East Rutherford School District
East Rutherford, New Jersey
Language Arts Literacy
Curriculum Map
Grades 5-8
Aligned to the NJCCCS
2009
Table of Contents
 Performance Indicator Matrix
 Novel List
 Grade Level Curriculum Guides 5-8
o Year-at-a-Glance
o Units of Study
 Appendices
o Graphic Organizers
o Rubrics
o Assessment Strategies
Novel List
Grades 5-8
Grade 5
Grade 6
Grade 7
Summer Reading
Tales of Fourth Grader
The Chronicles of Narnia: The, The Wave (Todd Strasser)
Nothing (Judy Blume)
Lion, The Witch, & The
Stargirl (Jerry Spinelli)
Mr. Poppers Penguins (Richard Wardrobe (C.S. Lewis)
Tangerine (Edward Bloor)
& Florence Atwater)
Surviving the Applewhites
A Wrinkle in Time (Madeline
The Kid Who Became President (Stephanie S. Tolan)
L’Engle)
(Dan Gutman)
Maniac Magee (Jerry Spinelli)
Mr. Blue Jeans (Maryann N.
Hoot (Carl Hiaasen)
Weidt)
Instructional
The Million Dollar Shot (Dan
Where the Fern Grows (Wilson Hatchet (Gary Paulsen)
Gutman)
Rawls)
The Westing Game (Ellen
Frindle (Andrew Clements)
Number the Stars (Lois Lowry) Raskin)
Tuck Everlasting (Natalie
A Tale of Two Cities (Charles
Babbitt)
Dickens)
Literature Circles
Ella Enchanted (Gail Carson
From the Mixed Up Files of
Olive’s Ocean (Kevin Henkes)
Levine)
Mrs. Basil E. Frankweiler (E.L. Tangerine (Edward Bloor)
Charlotte’s Web (E.B. White)
Konigsburg)
Stargirl (Jerry Spinelli)
Sadako and Thousand Paper
The Egypt Game (Zilpha
Crash (Jerry Spinelli)
Cranes (Eleanor Coerr)
Keatley Snyder)
Hoops (Walter Dean Meyers)
Dear Mr. Henshaw (Beverly
Bud, Not Buddy (Christopher
Maximum Ride: The Angel
Cleary)
Paul Curtis)
Experiment (James Patterson)
Bridge to Terribithia
Hoot (Carl Hiaasen)
Artemus Fowl (Eoin Colfer)
(Katherine Paterson)
Esperanza Rising (Jerry
Pictures of Hallis Woods
Because of Winn Dixie (Kate
Spinelli)
(Patricia Giff)
DiCamillo)
The City of Ember (Jeanne
Shiloh (Phyllis Reynolds
DuPrau)
Naylor)
Surviving the Applewhites
(Stephanie S. Tolan)
Grade 8
A Corner of the Universe (Ann
Martin)
A Tree Grows in Brooklyn
(Betty Smith)
The Diary of Ann Frank (Anne
Frank)
The Outsiders (S.E. Hinton)
That Was Then, This Is Now
(S.E. Hint)
Of Mice & Men (John
Steinback)
Slam (Walter Dean Meyers)
Taking Sides (Gary Soto)
A Walk to Remember (Nicholas
Sparks)
Twilight (Stephanie Meyer)
Tuesday with Morrie (Mitch
Albom)
A Corner of the Universe (Ann.
M. Martin)
A Tree Grows in Brooklyn
(Betty Smith)
1984 (George Orwell)
Grade 5
Year At A Glance
September
October
Establishing Writing &
Reading Workshops
Genre: Realistic Fiction
Narrative Elements
Theme
Character Traits, Character
Analysis
Figurative Language
Responses to short answer
and open-ended questions
relating to specific chapters.
Orally present summer
writing and project
components of novels.
Character Analysis
November
December
Theme: Find a Way
Writing: Personal Narrative
Grade 5: Literacy Block
January
February
March
April
Introduction to Literature
Reading and Writing
Circles
Strategies
Writing
Continue Literature
Circles
Reading Workshop: Big Ideas Based on Standards
The ability to read a variety of texts requires independence, comprehension, and fluency.
Writing Workshop: Big Ideas Based on Standards
Writing is the process of communicating in print for a variety of audiences and purposes.
Unit Assessments (Formative/ Summative)
Respond to short answer and open-ended
Comprehension test on
Responses to open-ended
questions relating to short stories
literature circle novels
and short answer
Oral response to discussion questions
Vocabulary from novels
questions.
Personal Narrative
Oral presentations
Responses to
Weekly Tests on skills presented.
Reading and Writing
Explanatory/Speculative
Observation of Center Activities
Conferences
Prompts.
Novel tests
Practice Tests
Speculative/Explanatory
Writing
May
June
The Million Dollar
Shot
Genre: Realistic
Fiction
Project based
activities
Chapter quizzes
Vocabulary Quizzes
Group
Projects/Presentations
Comprehension
(written and class
discussion)
September
October
Identify genre realistic fiction
Identify narrative elements:
setting, characters, conflict,
plot events, resolution
Identify theme
Character traits
Compare/Contrast
Tales of a Fourth Grade
Nothing
Big Idea: Characters in a
novel possess many different
traits.
November
December
January
February
Skills
Identify genres: realistic fiction, historical
Vocabulary terms
fiction, autobiography, biography, magazine
Grammar activities
article and poetry.
Figurative Language
Identify complete sentences
Narrative Elements
Complete/simple subject/predicate
Character Traits
Identify vocabulary terms
Comprehension
Character Motive
Compare/Contrast
Narrative Elements
Cause/Effect
Understanding and utilizing
writing scoring rubrics
Make predictions, identify
author’s purpose and
context clues
Analogies
Summarizing
Utilization of Writing
Process
Units of Study:
Theme: Find a Way
Literature Circles &
Big Idea: Characters have and use specific
Writing
motives in order to resolve their conflicts.
Big Ideas: Readers are
able to identify narrative
elements and comprehend
major events in a story.
Writers are able to respond
to a variety of prompts and
create different styles of
writing.
March
April
May
June
Writing Process
Speculative/Explanatory
outlines
Responding to openended questions (Facts,
Examples, Details)
Drawing conclusions,
making inferences,
identifying main idea and
supporting details.
Identifying narrative
elements
Identifying main
characters
Identifying genres
Vocabulary
Narrative Elements
Figurative Language
Sound Device
Grammar Skills
Character Traits
Summarizing
Making Predictions
Poetry
Reading and Writing
Strategies
Big Ideas: Good readers
are able to use a variety
of reading strategies to
comprehend
informational and
narrative texts. Writers
are able to create essays
(speculative/explanatory)
based on particular
prompts.
