novel and their writing
progress.
Students will perform a Scope Magazine
play.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students in the center will provide
evidence during the discussion to support
their arguments.
 Students on the outside of the circle will
record evidence to support their peers’
knowledge and participation.
 Students will analyze peer evidence and
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 NA
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 SL 6.1, 6.1a,b,c,d
 SL 6.2
 SL 6.4
 SL 6.5
 SL 6.6
Tier 1 Resources/Materials:
 Oral presentation rubric
 Class novels
 Discussion questions
 Literacy Cookbook “Socratic Seminar”
(handouts and rubric)
 SSR books
 SSR reading logs
 Scope Magazine play
Tier 2 CCSS:
 Same as Tier 1
Tier 2 Resources/Materials:
Same as Tier 1
Page 28
arguments and respond to the discussion
topics.
 Students will perform a Scope Magazine
play.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate evidence from peers
to generate new ideas.
 Students will create original arguments
using the original discussion topics.
 Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Students will present to the class their
literature circle project and be prepared to
answer and defend their opinions on their
reading.
 Students will perform a Scope Magazine
play.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be assessed on their
Literature Circle oral presentation using the
Oral Presentation rubric (See Reading
Assessments).
 Students will participate and be graded in a
Socratic Seminar discussion on their
literature circle novels.
 Students will be given a participation grade
for the play.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 Same as Tier 1
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 29
UNIT # 3: Growth and Change
BIG IDEA(S):
Reading:
 Introduction to Historical Fiction
 4 Key Critical Reading Skills: paraphrasing
(literal comprehension), inference
(extended reasoning), vocabulary in
context, and finding the main
idea/argument (summarizing)
 Plot development (plot line)
 Importance of setting
 Character Development (personality and
physical traits)
 Self-Selected Silent Reading
 Reading non-fiction texts pertaining to
prejudice (Civil Rights Movement, The
Holocaust)
 Prejudice and its effects on our world
Writing:
 Writing Workshop
 Writing Open-Ended Responses
 Paraphrasing
 Continue writing with the story arc
 Descriptive writing and figurative language
 Dialogue tags
 Prejudice essays
 Expository Writing
 Completing narrative realistic fiction
writing
 Developing a thesis statement
Vocabulary/Grammar Skills:
 Vocabulary lists- class and personal word
lists generated from class literature
 Proper punctuation
 Dictionary skills
 Dialogue tags
 Sentence structure – fragments, run-ons,
and conjunctions
 Word study (prefixes, root words, suffixes)
Test Prep:
 Continue to practice NJASK/PARCC
open-ended responses.
 Narrative Writing
 Explanatory Writing
 ELA Common Core skills review
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
TIMEFRAME: December - January
ESSENTIAL QUESTIONS:

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What makes something historical fiction?
Why do we teach historical fiction in
conjunction with social studies?
How do the events of this time in history
cause the character to grow and change?
How does the setting affect the plot of the
story?
How does prejudice affect our world?
How do we write fiction that is realistic
and yet not biographical?
How is realistic fiction writing different
from fantasy writing?
What does prejudice mean to you?
What is expository writing, and how do we
use it?
How do we identify a thesis statement?
Why is it important to use and know good
grammar?
How does understanding roots, prefixes,
and suffixes affect or help our reading
comprehension and writing?
Page 30
Speaking and Listening
 Reader’s Theatre Method
 How does the setting of a play affect the
plot?
 Socratic Seminar
 Scope Magazine Play of the Month
ENDURING UNDERSTANDINGS: Students will understand that…
 Knowing the vocabulary will enhance their reading comprehension of their class novel.
 Authors use different mediums to tell their stories.
 Improper punctuating of dialogue can alter meaning.
 Historical Fiction should be both historically accurate and logical.
 The events of a specific time in history can influence a character’s choices.
 Setting can play an important part in the plot of the story.
 Prejudice of all kinds affects our world.
 Realistic Fiction differs from both memoir and fantasy.
 Expository writing is used to support a thesis and support information that writers want to give.
 Roots, prefixes, and suffixes enhance reading comprehension and writing.
READING
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
Tier 1 CCSS:
(Knowledge/Comprehension)
 RL 6.1
 RL 6.2
 RL 6.3

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Students will define words through context
clues.
Students will compile an ongoing list of
literary devices used in a particular novel.
Students will identify primary elements of
the story- character, plot, conflict, and
theme.
Students will define character traits and
character development.
Students will continue to use reader’s
theater when reading novels.
Students will practice note-taking strategy
for reading with common text (big ideas,
questions, predictions, unusual vocab).
Teacher will model.
Students will continue to identify literary
devices using the class novel (alliteration,
metaphor, simile, imagery, personification,
onomatopoeia, hyperbole, idioms, mood,
tone, etc.).
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RI 6.1
RI 6.2
RI 6.3
RI 6.4
RI 6.7
Tier 1 Resources/Materials:
Class novel - Teacher chooses 1 of the following for
all-class share:
 Where the Red Fern Grows - Wilson Rawls
 The True Confessions of Charlotte Doyle – Avi
 Al Capone Does My Shirt – Gennifer
Choldenko
Play
 A Christmas Carol – Charles Dickens
Mentor Text
 How the Grinch Stole Christmas – Dr. Seuss
 The Terrible Things – Eve Bunting
 Through My Eyes – Ruby Bridges
 The Dust Bowl - David Booth
 Out of the Dust - Karen Hesse
 The Other Side - Jacqueline Woodson
 Henry’s Freedom Box - Ellen Levine
Other Resources:
 “Bored Tom” by Avi
Page 31

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Students will cite evidence from text to
support their reading (notes).
Students will identify the setting of a story.
Students will identify arguments, themes in
a text.
Students will identify and define different
examples of prejudice.
Students will establish background
knowledge of the setting.

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Tier 2 Activities/Strategies
(Application/Analysis)

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Students will discuss and analyze how the
setting shapes the character or the plot.
Students will identify the central theme or
idea of a text.
Students analyze text by comparing and
contrasting to an audio, video, or
multimedia version of the text, showing
each medium’s portrayal of the subject
(e.g. how the delivery of a speech affects
the impact of the words).
Students will analyze the plot line (story
arc) in narrative stories.
Students will analyze literary elements
through both teacher directed and student
directed journal responses and open-ended
questions.
Students will infer meaning using
questions, predictions, evidence and
explanations.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Brain pop on Charles Dickens
A Christmas Carol – Hallmark Hall of
Fame video
Alcatraz articles and virtual tour –
www.bop.gov/alcatraz
Video clip bio of Al Capone from
Discovery Channel
“Escape From Alcatraz” episode of
Mythbusters
PBS clip “The Black Blizzard”
The Great Ships - Patrick O’Brien
Mutiny on the Bounty - Patrick
O’Brien
PBS clip “Pitcairn Island”
Video clip of The Pirates of the
Caribbean
Vocabulary sheets #1 and #2 for
Where the Red Fern Grows, Charlotte
Doyle, or Al Capone Does My Shirts
Tier 2 CCSS:
 RL 6.1
 RL 6.2
 RL 6.3
 RL 6.4
 RL 6.5
 RI 6.1
 RI 6.2
 RI 6.3
 RI 6.4
 RI 6.5
 RI 6.7
Tier 2 Resources/Materials:
Same as Tier 1
Page 32

Students will analyze interactions between
individuals, events and ideas in a text (e.g.
how ideas influence events or how
individuals influence ideas or events).
 Students will analyze the author’s use of
figurative language devices and descriptive
writing to create mood and tone.
 Students will infer using context clues
before and during reading.
 Students will analyze characterization as
revealed through dialogue and actions.
 Students will analyze how the historical
time period shapes and impacts the events
in the novel.
 Students will analyze various texts for the
purpose of providing information.
 Students will create a thesis based on an
analysis of various texts, citing their
examples to support.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will defend their opinions using
evidence from the text.
 Students will critique and debate the
author’s use of literary elements.
 Students will write on the topic of why
they would or would not recommend this
particular book or author.
 Students will incorporate the setting details
modeled by the author, in their own
writing.
 Students will compare the various genres
that they have worked with (realistic
fiction, historical fiction, fantasy, nonfiction, and drama).
 Students will extract relevant evidence
from text in order to support their thesis.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will create a chart that displays
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 RL 6.1
 RL 6.2
 RL 6.3
 RL 6.9
 RI 6.1
 RI 6.2
 RI 6.3
 RI 6.4
 RI 6.7
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 33
character traits (personality/physical) and
motives for the main characters’ actions
and feelings in their reading journals
(We’re calling the journals “Passports”).
 Students will demonstrate extended
reasoning by answering given open-ended
questions about the text.
 Students will be able to summarize the
main idea/argument through oral
discussions and through written expression.
 Students will select and complete reading
journal prompts using an open-ended
writing response format.
 Teacher will assess reading notes for
relevance and accuracy.
 Students will complete reading
comprehension quizzes.
WRITING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)

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Students will continue to create interesting
and effective narrative leads.
Students will continue to work develop
characters their writing.
Students will continue to create a
descriptive, believable setting.
Students will continue to create an
internal/external conflict and change.
Students will begin to identify the elements
of a good thesis statement.
Students will be able to identify
compositional risks in narrative writing
(flashbacks, dialogue tags).
Student will establish formal writing
format.
Students will write arguments to support
claims in an analysis of texts.
Tier 2 Activities/Strategies
(Application/Analysis)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 W 6.1, 6.1a-6.3e
 W 6.2e
 W 6.3
 W 6.4
Tier 1 Resources/Materials:
 Lessons That Change Writers - Nancie
Atwell
 The Literacy Cookbook - by Sarah Tantillo
 Carnation, Lily, Lily, Rose: The Story of a
Painting - by Hugh Brewster
 Girl with a Pearl Earring - by Tracy
Chevalier
Other Resources:
 Teacher-made writers’ checklist
 Narrative writing prompts
 Explanatory writing prompts
 Teacher-made peer edit worksheets
 Teacher-made rubric for realistic narrative
 “What Prejudice Means to Me” entry forms
and rules
Tier 2 CCSS:
 W 6.1, 6.1a-6.3e
 W 6.2, 6.2b
 W 6.3, 6.3a-d
 W 6.5
 W 6.6
 W 6.8
Page 34

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Students will utilize established procedures
for Writer’s Workshop.
 Students will cite evidence from text to
support their reading (notes).
 Students will analyze the structure used to
organize a narrative.
 Students will implement the 5 stages of
effective writing (pre writing, drafting,
revising, editing, and publishing).
 Students will utilize proper punctuation for
dialogue.
 Students will effectively use dialogue tags
to enhance their writing.
 Students will analyze the impact of specific
word choice on meaning.
 Students will exhibit proper sentence form
in various writing assignments.
 Students will effectively use a thesis
statement in their explanatory writing.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will write an analysis of literary
elements through both teacher-directed and
student-directed journal responses and
open-ended questions.
 Students will write an assessment of the
validity of proposed arguments as they
relate to specific writing prompts and
topics.
 Students will analyze and critique their
peers’ narratives and give appropriate
feedback.
 Students will analyze and critique their
own narratives, using teacher provided
rubrics.
 Students will develop their ideas for an
explanatory essay.
 Students will develop effective topic
sentences.
 Students will evaluate evidence from text
to determine whether it is appropriate to
support their thesis.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Published realistic fiction narrative pieces
will be graded.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
W 6.10
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 W 6.1, 6.1a-6.3e
 W 6.3e
 W 6.9, 6.9a,b
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 35

Class novel reading journal responses will
be graded.
 “What Prejudice Means to Me” essay will
be submitted for a contest.
 Narrative writing post-test essay will be
graded.
 Students will complete a pre-assessment on
explanatory writing.
VOCABULARY/GRAMMAR/SKILLS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
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Students will generate and define a
personal vocabulary list based on their
reading.
Students will define words through context
clues.
Students and teacher will keep vocabulary
lists, prefixes and suffixes.
Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
Students will keep a personal vocabulary
list from their novels in their reading
journals.
Students will use a dictionary to define
vocabulary.
Students will define teacher provided
vocabulary.
Students will identify and define prefixes
and suffixes in their word study.
Students will identify correct sentence
structure (fragments, run-ons, and
conjunctions).
Tier 2 Activities/Strategies
(Application/Analysis)
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

Student will infer how the vocabulary is
used in the context of their novel.
Students will use correct sentence structure
(avoid fragments, run-ons, and
conjunctions).
Students will use proper punctuation in
sentences.
Students will use prefixes, root words, and
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 L 6.1
 L 6.2, 6.2b
 L 6.3
 L 6.4, a-d
Tier 1 Resources/Materials:
 SMART Interactive Grammar programAEGOM Middle School
 Houghton Mifflin English
 Daily Oral Language - Great Source
 Vocabulary through Morphemes- Susan M.
Ebbers, MA. Ed
 Prefix and suffix handouts
Tier 2 CCSS:
 L 6.1e
 L 6.5
Tier 2 Resources/Materials:
Same as Tier 1
Page 36
suffixes accurately and effectively in
sentences.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will effectively use and evaluate
using vocabulary they have learned in the
context of their novel in their own writing.
 Students will effectively use grammar
conventions in their writing.
 Students will use prefixes, root words, and
suffixes accurately and effectively in their
writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Writing assessments for grammar
conventions will be graded.
 Prefix and suffix assessments will be
graded.
 Parts of speech and vocabulary
assessments will be graded.
TEST PREP
Tier 3 CCSS:
 L 6.3b
 L 6.5c
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 NA
Tier 1 Resources/Materials:
 Sentence structure and vocabulary quizzes
 Open ended response- RACER
 Narrative Writing
 Expository Writing
 Vocabulary through Morphemes- Susan M.
Ebbers, MA. Ed
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
 Students will complete a pre-assessment on
explanatory writing.
 Sentence structure and vocabulary
 Students will complete reading journal
prompts using an open-ended writing
response format.
 Students will be able to label different
kinds of questions based on the four critical
reading skills: paraphrasing, inference,
vocabulary in context, and main
idea/argument.
 Teacher will introduce thesis statement for
explanatory writing.
Tier 2 Activities/Strategies
Tier 2 CCSS:
(Application/Analysis)
 NA
 Students will repeatedly practice prewriting Tier 2 Resources/Materials:
Same as Tier 1
with the Narrative Writing pre-writing
organizer for a timed essay.
 Students will utilize compositional risks
and higher order vocabulary in their timed
narrative writing story.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 37