The Million Dollar
Shot
Big Idea: Characters
can overcome
challenges they are
faced with.
Characters in
realistic fiction
novels often face real
life challenges.
Grade: 5
Unit of Study: Tales of a Fourth Grade Nothing
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand G Comprehension skills and response to text
Indicators
3.1.5G.2 – Identify genre by their distinctive elements.
3.1.5G.4 –Anticipate and construct meaning from text by making conscious connections to self, an author, and others.
3.1.5G.7 –Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether
implied or stated directly.
3.1.5G.8 –Distinguish between major and minor details.
3.1.5G.9 –Make inferences using textual information and provide supporting evidence.
3.1.5G.12-Recognize literary elements in stories including setting, characters, plot and mood.
3.1.5G.13 –Recognize figurative language in text.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A (Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.5A.1 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an
ending.
3.2.5A.3 Generate possible ideas for writing through listening, talking, recalling experience, hearing stories, reading,
discussing models of writing, asking questions, and brainstorming.
3.2.5A.5 Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
3.2.5A.8 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking
organization, openings, closings, word choice, and consistency of voice.
3.2.5A.10 Review and edit work for spelling, usage, clarity, organization, and fluency.
3.2.5A.13 Understand and apply the elements of a scoring rubric to improve and evaluate writing.
Strand B (Writing as a Product)
Indicators
3.2.5B.3 Write grade appropriate, multi-paragraph, expository pieces across curricula
3.2.5B.5 Support main idea, topic, or theme with facts, examples, or explanations, including information from
multiple sources.
Strand C (Mechanics, Spelling, and Handwriting)
Indicators
3.2.5C.3 Use knowledge of English grammar and usage to express ideas effectively.
3.2.5C.4 Use correct capitalization and punctuation, including commas and colons, throughout writing.
3.2.5C.6 Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
3.2.5C.8 Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
Strand D (Writing Forms, Audiences, and Purposes)
Indicators
3.2.5D.1 – Write for different purposes and a variety of audiences.
3.2.5D.3 Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry,
critiques and everyday/workplace writing.
3.2.5D.14 – Demonstrate higher-order thinking skills and writing clarity when answering open-ended questions and
essay questions in content areas or as responses to literature.
3.2.5D 15 Use relevant graphics in writing.
Understanding(s):
Students will understand that…
Big Idea: The ability to read a variety of texts requires
independence, comprehension, and fluency.
Big Idea: Writing is the process of communicating in
print for a variety of audiences and purposes.
Student will understand that:
 Realistic fiction as genre
 Narrative elements (setting, characters, conflict,
plot events, resolution)
 Theme presented in novel
Students will know…
 Identify realistic fiction as genre
 Important characters from novel
 Figurative Language
 Character Traits
 Main Events in the novel
 Compare/Contrast
Essential Question(s):
 Identify at least five plot events from the novel.
 How has Peter matured from the beginning of the
novel to the end?
 What are some of the obstacles Peter faces because
he is an older sibling?
 Compare and contrast Peter and Fudge.
Students will be able to…
 Identify conflict and resolution
 Complete character analysis
 Recognize and identify plot elements
 Express comprehension of novel through writing
tasks and class discussions
 Compare and contrast characters in the novel
through writing
Stage 2- Assessment Evidence
Performance Task(s):
 Oral Presentation of written and project components
of summer assignment.
 Character Analysis project.
 Chapter Questions (short answer and open-ended).
Other Evidence:
 Oral or written response to discussion questions
 Test on facts from the novel.
 Discussion of themes presented in novel.
Stage 3 – Learning Plan
Learning Activities:
 Explore narrative elements (characters, setting, conflict, plot events, resolution)
 Complete Venn diagram and compare and contrast writing
 Identify characters and their traits throughout chapters of novel
 Identify plot events throughout novel
 Respond to comprehension questions relating to specific chapters
 Develop character analysis by completing “Can a Character” activity
 Connect personal experiences to novel
 Class discussion on events in the novel
Stage 4 -- Accommodations for At-Risk Populations
Students will know…
 Select realistic fiction from three examples
 Identify the main character from novel
 Define figurative language; identify an example
 Identify character traits
 Main events in the novel
 Compare/Contrast
Students will be able to…
 Identify and describe a problem
 Identify different ways to solve the problem through
teacher conference
 Complete character analysis- using graphic
organizer provide Who? What? When? Where?
Why? How?
 Recognize and identify what the plot elements are in
the story using story map graphic organizer
 Express comprehension of novel through writing
tasks, class discussions, and teacher conference
 Compare and contrast characters in the novel
through diagrams, visuals, and writing
Stage 5-- Modified Learning Plan
Learning Activities:
 Given a list of novels students will identify the realistic novel
 Students will match the main character to the novel
 Students will match examples of figurative language to a specific type of figurative language
 Select the character trait from a list
 Define the character trait
 Match the character trait to the character in the novel
 Students will create a diagram of the main events that took place in the beginning, middle, and end of the novel
 Students will compare/ contrast characters in novel using a Venn Diagram
 Use a graphic organizer to identify and explain why a problem might be a problem
 Complete graphic organizer to conceptualize character analysis
 Act out different character in the form of a charades game to identify characters in the novel
Stage 6 -- Unit of Study Resources
Resources:
 Tales of a Fourth Grade Nothing
 Graphic organizers, teacher-created worksheets, tests,
 Project Materials: Empty coffee can, art supplies, sentence strips etc.
Grade: 5
Unit of Study: The Million Dollar Shot
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand D Fluency
Indicators
3.1.5D.1 Adjust reading speed appropriately for different purposes and audiences.
3.1.5D.3 Read aloud in ways that reflect understanding of proper phrasing and intonation.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.5E.1 Activate prior knowledge and anticipate what will be read or heard.
3.1.5E. 3 Reread to make sense of difficult paragraphs or sections of text.
3.1.5E.5 Apply graphic organizers to illustrate key concepts and relationships in a text.
Strand G Comprehension skills and response to text
Indicators
3.1.5G.2 – Identify genre by their distinctive elements.
3.1.5G.4 –Anticipate and construct meaning from text by making conscious connections to self, an author, and others.
3.1.5G.7 –Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether
implied or stated directly.
3.1.5G.8 –Distinguish between major and minor details.
3.1.5G.9 –Make inferences using textual information and provide supporting evidence.
3.1.5G.12-Recognize literary elements in stories including setting, characters, plot and mood.
3.1.5G.13 –Recognize figurative language in text.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A (Writing as a Process (prewriting, drafting, revising, editing, post writing)
Indicators
3.2.5A.1 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an
ending.
3.2.5A.3 Generate possible ideas for writing through listening, talking, recalling experience, hearing stories, reading,
discussing models of writing, asking questions, and brainstorming.