Students will begin to use thesis statement
in their writing.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will apply the elements of the
Narrative writing assignments to compose
a story.
 Students will be able to develop a narrative
story in a timed setting.
 Students will utilize the elements of a
Narrative Writing assignment to compose a
timed story.
 Teacher will provide students with a model
to help students evaluate their own writing.
Using this model, students will evaluate the
Narrative assignment of their peers in a
peer-editing workshop and make
recommendations.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be scored on their completed
reading journal prompts using an openended writing response format.
 Vocabulary quizzes will be graded.
 Timed post-test Narrative Writing essay
will be graded.
 Timed pre-test Explanatory Writing essay
will be graded.
SPEAKING/ LISTENING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will continue to perform using the
Reader’s Theater method.
 Students will brainstorm and prepare notes
(answer open-ended questions, or identify
literary devices from a specific text) for
discussion in the center of the circle.
 Students will conference with teacher to
discuss their SSR novel and their writing
progress.
 Students will perform a Scope Magazine
play.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students in the center of the circle will
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 NA
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 SL 6.1
 SL 6.2
 SL 6.4
 SL 6.5
Tier 1 Resources/Materials:
 Oral presentation rubric
 Class novels
 Discussion questions
 Literacy Cookbook “Socratic Seminar”
(handouts and rubric)
 SSR books
 SSR reading logs
 Scope Magazine play
Tier 2 CCSS:
 Same as Tier 1
Tier 2 Resources/Materials:
Page 38
provide evidence during the discussion to
support their arguments.
 Students on the outside of the circle will
record evidence to support their peers’
knowledge and participation.
 Students will analyze peer evidence and
arguments and respond to the discussion
topics.
 Students will perform a Scope Magazine
play.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate evidence from peers
to generate new ideas.
 Students will create original arguments
using the original discussion topics.
 Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Students will present to the class their
literature circle project and be prepared to
answer and defend their opinions on their
reading. Students will perform a Scope
Magazine play.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will participate in a Socratic
Seminar discussion on their class novel.
 Students participation in the play will be
graded.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Same as Tier 1
Tier 3 CCSS:
 Same as Tier 1
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 39
UNIT #4: Crossing the Threshold
BIG IDEA(S):
Reading:
 4 Key Critical Reading Skills: paraphrasing
(literal comprehension), inference
(extended reasoning), vocabulary in
context, and finding the main
idea/argument (summarizing)
 Plot development (plot line)
 Character Development (personality and
physical traits)
 Internal/External Conflict
 The literary tradition of the hero’s journey
 Introduction to Science Fiction
Writing:
 Writing Workshop procedures.
 Writing Open-Ended Responses
 Paraphrasing
 Descriptive writing and figurative language
 Expository/informational writing
 Thesis statements
 Topic sentences and supporting ideas
 Universal statements
 The who, what, where, when, and why of
the essay
Vocabulary/Grammar Skills:
 Vocabulary lists- class and personal word
lists generated from class literature
 Proper punctuation
 Dictionary skills
 Pronouns – subjective, objective, and
possessive
 Word Study – prefixes, root words, and
suffixes
Test Prep:
 How to write NJASK/PARCC open-ended
responses
 Expository/Informational timed essay
writing
 ELA Common Core skills review
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
TIMEFRAME: February - March
ESSENTIAL QUESTIONS:
 Who are the main characters, and what are
some of the challenges they face?
 What event forces them into action?
 What are the characteristics of Science
Fiction?
 Why do people read and write Science
Fiction?
 How do Science Fiction authors follow the
format of the hero’s journey?
 How are we able to predict the events of
the story using the format of the hero’s
journey?

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


What are the elements of the writing
process?
What is a universal statement?
Why is it important to use your most
engaging point in your 3rd body paragraph?
What makes a thesis statement strong?
How do we vary supporting ideas and
reasons?
Why do we use “who, what, where, when,
and why” when we are writing explanatory
essays?
Why is it important to use and know good
grammar?
Page 40
Speaking and Listening
 Reader’s Theatre Method
 Socratic Seminar
 Literature Circle discussion groups
 Literature Circle presentations (hero’s
journey project)
ENDURING UNDERSTANDINGS: Students will understand that…
 There is a literary tradition to the “hero’s journey” which is modeled on ancient Greek stories and
their mythical heroes.
 Science Fiction uses actual scientific knowledge (of the time it was written), and incorporates it
into a fictional story.
 Knowing the vocabulary will enhance their reading comprehension of their class novel.
 Authors use different mediums to tell their stories.
 Improper punctuating of dialogue can alter meaning.
 There are four main purposes for writing; to inform, persuade, inspire and entertain.
READING
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
Tier 1 CCSS:
(Knowledge/Comprehension)
 RL 6.1
 RL 6.2
 RL 6.9









 RI 6.1
 RI 6.2
 RI 6.4
 RI 6.7
Tier 1 Resources/Materials:
Students will demonstrate their
comprehension of a story by creating a
Lit Circle Choices
presentation on their literature circle
 The White Mountains – John Christopher
novels.
Students will select a novel based on their
 The City of Ember – Jean DuPrau
independent reading level to use for SSR.
 Among the Hidden – Margaret Peterson
Students will use reading log to track their
Haddix
progress during SSR.
 Running Out of Time – Margaret Peterson
Students will compile an ongoing list of
Haddix
literary devices used in a particular novel.
 Wrinkle in Time – Madeline L’Engle
Students will identify primary elements of
the story- character, plot, conflict, and
Short Stories - Ray Bradbury
theme.
 “All Summer in a Day”
Students will define character traits and
 “The Long Rain”
character development.
 “Sound of Thunder”
Students will identify the role of the
protagonist.
Other Sources
Students will continue to use reader’s
 Star Wars clip and Teacher-made Star
theater when reading novels.
Wars PPT
Students will practice note-taking strategies
 Teacher-made Journey of the Hero handout
for reading with common text (big ideas,
and graphic organizer
questions, predictions, unusual vocab).
 Pictures of Hero’s Journey Maps
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 41
Teacher will model.
Teacher will model literary devices using
the class novel (alliteration, metaphor,
simile, imagery, personification,
onomatopoeia, hyperbole, idioms, etc.).
 Students will cite evidence from text to
support their reading (notes).
 Students will list the stages of the hero’s
journey.
 Students will identify the point of view of
the narrator or speaker in the story.
 Students will compare and contrast a text
to an audio, video, or multimedia version
of the text, showing each medium’s
portrayal of the subject (e.g. how the
delivery of a speech affects the impact of
the words).
Tier 2 Activities/Strategies
(Application/Analysis)








Students will discuss and analyze how
particular elements of their literature circle
novel (e.g. how the setting shapes the
character or the plot) in literature circle
groups.
Students will identify the central theme or
idea of a text.
Students analyze text by comparing and
contrasting to an audio, video, or
multimedia version of the text, showing
each medium’s portrayal of the subject
(e.g. how the delivery of a speech affects
the impact of the words).
Students will analyze the plot line (story
arc) in narrative stories.
Students will analyze literary elements
through both teacher-directed and studentdirected journal responses and open-ended
questions.
Students will infer meaning using
questions, predictions, evidence and
explanations.
Students will analyze interactions between
individuals, events and ideas in a text based
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

Video adaptation of “The Long Rain”
Tier 2 CCSS:
 RL 6.3
 RL 6.4
 RL 6.5
 RL 6.6
 RI 6.3
 RI 6.5
Tier 2 Resources/Materials:
Same as Tier 1
Page 42
on how those ideas are influenced by the
stages of the hero’s journey.
 Students will analyze the author’s use of
figurative language devices.
 Students will analyze how an author
develops the point of view of a narrator or
speaker in the story to convey meaning in
the text.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will defend their opinions using
evidence from the text.
 Students will critique and debate the
author’s use of the stages of the hero’s
journey as well as literary elements.
 Students will write on the topic of why
they would or would not recommend this
particular book or author.
 Students will incorporate the stages of the
hero’s journey in their own writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will create a chart that displays
character traits (personality/physical) and
motives for the main characters’ actions
and feelings in their reading journals.
 Students will create a plot line in their
reading journal, to keep track of key events
in the novel as part of their lit circle project
overall grade.
 Students will demonstrate their
understanding of the events of the story
and the vocabulary of the novel through a
group project and question/answer session
(creating a hero’s journey map/game board
applying the stages of the hero’s journey to
the events of their novel) with their lit
circle group.
 Students will demonstrate their
understanding of the written text by
summarizing (paraphrasing) orally in class
as well as in writing following their
presentation rubric requirements.
 Students will demonstrate extended
reasoning by answering given open-ended
questions about the text.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 RL 6.7
 RI 6.6
 RI 6.8
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 43

Students will be able to summarize the
main idea/argument through oral
discussions and through written expression.
 Students will select and complete reading
journal prompts using an open-ended
writing response format.
 Teacher will assess reading notes for
relevance and accuracy.
 Students will complete reading
comprehension quizzes.
WRITING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will write arguments to support
claims in an analysis of texts.
 Students will continue to identify the
elements of a good thesis statement.
 Students will choose a topic to write an
explanatory/informational essay, using
non-fiction materials.
 Student will gather the “who, what, where,
when, and why” details to support their
thesis statement.
 Students will identify an effective universal
statement for the closing paragraph.
 Teacher will model a “Hot Pocket” graphic
organizer for pre-writing.
 Students will identify non-descriptive poor
word choices (so, definitely, very, nice).
 Students will identify effective use of
transition words in essay writing.
Tier 2 Activities/Strategies
(Application/Analysis)




Students will analyze effectiveness of
arguments to support claims in an analysis
of texts.
Students will continue to analyze the
effectiveness of their thesis statement.
Students will analyze the strength of the
“who, what, where, when, and why” details
to support their thesis statement.
Students will analyze the effectiveness of a
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 W 6.1, 6.1a-e
 W 6.2a,c,e
Tier 1 Resources/Materials:
 You Tube video clip of Jim Gaffigan’s
“Hot Pockets”
 Lessons That Change Writers - Nancie
Atwell (“The Very Bad Words,”
“Transitions”)
 www.literacycookbook.com (“Who, What,
Where, When, Why”)
Other Resources:
 Teacher-made writers’ explanatory writing
checklist
 Explanatory writing prompts
 Teacher-made peer edit worksheets
 Teacher-made “Hot Pocket” graphic
organizer
Tier 2 CCSS:
 W 6.2, 6.2b,c,d,f
 W 6.3c,d
 W 6.5
 W 6.7
 W 6.8
 W 6.10
Tier 2 Resources/Materials:
Same as Tier 1
Page 44
universal statement for their closing
paragraph.
 Students will apply the information
regarding non-descriptive poor word
choices (so, definitely, very, nice) and
make better word choices in writing.
 Students will apply their understanding of
appropriate transition words in essay
writing.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will write effective arguments to
support claims in an analysis of texts.
 Students will synthesize their knowledge to
write and effective thesis statement.
 Students will evaluate the strength of their
“who, what, where, when, and why” details
to support their thesis statement.
 Students will analyze and critique their
peers’ narratives and give appropriate
feedback.
 Students will analyze and critique their
own narratives, using teacher-created
rubrics.
 Students will synthesize their knowledge to
write an effective universal statement for
their closing paragraph.
 Students will evaluate their word choices
for preciseness and description to improve
their writing.
 Students will apply their understanding of
appropriate transition words in essay
writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Published small writing pieces
(explanatory/informational) will be graded.
 Completed literature circle work in reading
journal (plot line, person vocabulary list,
character trait charts, and 3-4 open-ended
written responses) will be graded.
 Completed lit circle presentation (hero’s
journey project) using written work and
oral presentation will be graded (See
Reading Assessment).
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 W 6.3c,d
 W 6.4
 W 6.9, 6.9a,b
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 45
VOCABULARY/GRAMMAR/SKILLS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will generate and define a
personal vocabulary list based on their
reading.
 Students will define words through context
clues.
 Students and teacher will keep vocabulary
lists, prefixes, and suffixes.
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Students will keep a personal vocabulary
list from their novels in their reading
journals.
 Students will use dictionary skills to define
vocabulary.
 Students will define teacher provided
vocabulary.
 Students will identify and define prefixes
and suffixes in their word study.
 Students will identify pronouns in the
subjective, objective, and possessive case.
Tier 2 Activities/Strategies
(Application/Analysis)

Student will infer how the vocabulary is
used in the context of their novel.
 Students will use proper punctuation in
sentences.
 Students will use prefixes, root words, and
suffixes accurately and effectively in
sentences.
 Students will use the correct form of
pronouns in the subjective, objective, and
possessive case.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Student will effectively use and evaluate
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 L 6.1, 6.1a
 L 6.2, 6.2a,b
 L 6.3
 L 6.4, 6.4a,b,c,d
Tier 1 Resources/Materials:
 SMART Interactive Grammar programAEGOM Middle School
 Houghton Mifflin English
 Daily Oral Language - Great Source
 Vocabulary through Morphemes- Susan M.
Ebbers, MA. Ed
 Prefix and suffix handouts
 Study Island
Tier 2 CCSS:
 L 6.1a,b,c,e
 L 6.3a
 L 6.5a,b
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 L 6.1c,d
 L 6.3b
 L 6.5c
 L 6.6
Tier 3 Resources/Materials:
Same as Tier 1
Page 46
using vocabulary they have learned in the
context of their novel in their own writing.
 Students will effectively use grammar
conventions in their writing.
 Students will use prefixes, root words, and
suffixes accurately and effectively in their
writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Writing assessments will be graded for
grammar conventions.
 Prefix and suffix assessments will be
graded.
 Parts of speech and vocabulary
assessments will be graded.
TEST PREP
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
 Students will define parts of speech and
vocabulary.
 Students will complete reading journal
prompts using an open-ended writing
response format.
 Students will be able to write a timed
explanatory/informational essay.
 Students will be able to label different
kinds of questions based on the four critical
reading skills: paraphrasing, inference,
vocabulary in context, and main
idea/argument.
 Students will participate in the Survivor
Study Island contest (practice and
strengthen skills identified in the
diagnostic).
Tier 2 Activities/Strategies
(Application/Analysis)



INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 NA
Tier 1 Resources/Materials:
 Parts of speech and vocabulary quizzes
 Open ended response- RACER
 Study Island
 Expository Writing
 Vocabulary through Morphemes- Susan M.
Ebbers, MA. Ed
Tier 2 CCSS:
 NA
Tier 2 Resources/Materials:
Same as Tier 1
Students will repeatedly practice prewriting
with the explanatory/informational prewriting organizer.
Students will utilize the elements of an
explanatory/informational writing
assignment to compose an essay.
Students will utilize compositional risks
and higher order vocabulary in their
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 47
explanatory/informational writing
assignment.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will apply the elements of the
explanatory/informational writing
assignments to compose an essay.
 Teacher will provide students with a model
to help students evaluate their own writing.
Using this model, students will evaluate the
explanatory/informational assignment of
their peers in a peer-editing workshop and
make recommendations.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be scored on their completed
reading journal prompts using an openended writing response format.
 Vocabulary quizzes will be graded.
 Timed explanatory/informational post-test
will be graded.
 Students will receive rewards and
completion grades for their progress each
week during the Study Island contest.
SPEAKING/ LISTENING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will continue to perform using the
Reader’s Theater method.
 Students will brainstorm and prepare notes
(answer open-ended questions, or identify
literary devices from a specific text) for
discussion in the center of the circle.
 Students will conference with teacher to
discuss their SSR novel and their writing
progress.
Tier 2 Activities/Strategies
(Application/Analysis)


Students in the center will provide
evidence during the discussion to support
their arguments.
Students on the outside of the circle will
record evidence to support their peers’
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 NA
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 SL 6.1, 6.1b
 SL 6.4
 SL 6.5
Tier 1 Resources/Materials:
 Class novels
 Discussion questions
 Literacy Cookbook “Socratic Seminar”
(handouts and rubric)
 SSR books
 SSR reading logs
Tier 2 CCSS:
 SL 6.1a,c,d
 SL 6.2
 SL 6.3
 SL 6.6
Tier 2 Resources/Materials:
Same as Tier 1
Page 48
knowledge and participation.
Students will analyze peer evidence and
arguments and respond to the discussion
topics.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate evidence from peers
to generate new ideas.
 Students will create original arguments
using the original discussion topics.
 Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Students will present to the class their
literature circle project (hero’s journey)
and be prepared to answer and defend their
opinions on their reading.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be assessed on their literature
circle oral presentation using the Oral
Presentation rubric (See Reading
Assessments).
 Participation in Socratic Seminar
discussion on their literature circle novels
will be graded.

© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 SL 6.1c,d
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 49
UNIT #5: The Road of Trials
BIG IDEA(S):
Reading:
 Historical Fiction cross-curricular WWII
unit with Social Studies
 4 Key Critical Reading Skills: paraphrasing
(literal comprehension), inference
(extended reasoning), vocabulary in
context, and finding the main
idea/argument (summarizing)
 Plot development (plot line)
 Importance of setting
 Character Development (personality and
physical traits)
 Self-Selected Silent Reading
 Reading non-fiction texts pertaining to
prejudice (WWII and the Holocaust)
 Prejudice and its effects on our world
 Irony
Writing:
 Writing Workshop
 Writing open-ended responses
 Paraphrasing
 Thesis statements
 Topic sentences and supporting ideas
 Universal statements
 Counter Arguments
 Introducing/reviewing persuasive/argument
essay
TIMEFRAME: March - April
ESSENTIAL QUESTIONS:














Vocabulary/Grammar Skills:
 Vocabulary lists- Class and personal word
lists generated from class literature
 Proper punctuation
 Dictionary skills
 Pronouns – intensive (e.g., myself,
ourselves)
 Modifiers – adverbs and adjectives
Test Prep:
 How to write NJASK/PARCC open-ended
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

How does it feel to walk in someone else’s
shoes?
Why is empathy important?
How did prejudice affect our world
history?
What challenges did people face during
the Holocaust and how did they overcome
them?
How do the events of this time in history
cause the character to grow and change?
How does the setting affect the plot of the
story?
What are the elements of the writing
process?
What is a universal statement?
What is a counter-argument?
Why do we use a hook in the introduction
of a persuasive/argument essay?
Why is it important to use your most
persuasive point in your 3rd body
paragraph?
What makes a thesis statement strong?
How do we vary supporting ideas and
reasons?
Why do we use credibility, logic, and
feeling (ethos, pathos, and logos) in our
persuasive arguments?
Why is it important to use and know good
grammar?
Page 50


responses
Persuasive/argument timed essay writing
ELA Common Core skills review
Speaking and Listening
 Persuasive Debates
 Reader’s Theatre Method
 Socratic Seminar
ENDURING UNDERSTANDINGS: Students will understand that…
 Knowing the vocabulary will enhance their reading comprehension of their class novel.
 Improper punctuating of dialogue can alter meaning.
 There are four main purposes for writing; to inform, persuade, inspire and entertain.
 Historical Fiction should be both historically accurate and logical.
 The events of a specific time in history can influence a character’s choices.
 Setting can play an important part in the plot of the story.
 Prejudice of all kinds affects our world.
 By the end of The Holocaust, 11 million people were dead as the result of prejudice.
 Counter argument is necessary in a persuasive/argument essay.
 Credibility, logic, and feeling (ethos, pathos, and logos) strengthen our persuasive arguments.
READING
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
Tier 1 CCSS:
(Knowledge/Comprehension)
 RL 6.1
 RL 6.2







Students will define words through context
clues.
Students will compile an ongoing list of
literary devices used in a particular novel.
Students will identify primary elements of
the story- character, plot, conflict, and
theme.
Students will define character traits and
character development.
Students will continue to use reader’s
theater when reading novels.
Practice note-taking strategy for reading
with common text (big ideas, questions,
predictions, unusual vocabulary). Teacher
will model.
Students will continue to identify literary
devices using the class novel (alliteration,
metaphor, simile, imagery, personification,
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 RI 6.1
 RI 6.2
 RI 6.4
 RI 6.7
Tier 1 Resources/Materials:
Class Novel:
 The Devil’s Arithmetic - Jane Yolen
Other Resources:
 Erika’s Story - Ruth Vander Zee
 Rose Blanche - Roberto Innocenti
 Star of Fear, Star of Hope – Jo
Hoestlandt
 The Harmonica – Tony Johnston
 Rose Blanche – Roberto Innocenti
 The Yellow Star – Carmen Agra
Deedy
 Paper Clips - video
 Passover Haggadah (teacher-made
from family documents)
Page 51
onomatopoeia, hyperbole, idioms, mood,
tone, etc.).
 Students will cite evidence from text to
support their reading (notes).
 Students will identify the setting of a story.
 Students will identify arguments, themes in
a text.
 Students will identify and define different
examples of prejudice.
 Students will establish background
knowledge of the setting.
Tier 2 Activities/Strategies
(Application/Analysis)











Students will discuss and analyze how the
setting shapes the characters or the plot.
Students will identify the central theme or
idea of a text.
Students will explore the topic of the
Holocaust through various forms of text
and media.
Students will analyze the plot line (story
arc) in narrative stories.
Students will analyze literary elements
through both teacher directed and student
directed journal responses and open-ended
questions.
Students will infer meaning using
questions, predictions, evidence and
explanations.
Students will analyze interactions between
individuals, events and ideas in a text (e.g.
how ideas influence events or how
individuals influence ideas or events).
Students will analyze the author’s use of
figurative language devices and descriptive
writing to create mood and tone.
Students will infer using context clues
before and during reading.
Students will analyze characterization as
revealed through dialogue and actions.
Students will analyze how the historical
time period shapes and impacts the events
in the novel.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 2 CCSS:
 RL 6.3
 RL 6.4
 RL 6.5
 RL 6.6
 RI 6.3
 RI 6.5
Tier 2 Resources/Materials:
Same as Tier 1
Page 52