3.2.5A.5 Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
3.2.5A.8 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking
organization, openings, closings, word choice, and consistency of voice.
3.2.5A.10 Review and edit work for spelling, usage, clarity, organization, and fluency.
3.2.5A.13 Understand and apply the elements of a scoring rubric to improve and evaluate writing.
Strand B (Writing as a Product)
Indicators
3.2.5B.3 Write grade appropriate, multi-paragraph, expository pieces across curricula
3.2.5B.5 Support main idea, topic, or theme with facts, examples, or explanations, including information from
multiple sources.
Strand C (Mechanics, Spelling, and Handwriting)
Indicators
3.2.5C.3 Use knowledge of English grammar and usage to express ideas effectively.
3.2.5C.4 Use correct capitalization and punctuation, including commas and colons, throughout writing.
3.2.5C.6 Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
3.2.5C.8 Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
Strand D (Writing Forms, Audiences, and Purposes)
Indicators
3.2.5D.1 – Write for different purposes and a variety of audiences.
3.2.5D.3 Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry,
critiques and everyday/workplace writing.
3.2.5D.5 Use transitions between and within paragraphs.
3.2.5D.6 Organize paragraphs using topic sentences.
3.2.5D.14 – Demonstrate higher-order thinking skills and writing clarity when answering open-ended questions and
essay questions in content areas or as responses to literature.
3.2.5D 15 Use relevant graphics in writing.
Understanding(s):
Essential Question(s):
Students will understand that…
 Identify at least five plot events from the novel.
Big Idea: The ability to read a variety of texts requires
 Have you ever entered a contest? What did you
independence, comprehension, and fluency.
have to do to enter? Describe the contest.
Big Idea: Writing is the process of communicating in
 How is the setting of the story different from where
print for a variety of audiences and purposes.
you live?
Student will understand that:
 Realistic fiction as genre
 Narrative elements (setting, characters, conflict,
plot events, resolution)
 Theme presented in novel
Students will know…
 Identify realistic fiction as genre
 Important characters from novel
 Figurative Language
 Character Traits
 Main Events in the novel
 Sound Device (onomatopoeia)
Students will be able to…
 Identify conflict and resolution
 Complete contest project
 Recognize and identify plot elements
 Identify and describe setting
 Express comprehension of novel through writing
tasks and discussion
 Identify examples of figurative language and sound
device
Stage 2- Assessment Evidence
Performance Task(s):
 Chapter Questions (short answer and open-ended)
 Create a Contest project
 Create an imaginary snack-food project
 Oral Presentation of Projects
Other Evidence:
 Oral or written response to discussion questions
 Tests/Quizzes from novel
 Discussion of themes presented in novel
Stage 3 – Learning Plan
Learning Activities:
 Explore narrative elements (characters, setting, conflict, plot events, resolution)
 Identify characters and their traits throughout chapters of novel
 Identify plot events throughout novel
 Respond to comprehension questions relating to specific chapters
 Create a contest poster including: date of contest, eligible participants, requirement etc. and present to group
 “Invent Imaginary Snack Food” project. Include: ingredients, slogan, create advertisement
 Connect personal experiences to novel
 Class discussion on events in the novel
Stage 4 -- Accommodations for At-Risk Populations
Students will know…
 Select realistic fiction from three examples
 Identify the main character from novel
 Define figurative language; identify an example of a
simile, metaphor, idiom
 Identify sound device, identify example of
onomatopoeia
 Identify character traits
 Main events in the novel
Students will be able to…
 Identify and describe a problem using five W’s
graphic organizer
 Identify different ways to solve the problem using
problem-solving graphic organizer
 Recognize and identify what the plot elements are in
the story using story map #1 graphic organizer
 Express comprehension of novel through writing
tasks, class discussions, and teacher conferences
 Participate in creating a contest and imaginary
snack-food projects
Stage 5-- Modified Learning Plan
Learning Activities:
 Given a list of novels students will identify the realistic novel
 Students will match the main character to the novel
 Students will match examples of figurative language and sound device to a specific type of figurative
language/sound device
 Match the character trait to the character in the novel
 Students will create a diagram of the main events that took place in the beginning, middle, and end of the novel
 Use a graphic organizer to identify and explain why a problem might be a problem
 Students will participate in group projects and presentations
 Act out different characters in the form of a charades game to identify characters in the novel
Stage 6—Unit of Study Resources
Resources:
 The Million Dollar Shot
 Graphic organizers
 Writing process
 Computers Applications- MS Application, Internet, etc.
 Teacher-made worksheets
 Tests, quizzes, & comprehension questions
Grade 6
Year At A Glance
September
October
Establishing Writing &
Reading Workshops
Fantasy Fiction/
Narrative Writing
November
December
Well-Crafted Text:
Reading & Writing
Memoir as Literary
Nonfiction/ Descriptive
Writing
January
Poetry/ Realistic
Fiction
Grade 6: Literacy Block
February
March
Aril
Historical Fiction/Persuasive Writing
May
June
Fiction/ Explanatory/ Letter Writing
Reading Workshop: Big Ideas Based on Standards
The ability to read a variety of texts requires independence, comprehension, and fluency.
Writing Workshop: Big Ideas Based on Standards
Writing is the process of communicating in print for a variety of audiences and purposes.
Unit Assessments (Formative/ Summative)
Respond to open-ended
questions that include
topic sentence,
transitional words, facts,
examples, and details
Orally present summer
writing and project
components of novels
Respond to open-ended
questions that include
topic sentence,
transitional words, facts,
examples, and details
Oral response to
discussion questions
Student written
poetry
Oral and written
responses to essential
questions
Test on literary and
poetic devices
Identify genre
Recognize define, and
use vocabulary in context
Identify narrative
elements
Recognize text
organization
Use facts, examples, and
details to support ideas
Recognizing author’s
purpose
Identify literary and
poetic devices
Identify figurative
language
Identify poetic
structure
Lion, Witch, &
Wardrobe
Big Idea: Reflect on
life’s experience can lead
to new understandings
Pathways/ Where the Red
Fern Grows
Big Idea: Reflecting on
life’s experiences can lead
to new understanding
Number the Stars
Big Idea: Inner
strength and courage
Written response to persuasive prompts
Debate
Comprehension test on facts
vocabulary from novel
Written response to persuasive
prompts
Comprehension test on facts
vocabulary from novel
Oral presentation
Skills
Use facts, examples, details to support
position
Identify genre
Compare and contrast ideas
Identify point of view
Vary syntax in writing
Make predictions
Respond to explanatory prompt
Identify author’s purpose
Identify context clues
Units of Study:
Reading and Writing Strategies
Literature Circles
Big Idea: Composition of persuasive
and explanatory essays, and responding
to open-ended questions using facts,
examples, and details for support.
Identify and use literary skills and
devices in narrative and informational
text and writing
Poetry
Time Capsule
Big Idea: Reflections on life and
predicting the future in writing
Grade: 6
Unit of Study: The Lion, The Witch, & The Wardrobe
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and text with fluency and comprehension.
Strand C Decoding and Word Recognition
Indicators
3.1.6C.1- Use a dictionary to decode new words independently.
3.1.6C.2- Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
3.1.6C.3- Apply knowledge of new words correctly (refer to word parts and word origin).
3.1.6C.4- Apply spelling and syllabication rules that aid in decoding and word recognition.
Strand E Reading Strategies
Indicators
3.1.6E.1- Activate prior knowledge and anticipate what will be read or heard.
3.1.6E.5- Use reference aids for word meanings when reading.
3.1.6E.6- Apply graphic organizers to illustrate key concepts and relationships in a text.
Strand F Vocabulary and Concept Development
Indicators
3.1.6F.1- Infer word meanings from learned roots, prefixes, and suffixes.
3.1.6F.2- Infer specific word meanings in the context of reading passages.
3.1.6F.3- Identify and correctly use antonyms, synonyms, homophones, and homographs.
3.1.6F.4- Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).
3.1.6F.5- Use a thesaurus to identify alternative word choices and meanings.
Strand G Comprehension skills and response to text
Indicators
3.1.6G.2- Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
3.1.6G.3- Cause and effect and sequence of events to gain meaning.
3.1.6G.7- Identify and analyze features of themes conveyed through characters, actions, and images.
3.1.6G.9- Make inferences using textual information and provide supporting evidence.
3.1.6G.12- Recognize characterization, setting, plot, theme, and point of view in fiction.
3.1.6G.13- Recognize sensory details, figurative language, and other literary devices in text.
Strand H Inquiry and Research
Indicators
3.1.6H.5- Summarize and organize information by taking notes, outlining ideas, and/ or making charts.
3.1.6H.6- Produce projects and reports, using visuals, media, and-or technology to show learning and support the
learning of an audience.
3.1.6H.7- Compare themes, characters, settings, and ideas across texts or works and produce evidence of
understanding.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.6D.4- Organize a response that develops insight into literature by exploring personal reactions, connecting to
personal experiences, and referring to the text through sustained use of examples.
3.2.6D.11- Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay
questions in content areas or as responses to literature, personal experiences, and referring to the text through
sustained use of examples.
3.2.6D.14- Review scoring criteria of relevant rubrics
Understanding(s):
Big Idea: The ability to read a variety of texts requires
independence, comprehension, and fluency.
Big Idea: Writing is the process of communicating in
print for a variety of audiences and purposes.
Essential Question(s):
 How can we construct meaning from the text?
 What is the genre of fantasy?
 What elements in t he novel illustrate the fantasy
genre?
 At first appearances, which character would appear
to be the most obvious leader?
 What character traits do the main characters possess?
 What do the hero and the villain symbolize?
 Which character is most like you, and why?
 How does symbolism and prophecy connect with the
theme of the story?
 What are the qualities of a hero/ villain?
Students will be able to…
 Compare and contrast
 Use the text to characterize
 Use the text to construct meaning
 Use the text to identify elements of fantasy
 Identify point of view, narrative elements, conflict
 Identify figurative language and sensory details
 Utilize the dictionary and thesaurus
 Use vocabulary to extend and infer meaning
 Make predictions
 Sequence events
Students will understand that…
 Fantasy as a genre
 Good overcomes evil
 Strength, support, and trust of family
 Characterization
 England during WWII; connect to previous
knowledge
Students will know…
 Fantasy as a genre
 Various genres of literature
 Character traits
 Use of graphic organizers, (Venn diagram)
 Symbolism
 Mythological creatures
 Point of view
 Narrative elements
 Literary devices (figurative and sensory language,
foreshadowing)
 Cause/ effect relationship, sequencing, inference
 Key vocabulary (roots, prefix, suffix, homophone,
homograph, definitions, synonyms, antonyms, parts
of speech, context clues)
Stage 2- Assessment Evidence
Performance Task(s):
 Create a character list and identify character traits
 Identify book titles that are examples of each type
of literary genre
 Draw common symbols
 Create a Venn diagram to compare and contract
Aslan and the White Witch
 Create a T-chart to identify real and fantasy
elements in novel
 Answer open-ended questions using facts,
examples, and details in text
 Presentations of writing and project components of
summer reading assignment
 Dramatize a key scene

Sequence ten most important events on sentence
strips
Other Evidence:
 Oral discussion and/ or written response to the
essential questions
 Quiz on literary genres
 Quiz on character traits
 Discuss within a group other examples of symbolism
in novel
 Comprehension test

Vocabulary quiz
 Completion of four learning stations: literature
circle, writing conference, vocabulary, technology/
creativity station
 Written component of summer assignment as scored
by rubric
 Use of facts, examples, details from text
 Reading comprehension check
Stage 3 – Learning Plan
Learning Activities:
 Use graphic organizers, free writing and discussion to assess knowledge and identify or modify learning goals
for the unit
 Form literary circles where each student has a literary circle role (word watcher, summarizer, and illustrator).
 View film, discuss, and compare to novel
 Review scoring rubric to guide open-ended responses
 Review narrative elements, including plot diagram and figurative language pertaining to novel
 Review key vocabulary (word search and crossword puzzles)
 Create coat of arms and name for new kingdom, student’s title and power
 Create scrapbook of fantasy characters and mythological creatures from other books
 Create an acrostic poem for a novel character, then student’s own name using character traits
 Create own mythological creature , write description, have another student draw from written description
 Complete activities in each of four learning stations (Literature Ring, Word World, Writing Planet, technology/
Creativity Galaxy, and Base Station (whole group)
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Select fantasy from three examples
 Identify two main characters from the novel
 Use graphic organizer to identify cause/effect
relationship
 Identify an example of figurative language
 Identify character traits
 Select mythological creature from four examples
 Define theme







Students will be able to…
 Make predictions through teacher conference
 Given theme of novel that apply to the theme
 Compare/contrast characters in novel through
diagrams, visuals, & writing
 Use five vocabulary words accurately in a sentence
identify two elements of fantasy in the novel
 Identify conflict in the novel through teacher
conference
Stage 5—Modified Learning Plan
Form literature circles where the student is paired with another student to fulfill one literary circle role (word
watcher, summarizer, and illustrator)
View film with use graphic organizer to compare to novel
Review key vocabulary through word search or crossword puzzle with word bank
Pair up with another student to create Coat of Arms and name for new Kingdom
Use the internet to create scrapbook of fantasy/ mythological creature
Create mythological creature
Complete activity from each learning station (modify the number as needed
Stage 6—Unit of Study Resources
Resources:
 The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe
 Graphic organizers
 Reading packet
 Rubrics
 Dictionary/ thesaurus
 Computer
Grade: 6
Unit of Study: Pathways
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and text with fluency and comprehension.
Strand C: Decoding and Word Recognition
Indicators
3.1.6.C.1- Use a dictionary to decode new words independently.
3.1.6.C 2- Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
3.1.6.C 3- Apply knowledge of new words correctly (refer to word parts and word origin).
3.1.6.C 4- Apply spelling and syllabication rules that aid in decoding and word recognition.
Strand E: Reading Strategies (before, during, and after reading)
Indicators
3.1.6.E.1- Activate prior knowledge and anticipate what will be read or heard.
3.1.6.E.4 -Make revisions to text predictions during and after reading.
3.1.6.E.5 -Use reference aids for word meanings when reading.
3.1.6.E.6 -Apply graphic organizers to illustrate key concepts and relationships in a text.
Strand F: Vocabulary and Concept Development
Indicators
3.1.6.F.1 - Infer word meanings from learned roots, prefixes, and suffixes.
3.1.6.F.2 - Infer specific word meanings in the context of reading passages.
3.1.6.F.3 - Identify and correctly use antonyms, synonyms, homophones, and homographs.
3.1.6.F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).
3.1.6.F.5- Use a thesaurus to identify alternative word choices and meanings.
Strand G: Comprehension Skills and Response to Text
Indicators
3.1.6.G.1- Respond critically to an author’s purpose, ideas, views, and beliefs.
3.1.6.G.2- Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
3.1.6.G.3- Use cause and effect and sequence of events to gain meaning.
3.1.6.G.4- Construct meaning from text by making conscious connections to self, an author, and others.
3.1.6.G.6- Recognize and understand historical and cultural biases and different points of view.
3.1.6.G.7- Identify and analyze features of themes conveyed through characters, actions, and images.
3.1.6.G.8- Distinguish between major and minor details.
3.1.6.G.9- Make inferences using textual information and provide supporting evidence.
3.1.6.G.12-Recognize characterization, setting, plot, theme, and point of view in fiction.
3.1.6.G.13- Recognize sensory details, figurative language, and other literary devices in text.
3.1.6.G.16- Identify and analyze elements of setting, plot, and characterization in plays that are read,
written, or performed.
3.1.6.G.17- Explain ways that the setting contributes to the mood of a novel, play, or poem.
3.1.6.G.18- Interpret idiomatic expressions.
Strand H: Inquiry and Research
Indicators
3.1.6.H. 2- Select and use multiple sources to locate information relevant to research questions.
3.1.6.H 3- Draw conclusions from information gathered from multiple sources.
3.1.6.H 5- Summarize and organize information by taking notes, outlining ideas, and/or making charts.
3.1.6.H 6- Produce projects and reports, using visuals, media, and/or technology to show learning and
support the learning of an audience.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.6.A.1- Write informational compositions of several paragraphs that engage the interest of the reader, state a clear
purpose, develop the topic, and conclude with a detailed summary.
3.2.6.A.2- Generate ideas for writing through reading and making connections across the curriculum and with current
events.
3.2.6.A.5- Draft writing in a selected genre with supporting structure and appropriate voice according to the intended
message, audience, and purpose for writing.
3.2.6.A 6- Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific
details, and justify the choices made.
3.2.6.A 7- Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking
organization, openings, closings, word choice, and consistency of voice.
3.2.6.A.11- Use computer writing applications during the writing process.
3.2.6.A.12- Understand and apply the elements of a scoring rubric to improve and evaluate writing
3.2.6.A.13- Reflect on own writing, noting strengths and setting goals for improvement.
Strand B: Writing as a Product
Indicators
3.2.6.B.1- Expand knowledge of characteristics, structures, and tone of selected genres.
3.2.6.B 2- Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issuebased)
3.2.6.B 3- Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution,
cause/effect, hypothesis/results, feature articles, critique, research reports).
3.2.6.B 5- Support main idea, topic, or theme with facts, examples, or explanations, including information from
multiple sources.
3.2.6.B 6- Sharpen focus and improve coherence by considering the relevancy of included details, and adding,
deleting, and rearranging appropriately.
3.2.6.B 7- Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
3.2.6.B 9- Provide logical sequence throughout multi-paragraph works by refining organizational structure and
developing transitions between ideas.
StrandC: Mechanics, Spelling, and Handwriting
Indicators
3.2.6.C.1- Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling, handwriting.
3.2.6.C 2- Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional
and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.
3.2.6.C 3- Use knowledge of English grammar and usage to express ideas effectively.
3.2.6.C 4- Use correct capitalization and punctuation, including commas and colons, throughout writing.
3.2.6.C 6- Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in
writing.
3.2.6.C 7- Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent
appropriately in own writing.
3.2.6.C 8- Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
3.2.6.C 9- Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to
edit.
Strand D: Writing Forms, Audiences, and Purposes
Indicators
3.2.6.D.1- Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade,
question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
3.2.6.D.2- Gather, select, and organize information appropriate to a topic, task, and audience.
3.2.6.D.3- Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry,
critiques, and everyday/ workplace writing.
3.2.6.D.4- Organize a response that develops insight into literature by exploring personal reactions, connecting to
personal experiences, and referring to the text through sustained use of examples.
3.2.6.D.5 -Write persuasive essays with clearly stated positions or opinions supported by organized and relevant
evidence to validate arguments and conclusions, and sources cited when needed.
3.2.6.D.10- Use a variety of strategies to organize writing, including sequence, chronology, cause/effect,
problem/solution, and order of importance.
3.2.6.D.11- Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay
questions in content areas or as responses to literature.
3.2.6.D.14- Review scoring criteria of relevant rubrics.
Understanding(s):
Essential Question(s):
Big Idea: The ability to read a variety of texts
 How can we construct meaning from the text?
requires independence, comprehension, and fluency.
 What is the genre realistic fiction?
Big Idea: Writing is the process of communicating in
 What is the genre science fiction?
print for a variety of audiences and purposes.
 What elements in the novel illustrate these genres?
 What character traits do the characters possess?
Students will understand that…
 Which character is most like you, and why?
 Various genres
 What are the narrative elements of the story?
 Understand vocabulary within context
 What conclusions can we draw and what inferences can
 Narrative elements
we make from the information in the text?
 Literary devices
 What types of figurative language and literary devices
 Sequence of events
are used in the text?
 Making predictions
 What predictions can we make from the title,
 Drawing conclusions
illustration, and exposition?
 Making inferences
 What are the most significant events in the story?
 Immigration, diversity
 How does the theme relate to your life?
Students will know…
 The differences between various genres
 How to identify literary devices and narrative
elements in a story
 How to analyze vocabulary words within text to
construct meaning
 How to characterize
 To connect realistic fiction to their lives in
writing and discussion
 The elements of science fiction
Students will be able to…
 Connect reading to their lives
 Identify author’s purpose
 Synthesize the information in the story to make
inferences and predictions, and draw conclusions.
 Construct meaningful and coherent responses to
literature in writing and discussion.
 Identify character traits
 Identify narrative elements and literary devices
Stage 2- Assessment Evidence
Performance Task(s):
 Preview and predict
 Read orally and independently
 Write responses to open-ended questions and
Think It Over questions
 Write a personal narrative and process paragraph
 Complete graphic organizers to synthesize ideas
in reading and writing
 Utilize rubrics for reading and writing
 Write an interview
 Write a descriptive and paragraph
 Write an explanatory essay
 Complete vocabulary tasks
Other Evidence:
 Comprehension test
 Vocabulary quiz, puzzles, cloze paragraphs
 Written responses to m/c, open-ended questions,
quotes, explanatory, descriptive, and process prompts,
interview, and Think It Over questions.
 Personal narrative
 Graphic organizers
Stage 3 – Learning Plan
Learning Activities:
 Review reading and writing scoring rubrics to guide writing
 Complete learning stations for reading, writing, vocabulary, and technology
 Dramatization of interview
 Complete story charts, graphic organizers, and various writing tasks
 Create recipe book including researched information
 Form literary groups to respond orally to prompts
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Define genre and match examples to type of
genre
 Use a story map to identify narrative elements in
a story
 Define ten vocabulary terms using a dictionary
 Identify main character
 Define realistic fiction; given three examples
identify realistic fiction selection
 Identify three elements of science fiction
Students will be able to…
 Use story map 32 to identify narrative elements in story
 Use vocabulary terms in context with teacher
conference
 Identify two character traits for main character
 Express findings orally in teacher conference
 Identify author’s purpose through conference
 Use various graphic organizers to construct meaningful
and coherent responses to literature in writing and
discussion with teacher conference
 Identify one literary device in each selection
Stage 5—Modified Learning Plan
Learning Activities:
 Match example essays and open ended questions to scoring rubric
 Complete one activity in each learning station (modify ad needed)
 Complete story charts, graphic organizers, and various writing with teacher conferences
 Work in small groups to create recipe book with teacher conference
 Respond to prompts orally during teacher conference
Stage 6 —Unit of Study Resources:
Resources:
 Macmillan/McGraw Hill Literature textbook – Unit One (S.O.R. Losers, The All-American Slurp, Viva New
Jersey, Rain, Rain, Go Away)
 Reading and writing scoring rubrics
 Dictionary, thesaurus, computer
 Writing and reading packets
 Graphic organizers
Grade: 6
Unit of Study: Tuck Everlasting
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and text with fluency and comprehension.
Strand C Decoding and Word Recognition
Indicators
3.1.6. C.1 - Use a dictionary to decode new words independently
3.1.6. C.2 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
3.1.6. C.3 - Apply knowledge of new words correctly (refer to word parts and word origin).
3.1.6. C.4 - Apply spelling and syllabication rules that aid in decoding and word recognition.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.6.E.1- Activate prior knowledge and anticipate what will be read or heard
3.1.6.E.5 - Use reference aids for word meanings when reading
3.1.6.E.6 - Apply graphic organizers to illustrate key concepts and relationships in a text
Strand F Vocabulary and Concept Development
Indicators
3.1.6. F.1- Infer word meanings from learned roots, prefixes, and suffixes
3.1.6. F.2 - Infer specific word meanings in the context of reading passages.
3.1.6. F.3 - Identify and correctly us antonyms, synonyms, homophones, and homographs
3.1.6. F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech)
3.1.6. F.5 - Use a thesaurus to identify alternative word choices and meanings.
Strand G Comprehension Skills and Response to Text
Indicators
3.1.6. G.2 - Identify genre by their distinctive elements
3.1.6. G.3 - Use cause and effect and sequence of events to gain meaning
3.1.6. G.4 - Construct meaning from text by making conscious connections to self, an author, and others.
3.1.6. G.7 - Identify and analyze features of themes conveyed through characters, actions, and images.
3.1.6. G.8 - Distinguish between major and minor details
3.1.6. G.9 - Make inferences using textual information and provide supporting evidence.
3.1.6. G.12 - Recognize characterization, setting, plot, theme, and point of view in fiction.
3.1.6. G.13 - Recognize sensory details, figurative language, and other literary devices in text
3.1.6. G.15 - Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.
3.1.6. G.17 - Explain ways that the setting contributes to the mood of a novel, play, or poem.
3.1.6. G.18 - Interpret idiomatic expressions.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.6. A.1 - Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop
the topic, and conclude with a detailed summary.
3.2.6. A.2 - Generate ideas for writing through reading and making connections across the curriculum and with current events.
3.2.6. A.4 - Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
Strand B Writing as a Product
Indicators
3.2.6. B.7 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
3.2.6. B.9 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions
between ideas.
Strand C Mechanics, Spelling, and Handwriting
Indicators
3.2.6. C.1 - Use standard English conventions in all writing, such as sentence structure grammar and usage, punctuation,
capitalization, spelling, handwriting.
3.2.6. C.2 - Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and
adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.
3.2.6. C.3 - Use knowledge of English grammar and usage to express ideas effectively.
3.2.6. C.4 - Use correct capitalization and punctuation, including commas and colons, throughout writing.
3.2.6. C.5 - Use quotation marks and related punctuation correctly in passages of dialogue.
3.2.6. C.6 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
3.2.6. C.7 - Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent
appropriately in own writing.
3.2.6. C.8 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
3.2.6. C.9 - Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit
written work.
3.2.6. C10 - Write legibly in manuscript or cursive to meet district standards.
Strand D Writing Forms, Audiences, and Purposes
Indicators
3.2.6. D.1 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question,
reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
3.2.6. D.2 - Gather, select, and organize information appropriate to a topic, task, and audience.
3.2.6. D.4 - Organize a response that develops insight into literature by exploring personal reactions, connecting to personal
experiences, and referring to the text through sustained use of examples.
3.2.6. D.6 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of
thoughts and feelings of characters).
3.2.6. D.10 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/
solution, and order of importance.
3.2.6. D.11 - Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions
in content areas or as responses to literature.
3.2.6. D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
3.2.6. D.13 - Demonstrate the development of a personal style and voice in writing.
3.2.6. D.14 - Review scoring criteria of relevant rubrics.
3.2.6. D.15 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
Understanding(s):
Essential Question(s):
Big Idea: The ability to read a variety of texts
 How do readers extract meaning from text?
requires independence, comprehension, and fluency.
 How does characterization contribute to plot and literary
Big Idea: Writing is the process of communicating in
elements?
print for a variety of audiences and purposes.
 How is the main character(s) like/unlike you?
 Compare/contrast two characters
Students will understand that…
 How can writers respond to open-ended questions to evidence
 Realistic fiction as a genre
their understanding of the novel?
 Literary elements are essential in a narrative
 How do readers extract meaning from text?
 Characterization contributes to literary
 What makes this novel realistic fiction?
elements
 How does characterization contribute to plot and literary
 Vocabulary acquired through various
elements?
methods
 How is the main character(s) like/unlike you?
 Writing sequential events follows the plot
 Compare/contrast two characters
 Literary elements are essential in a narrative
 How can writers use sequential writing and responses to open Characterization contributes to literary
ended questions to evidence their understanding of the novel?
elements
 Vocabulary acquired through various
methods
 Writing sequential events follows the plot
 Writing persuasively
Students will know…
 Identify realistic fiction as a genre
 Literary elements, including narrative elements
 Character traits
 Identification of conflict, resolution, and theme
 Vocabulary analysis
 Criteria and format of responses to open-ended
questions
 Identification of significant events in a narrative
 Dramatization
Students will be able to…
 Identify literary elements including narrative elements in
novel
 Identify point of view
 Identify character traits of main character(s)
 Understand given vocabulary from text
 Construct successful response to open-ended questions
 Construct sequence of significant events in novel
 Discuss, synthesize, analyze, and dramatize the plot and
characters of the novel
 Compare and contrast ideas
 Make predictions
 Understand vocabulary
 Express ideas and reflections through various written and oral
formats, write persuasively
 Identify cause and effect relationships within text
 Identify the conflict
Stage 2- Assessment Evidence
Other Evidence:
Performance Task(s):
 Construct responses to open-ended question that
 Oral and written response to discussion questions
include topic sentence, transitional words, and
 Novel test on comprehension
facts, examples, and detail to support response
 Vocabulary quiz
 Maintain a response journal
 Dramatic presentation
 Create a script to dramatize the significant
 Written compositions
sequence of events in the novel
 Graphic organizers and charts
 Write a short story reflecting route on map
 Create Venn Diagram to compare/contrast
characters
 Complete prediction chart
 Define vocabulary, write synonyms
 Utilize reading and writing packets
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit.
 Review NJ scoring rubrics for writing and reading
 Model open-ended response structure to aid in responding to the literature
 Explore literary elements in stations and activities
 Write and present a dramatic scene from the novel
 Create a map and write a descriptive paragraph of the events shown
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Define historical fiction given three examples
 Identify historical fiction novel
 Use story map graphic organizer
 Identify two main character
 Define five vocabulary terms using dictionary
 Define cause/effect; give one example
 Use sequence chart graphic organizer
 Dramatize eight vocabulary terms using
dictionary
Students will be able to…
 Use story may #2 graphic organizer to identify narrative
elements in story
 List two character traits for identified character
 Use vocabulary terms in context using word bank
 Use Venn diagram to compare/contrast ideas with teacher
conferences
 Identify sequence chart graphic organizer
 Express ideas orally in teacher conference identify appropriate
prediction given three characters
Stage 5—Modified Learning Plan
Learning Activities:
 Use K-W-L chart to assess prior knowledge and modify learning goals
 Match example to open ended questions and essays to reading and writing rubrics
 Respond to open-ended questions with teacher conference
 Complete one activity in each learning station (modify as needed)
 Small group write and present dramatic scene with teacher conference
Stage 6 —Unit of Study Resources
Resources:
 Tuck Everlasting novel
 Study guides
 Writing and reading scoring rubrics
 Reading, writing, & word study journals
Grade: 6
Unit of Study: Number the Stars
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and text with fluency and comprehension.
Strand C Decoding and Word Recognition
Indicators
3.1.6.C.1 - Use a dictionary to decode new words independently
3.1.6.C.2 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
3.1.6.C.3 - Apply knowledge of new words correctly (refer to word parts and word origin).
3.1.6.C.4 - Apply spelling and syllabication rules that aid in decoding and word recognition.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.6.E.1- Activate prior knowledge and anticipate what will be read or heard
3.1.6.E.5 - Use reference aids for word meanings when reading
3.1.6.E.6 - Apply graphic organizers to illustrate key concepts and relationships in a text
Strand F Vocabulary and Concept Development
Indicators
3.1.6.F.1- Infer word meanings from learned roots, prefixes, and suffixes
3.1.6.F.2 - Infer specific word meanings in the context of reading passages.
3.1.6.F.3 - Identify and correctly us antonyms, synonyms, homophones, and homographs
3.1.6.F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech)
3.1.6.F.5 - Use a thesaurus to identify alternative word choices and meanings.
Strand G Comprehension Skills and Response to Text
Indicators
3.1.6.G.2 - Identify genre by their distinctive elements
3.1.6.G.3 - Use cause and effect and sequence of events to gain meaning
3.1.6.G.4 - Construct meaning from text by making conscious connections to self, an author, and others.
3.1.6.G.7 - Identify and analyze features of themes conveyed through characters, actions, and images.
3.1.6.G.8 - Distinguish between major and minor details
3.1.6.G.9 - Make inferences using textual information and provide supporting evidence.
3.1.6.G.12 - Recognize characterization, setting, plot, theme, and point of view in fiction.
3.1.6.G.13 - Recognize sensory details, figurative language, and other literary devices in text
3.1.6.G.15 - Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.
3.1.6.G.17 - Explain ways that the setting contributes to the mood of a novel, play, or poem.
3.1.6.G.18 - Interpret idiomatic expressions.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.6.A.1 - Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose,
develop the topic, and conclude with a detailed summary.
3.2.6.A.2 -Generate ideas for writing through reading and making connections across the curriculum and with current events.
3.2.6.A.4 -Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing
Strand B Writing as a Product
Indicators
3.2.6.B.7 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
3.2.6.B.9 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing
transitions between ideas.
Strand C Mechanics, Spelling, and Handwriting
Indicators
3.2.6.C.1 - Use standard English conventions in all writing, such as sentence structure grammar and usage,
punctuation, capitalization, spelling, handwriting.
3.2.6.C.2 - Use a variety of sentence types and syntax, including independent and dependent clauses and
prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct
way.
3.2.6.C.3 - Use knowledge of English grammar and usage to express ideas effectively.
3.2.6.C.4 - Use correct capitalization and punctuation, including commas and colons, throughout writing.
3.2.6.C.5 - Use quotation marks and related punctuation correctly in passages of dialogue.
3.2.6.C.6 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in
writing.
3.2.6.C.7 - Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent
appropriately in own writing.
3.2.6.C.8 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
3.2.6.C.9 - Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to
edit written work.
3.2.6.C.10.Write legibly in manuscript or cursive to meet district standards.
Strand D Writing Forms, Audiences, and Purposes
Indicators
3.2.6.D.1 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade,
question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
3.2.6.D.2 - Gather, select, and organize information appropriate to a topic, task, and audience.
3.2.6.D.4 - Organize a response that develops insight into literature by exploring personal reactions, connecting to
personal experiences, and referring to the text through sustained use of examples.
3.2.6.D.6 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and
expression of thoughts and feelings of characters).
3.2.6.D.10 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/
solution, and order of importance.
3.2.6.D.11 - Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay
questions in content areas or as responses to literature.
3.2.6.D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
3.2.6.D.13 - Demonstrate the development of a personal style and voice in writing.
3.2.6.D.14 - Review scoring criteria of relevant rubrics.
3.2.6.D.15 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
Understanding(s):
Essential Question(s):
Big Idea: The ability to read a variety of texts
 How do readers extract meaning from text?
requires independence, comprehension, and fluency.  What makes this novel historical fiction?
Big Idea: Writing is the process of communicating
 How does characterization contribute to plot and literary
in print for a variety of audiences and purposes.
elements?
 How is the main character(s) like/unlike you?
Students will understand that…
 Compare/contrast two characters
 Historical fiction as a genre
 How can writers respond to open-ended questions to
 Literary elements are essential in a
evidence their understanding of the novel?
narrative
 What were the significant facts and ideas relating to
 Characterization contributes to literary
WWII and the Holocaust?
elements
 How do the characters show courage, and what
 Vocabulary acquired through various
 Events in the story illustrate this theme?
methods
 Writing sequential events follows the plot
 Use previous knowledge to understand
events relating to Holocaust and WWII
 Theme of courage
Students will know…
 Identify historical fiction as a genre
 Literary elements, including narrative elements
 Character traits
 Identification of conflict, resolution, and theme
 Vocabulary analysis
 Criteria and format of responses to open-ended
questions
 Identification of significant events in a
narrative
 Dramatization
 Cause and effect relationship within text
Students will be able to…
 Identify literary elements including narrative elements in
novel
 Identify point of view
 Identify character traits of main character(s)
 Understand given vocabulary from text
 Construct successful response to open-ended questions
 Construct sequence of significant events in novel
 Discuss, synthesize, analyze, and dramatize the plot and
characters of the novel
 Compare and contrast ideas
 Make predictions
 Understand vocabulary
 Express ideas and reflections through various written
and oral formats
 Identify cause and effect relationships within text
 Identify the conflict
Stage 2- Assessment Evidence
Other Evidence:
Performance Task(s):
 Construct responses to open-ended question
 Oral and written response to discussion questions
that include topic sentence, transitional words,
 Novel test on comprehension
and facts, examples, and detail to support
 Vocabulary quiz
response
 Dramatic presentation
 Maintain a response journal
 Written compositions
 Create a script to dramatize the significant
sequence of events in the novel
 Write a short story reflecting route on map
 Create Venn Diagram to compare/contrast
characters
 Complete prediction chart
 Define vocabulary, write synonyms
 Utilize reading and writing packets
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit.
 Review NJ scoring rubrics for writing and reading
 Model open-ended response structure to aid in responding to the literature
 Explore literary elements in stations and activities
 Write and present a dramatic scene from the novel
Stage 4—Accommodations for At-Risk Populations
Students will know…
Students will be able to…
Stage 5—Modified Learning Plan
Learning Activities:
Stage 6 —Unit of Study Resources:
Resources:
 Number the Stars novel
 Study guides
 Writing and reading rubrics
 Writing journals
Grade: 6
Unit of Study: Reading and Writing Strategies
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand A Concepts about Print
Indicator
3.1.6 A.1 - Use a text index and glossary independently and appropriately.
3.1.6 A.2 - Survey and explain text features that contribute to comprehension (e.g., headings, introductory,
concluding paragraphs).
3.1.6 A.3 - Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic
sources).
Strand C Decoding and Word Recognition
Indicators
3.1.6 C.1 - Use a dictionary to decode new words independently.
3.1.6 C.2 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
3.1.6 C.3 - Apply knowledge of new words correctly (refer to word parts and word origin).
3.1.6 C.4 - Apply spelling and syllabication rules that aid in decoding and word recognition.
Strand D Fluency
Indicators
3.1.6 D.1 – Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.
3.1.6 D.2 - Adjust reading speed appropriately for different purposes and audiences.
3.1.6 D 2 - Read aloud in ways that reflect understanding of proper phrasing and intonation.
3.1.6 D.3 - Read silently for the purpose of increasing speed, accuracy, and reading fluency.
3.1.6 D 4 - Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.6 E.1 – Activate prior knowledge and anticipate what will be read or heard.
3.1.6 E 2 - Vary reading strategies according to their purpose for reading and the nature of the text.
3.1.6 E 3 - Reread to make sense of difficult paragraphs or sections of text.
3.1.6 E 4 - Make revisions to text predictions during and after reading.
3.1.6 E 5 - Use reference aids for word meanings when reading.
3.1.6 E 6 - Apply graphic organizers to illustrate key concepts
Strand F Vocabulary and Concept Development
Indicators
3.1.6 F.1 – Infer word meanings from learned roots, prefixes, and suffixes.
3.1.6 F.2 - Infer specific word meanings in the context of reading passages.
3.1.6 F.3 - Identify and correctly use antonyms, synonyms, homophones, and homographs.
3.1.6 F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).
3.1.6 F.5 - Use a thesaurus to identify alternative word choices and meanings.
Strand G Comprehension skills and response to text
Indicators
3.1.6 G.1 – Respond critically to an author’s purpose, ideas, views, and beliefs.
3.1.6 G.2 - Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
3.1.6 G.3 - Use cause and effect and sequence of events to gain meaning.
3.1.6 G.4 - Construct meaning from text by making conscious connections to self, an author, and others.
3.1.6 G. 5 - Recognize persuasive and propaganda techniques used to influence readers.
3.1.6 G. 6 - Recognize and understand historical and cultural biases and different points of view.
3.1.6 G. 7 - Identify and analyze features of themes conveyed through characters, actions, and images.
3.1.6 G. 8 - Distinguish between major and minor details.
3.1.6 G. 9 - Make inferences using textual information and provide supporting evidence.
3.1.6 G. 10 - Recognize common organizational patterns in text that support comprehension (e.