Students will analyze various texts for the
purpose of providing information.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will defend their opinions using
evidence from the text.
 Students will critique and debate the
author’s use of literary elements.
 Students will write on the topic of why
they would or would not recommend this
particular book or author.
 Students will incorporate the setting details
modeled by the author, in their own
writing.
 Students will compare the various genres
that they have worked with (realistic
fiction, historical fiction, fantasy, nonfiction, and drama).
 Students will extract relevant evidence
from text in order to support their thesis.
 Students will synthesize information they
received from Social Studies and apply to
their reading comprehension.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will create and be graded on a
chart that displays character traits
(personality/physical) and motives for the
main characters’ actions and feelings in
their reading journals.
 Students will demonstrate extended
reasoning by answering given open-ended
questions about the text.
 Students will be able to summarize the
main idea/argument through oral
discussions and through written expression.
 Students will select and complete reading
journal prompts using an open-ended
writing response format.
 Teacher will assess reading notes for
relevance and accuracy.
 Students will complete reading
comprehension quizzes.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 RL 6.9
 RL 6.10
 RI 6.6
 RI 6.8
 RI 6.9
 RI 6.10
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 53
WRITING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)



Students will continue to identify the
elements of a good thesis statement.
Students will choose a topic to write a
persuasive/argument essay.
Teacher will model a “Hot Pocket” graphic
organizer for pre-writing.
Tier 2 Activities/Strategies
(Application/Analysis)

Students will continue to analyze the
effectiveness of their thesis statement.
 Students will apply the information
regarding non-descriptive poor word
choices (so, definitely, very, nice) and
make better word choices in writing.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)






Students will write effective arguments to
support claims in an analysis of texts.
Students will synthesize their knowledge to
write an effective thesis statement.
Students will evaluate the strength of their
credibility, logic, and feeling arguments.
Students will evaluate and critique their
peers’ narratives and give appropriate
feedback.
Students will evaluate and critique their
own narratives, using teacher-created
rubrics.
Students will synthesize their knowledge to
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 W 6.1, 6.1a,b,c,d,e
 W 6.2a,c,e
Tier 1 Resources/Materials:
 You Tube video clip of Jim Gaffigan’s
“Hot Pockets”
 Lessons That Change Writers - Nancie
Atwell (“The Very Bad Words,”
“Transitions”)
 www.literacycookbook.com Persuasive
graphic organizer
Other Resources:
 Teacher-made writers’ explanatory writing
checklist
 Persuasive/argument writing prompts
 Teacher-made peer edit worksheets
 Teacher-made “Hot Pocket” graphic
organizer
Tier 2 CCSS:
 W 6.2, 6.2b,c,d,f
 W 6.3c,d
 W 6.5
 W 6.10
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 W 6.3c,d
 W 6.4
 W 6.9, 6.9a
Tier 3 Resources/Materials:
Same as Tier 1
Page 54
write an effective universal statement for
their closing paragraph.
 Students will synthesize their knowledge to
write a counter point of view in the
concluding paragraph.
 Students will evaluate their word choices
for precision and description to improve
their writing.
 Students will apply their understanding of
appropriate transition words in essay
writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Published small writing pieces will be
graded (persuasive/argument essay).
 A pre-assessment on persuasive/argument
writing will be graded.
VOCABULARY/GRAMMAR/SKILLS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will generate and define a
personal vocabulary list based on their
reading.
 Students will define words through context
clues.
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Students will keep a personal vocabulary
list from their novels in their reading
journals.
 Students will use a dictionary to define
personal vocabulary.
 Students will define teacher provided
vocabulary.
 Students will identify intensive pronouns.
 Students will identify modifiers.
Tier 2 Activities/Strategies
(Application/Analysis)


Students will infer how the vocabulary is
used in the context of their novel.
Students will use proper punctuation in
sentences.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 L 6.1, 6.1b
 L 6.2, 6.2a,b
 L 6.3
 L 6.4, 6.4a,c,d
Tier 1 Resources/Materials:
 SMART Interactive Grammar programAEGOM Middle School
 Houghton Mifflin English
 Daily Oral Language - Great Source
 Study Island
Tier 2 CCSS:
 L 6.1b,c,e
 L 6.3a
 L 6.5, 6.5a,b
Tier 2 Resources/Materials:
Same as Tier 1
Page 55

Students will use intensive pronouns
correctly in sentences.
 Students will use modifiers correctly
sentences.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will effectively use and evaluate
using vocabulary they have learned in the
context of their novel in their own writing.
 Students will effectively use grammar
conventions in their writing.
 Students will use prefixes, root words, and
suffixes accurately and effectively in their
writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Writing assessments will be graded for
grammar conventions.
 Parts of speech and vocabulary
assessments will be graded.
TEST PREP
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
 Parts of speech and vocabulary
 Students will complete reading journal
prompts using an open-ended writing
response format.
 Students will be able to write a timed
persuasive/argument essay.
 Students will be able to label different
kinds of questions based on the four critical
reading skills: paraphrasing, inference,
vocabulary in context, and main
idea/argument.
 Students will participate in the Survivor
Study Island contest (practice and
strengthen skills identified in the
diagnostic).
Tier 2 Activities/Strategies
(Application/Analysis)

Tier 3 CCSS:
 L 6.1c,d
 L 6.3b
 L 6.5c
 L 6.6
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 N/A
Tier 1 Resources/Materials:
 Parts of speech and vocabulary quizzes
 Open ended response- RACER
 Study Island
 Persuasive/Argument Writing
Tier 2 CCSS:
 N/A
Tier 2 Resources/Materials:
Same as Tier 1
Students will repeatedly practice prewriting
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 56
with the persuasive/argument pre-writing
organizer.
 Students will utilize the elements of a
persuasive/argument writing assignment to
compose an essay.
 Students will utilize compositional risks
and higher order vocabulary in their
persuasive/argument writing assignment.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will apply the elements of the
persuasive/argument writing assignments
to compose an essay.
 Teacher will provide students with a model
to help students evaluate their own writing.
Using this model, students will evaluate the
persuasive/argument assignment of their
peers in a peer-editing workshop and make
recommendations.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be scored on their completed
reading journal prompts using an openended writing response format.
 Vocabulary quizzes will be graded.
 Timed persuasive/argument post-test will
be graded.
 Students will receive rewards and
completion grades for their progress each
week during the Study Island contest.
SPEAKING/ LISTENING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)





Students will continue to perform using the
Reader’s Theater method.
Students will brainstorm and prepare notes
(answer open-ended questions, or identify
literary devices from a specific text) for
discussion in the center of the circle.
Students will conference with teacher to
discuss their SSR novel and their writing
progress.
Students will participate in debates on
multiple topics.
Students will learn the format of a debate
(argument 1, argument 2, refute, rebuttal).
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CCSS:
 N/A
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
 SL 6.1, 6.1b
 SL 6.4
 SL 6.5
Tier 1 Resources/Materials:
 Class novels
 Discussion questions
 Literacy Cookbook “Socratic Seminar”
(handouts and rubric)
 SSR books
 SSR reading logs
 Teacher-made debate scoring sheets,
graphic organizers, topics, procedures
Page 57
Tier 2 Activities/Strategies
(Application/Analysis)

Students in the center of the circle will
provide evidence during the discussion to
support their arguments.
 Students on the outside of the circle will
record evidence to support their peers’
knowledge and participation.
 Students will analyze peer evidence and
arguments and respond to the discussion
topics.
 Students will analyze the effectiveness of
the arguments in the debates.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will synthesize their knowledge of
persuasive argument with their
understanding of the debate topics.
 Students will evaluate evidence from peers
to generate new ideas.
 Students will create original arguments
using the original discussion topics.
 Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Students will synthesize their knowledge of
the format of a debate (argument 1,
argument 2, refute, rebuttal), and use it
effectively.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Participation in Socratic Seminar
discussion on their class novel will be
graded.
 Participation and preparedness for the
debates will be graded.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 2 CCSS:
 SL 6.1a,c,d
 SL 6.2
 SL 6.3
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CCSS:
 SL 6.1c,d
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 58
UNIT #6: Returning Home
BIG IDEA(S):
Reading:
 4 Key Critical Reading Skills: paraphrasing
(literal comprehension), inference
(extended reasoning), vocabulary in
context, and finding the main
idea/argument (summarizing)
 Plot development (plot line)
 Importance of setting
 Character Development (personality and
physical traits)
 Self-Selected Silent Reading
 Irony
 Close reading of a novel (various genres)
with a partner
 Literature circle work with a partner
 Introduction to classic literature through
drama
 Reading and interpreting poetry
Writing:
 Writing Workshop
 Writing Open-Ended Responses
 Paraphrasing
 Thesis statements
 Topic sentences and supporting ideas
 Universal statements
 Counter Arguments
 Introducing/reviewing persuasive/argument
essay
 Modeling different forms of poetry
 Review and apply various forms of
figurative language in poetry (metaphor,
onomatopoeia, imagery, simile,
personification, hyperbole, repetition)
 Importance of pattern in poetry (rhyming,
free verse, stanzas)
Vocabulary/Grammar Skills:
 Vocabulary lists- class and personal word
lists generated from class literature
 Proper punctuation
 Dictionary skills
Test Prep: NA
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
TIMEFRAME: May - June
ESSENTIAL QUESTIONS:












How does the setting affect the plot of the
story?
How does language and poetry of William
Shakespeare translate to modern stories?
What central themes Shakespearean
themes have been revisited throughout
literature over the centuries?
How does poetry differ from prose in
conveying its theme or big idea?
What are the elements of the writing and
supporting a thesis statement?
What is a universal statement?
What is a counter-argument?
What makes a thesis statement strong?
How do we vary supporting ideas and
reasons?
Why do we use credibility, logic, and
feeling (ethos, pathos, and logos) in our
persuasive arguments?
What are some of the different forms of
poetry (rhyming couplets, free verse,
nonsense poems, and strict rhyme
patterns)?
Why is it important to use and know good
grammar?
Page 59
Speaking and Listening
 Persuasive Debates
 Reader’s Theatre Method
 Poetry Readings

How does punctuation, or the lack of
punctuation, dictate how a poem sounds
when read aloud?
 How does punctuation, or the lack of
punctuation, affect the poems meaning?
ENDURING UNDERSTANDINGS: Students will understand that…
 The new vocabulary will enhance their reading comprehension of their class novel.
 Punctuation and structure of poetry can alter meaning.
 There are four main purposes for writing; to inform, persuade, inspire and entertain.
 Setting can play an important part in the plot of the story.
 Counter argument is necessary in a persuasive/argument essay.
 Credibility, logic, and feeling (ethos, pathos, and logos) strengthen our persuasive arguments.
READING
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 Activities/Strategies
Tier 1 CPIs:
(Knowledge/Comprehension)
 RL 6.1
 RL 6.2
 RL 6.3










 RI 6.1
 RI 6.2
 RI 6.3
 RI 6.4
 RI 6.7
Tier 1 Resources/Materials:
Students will define words through context
clues.
Class Novel:
Students will compile an ongoing list of
 Hey World, Here I Am! – Jean Little
literary devices used in a particular novel.
 A Dog’s Life – Ann M. Martin
Students will identify primary elements of
 Amelia’s War – Ann Rinaldi
the story- character, plot, conflict, and
theme.
 Firegirl – Abbott
Students will define character traits and
 Holes – Louis Sachar
character development.
 Island of the Blue Dolphins – O’Dell
Students will continue to use reader’s
 Loser – Jerry Spinelli
theater when reading novels.
 On My Honor – Dane Bauer
Students will practice note-taking strategies
 The Door on the Wall - Marguerite de
for reading with common text (big ideas,
Angeli
questions, predictions, unusual
 The Face on the Milk Carton – Caroline B.
vocabulary). Teacher will model.
Cooney
Students will continue to identify literary
 The Secret Garden – Burnett Hodgson
devices using the class novel (alliteration,
 Tom Sawyer – Mark Twain
metaphor, simile, imagery, personification,
onomatopoeia, hyperbole, idioms, mood,
tone etc.).
Students will cite evidence from text to
Other Resources:
support their reading (notes).
 Confetti: Poetry for Children – Pat
Students will identify the setting of a story.
Mora
Students will identify arguments, themes in
 Revolting Rhymes - Roald Dahl
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 60

a text.
Students will identify modern day stories
that have a similar plot to Shakespeare’s
Hamlet.






Tier 2 Activities/Strategies
(Application/Analysis)











Students will discuss and analyze how the
setting shapes the characters or the plot.
Students will identify the central theme or
idea of a text.
Students will analyze the plot line (story
arc) in narrative stories.
Students will analyze literary elements
through both teacher directed and student
directed journal responses and open-ended
questions.
Students will infer meaning using
questions, predictions, evidence and
explanations.
Students will analyze interactions between
individuals, events and ideas in a text (e.g.
how ideas influence events or how
individuals influence ideas or events).
Students will analyze the author’s use of
figurative language devices and descriptive
writing to create mood and tone.
Students will infer using context clues
before and during reading.
Students will analyze characterization as
revealed through dialogue and actions.
Students will analyze various texts for the
purpose of providing information.
Students will analyze the plot devices in
Hamlet, which are still used in modern day
stories.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Dark Emperor: And Other Poems
of the Night – Joyce Sidman
Up North at the Cabin –Marsha
Wilson Chall
Read Magazine middle school
adaptation of Hamlet
Brain pop video on William
Shakespeare
Cliff Notes video of William
Shakespeare’s Hamlet
Hamlet, by William Shakespeare
and adapted by Bruce Coville
Tier 2 CPIs:
 RL 6.3
 RL 6.4
 RL 6.5
 RL 6.6
 RI 6.3
 RI 6.5
Tier 2 Resources/Materials:
Same as Tier 1
Page 61
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Students will defend their opinions using
evidence from the text.
 Students will critique and debate the
author’s use of literary elements.
 Students will write on the topic of why
they would or would not recommend this
particular book or author.
 Students will incorporate the setting details
modeled by the author, in their own
writing.
 Students will compare the various genres
that they have worked with (realistic
fiction, historical fiction, fantasy, nonfiction, and drama).
 Students will extract relevant evidence
from text in order to support their thesis.
 Students will synthesize their
understanding of the plot while watching
scenes from the actual play in
Shakespearean language.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will create a chart that displays
character traits (personality/physical) and
motives for the main characters’ actions
and feelings in their reading journals.
 Students will demonstrate extended
reasoning by answering given open-ended
questions about the text.
 Students will be able to summarize the
main idea/argument through oral
discussions and through written expression.
 Students will select and complete reading
journal prompts using an open-ended
writing response format.
 Teacher will assess reading notes for
relevance and accuracy.
 Students will be expected to identify the
main plot points of Hamlet, and its
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:



RL 6.7
RL 6.9
RL 6.10
 RI 6.6
 RI 6.7
 RI 6.8
 RI 6.10
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
Page 62
relevance to modern day story telling.
WRITING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)





Students will continue to identify the
elements of a good thesis statement.
Students will choose a topic to debate
using a persuasive/argument.
Students will identify an effective universal
statement for the closing paragraph.
Students will acknowledge a counter point
of view in the concluding paragraph.
Teacher will model a “Hot Pocket” graphic
organizer for pre-writing.
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W 6.1, 6.1a,b,c,d,e
 W 6.2b,c,d,e,f
 W 6.3c,d
Tier 1 Resources/Materials:









Tier 2 Activities/Strategies
(Application/Analysis)

Students will continue to analyze the
effectiveness of their thesis statement.
 Students will analyze the effectiveness of
their arguments in a debate.
 Students will apply the information
regarding non-descriptive poor word
choices (so, definitely, very, nice) and
make better word choices in writing.
 Students will apply their understanding of
appropriate transition words in essay
writing.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)


Students will write effective arguments to
support claims in an analysis of texts.
Students will synthesize their knowledge to
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Teacher made debate topics and graphic
organizer
Persuasive/argument writing prompts
Teacher-made peer edit worksheets
Teacher-made “Hot Pocket” graphic
organizer
Hey, World Here I Am – Jean Little
Confetti: Poetry for Children – Pat Mora
Revolting Rhymes - Roald Dahl
Dark Emperor: And Other Poems of the
Night – Joyce Sidman
Up North at the Cabin –Marsha Wilson
Chall
Tier 2 CPIs:
 W 6.2, 6.2b,c,d,f
 W 6.3c,d
 W 6.5
 W 6.10
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CPIs:
 W 6.2b,c,d,e,f
 W 6.4
 W 6.5
 W 6.8
 W 6.9, W6.9b
 W 6.10
Tier 3 Resources/Materials:
Same as Tier 1
Page 63
write an effective thesis statement.
Students will evaluate the strength of their
credibility, logic, and feeling arguments.
 Students will evaluate and critique the
effectiveness of their arguments in a
debate.
 Students will evaluate and critique their
peers’ narratives and give appropriate
feedback.
 Students will evaluate and critique their
own narratives, using teacher-created
rubrics.
 Students will synthesize their knowledge to
write an effective universal statement for
their closing paragraph.
 Students will synthesize their knowledge to
write a counter point of view in the
concluding paragraph.
 Students will evaluate their word choices
for preciseness and description to improve
their writing.
 Students will apply their understanding of
appropriate transition words in essay
writing.
 Students will synthesize their knowledge of
descriptive devices while writing their own
poetry.
 Students will synthesize their knowledge of
poetic structures while writing their own
poetry.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will create and be graded on a
persuasive argument for debate.
 Students will complete and be graded on a
post assessment on persuasive/argument
writing.
 Students will create and be graded on a
portfolio of various poems.
VOCABULARY/GRAMMAR/SKILLS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)



Students will generate and define a
personal vocabulary list based on their
reading.
Students will define words through context
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 L 6.1, 6.1e
 L 6.2, 6.2a,b
 L 6.3, 6.3a,b
 L 6.4, 6.4a,b,c,d
Tier 1 Resources/Materials:
 SMART Interactive Grammar programAEGOM Middle School
 Houghton Mifflin English
Page 64
clues.
Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Students will keep a personal vocabulary
list from their novels in their reading
journals.
 Students will use a dictionary to define
personal vocabulary.
 Students will define teacher provided
vocabulary.
Tier 2 Activities/Strategies
(Application/Analysis)


Student will infer how the vocabulary is
used in the context of their novel.
 Students will use proper punctuation in
sentences.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Student will effectively use and evaluate
vocabulary they have learned in the context
of their novel in their own writing.
 Students will effectively use grammar
conventions in their writing.
 Students will use prefixes, root words, and
suffixes accurately and effectively in their
writing.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will be able to demonstrate their
understanding of vocabulary in context by
using the words correctly in their writing.
 Writing assessments will be graded for
grammar conventions.
 Parts of speech and vocabulary
assessments will be graded.
SPEAKING/ LISTENING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

Daily Oral Language by Great Source
Tier 2 CPIs:
 L 6.1, 6.1e
 L 6.2, 6.2a,b
 L 6.3, 6.3a,b
 L 6.5, 6.5a,b
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CPIs:
 L 6.1, 6.1e
 L 6.2, 6.2a,b
 L 6.3, 6.3a,b
 L 6.5c
 L 6.6
Tier 3 Resources/Materials:
Same as Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 SL 6.1, 6a,b,c,d
 SL 6.2
 SL 6.3
Page 65





Students will brainstorm and prepare notes
(answer open-ended questions, or identify
literary devices from a specific text) for
discussion in the center of the circle.
Students will conference with teacher to
discuss their SSR novel and their writing
progress.
Students will participate in debates on
multiple topics.
Students will learn the format of a debate
(argument 1, argument 2, refute, rebuttal).
Perform an adaptation of Shakespeare’s
Hamlet.
Tier 2 Activities/Strategies
(Application/Analysis)
 Students in the center of the circle will
provide evidence during the discussion to
support their arguments.
 Students on the outside of the circle will
record evidence to support their peers’
knowledge and participation.
 Students will analyze peer evidence and
arguments and respond to the discussion
topics.
 Students will analyze the effectiveness of
the arguments in the debates.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will synthesize their knowledge of
persuasive argument with their
understanding of the debate topics.
 Students will evaluate evidence from peers
to generate new ideas.
 Students will create original arguments
using their discussion topics.
 Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Students will synthesize their knowledge of
the format of a debate (argument 1,
argument 2, refute, rebuttal), and use it
effectively.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 SL 6.4
 SL 6.6
Tier 1 Resources/Materials:
 Class novels
 Discussion questions
 Literacy Cookbook “Socratic Seminar”
(handouts and rubric)
 SSR books
 SSR reading logs
 Teacher-made debate scoring sheets,
graphic organizers, topics, procedures
 Read Magazine middle school adaptation
of Hamlet
 Brain pop video on William Shakespeare
 Cliff Notes video of William
Shakespeare’s Hamlet
 Hamlet - William Shakespeare and adapted
- Bruce Coville
Tier 2 CPIs:
 Same as Tier 1
Tier 2 Resources/Materials:
Same as Tier 1
Tier 3 CPIs:
 Same as Tier 1
Tier 3 Resources/Materials:
Same as Tier 1
Page 66
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Students will participate and be graded in a
Socratic Seminar discussion on their class
novel.
 Students will receive participation and
preparedness grades for the debates.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY: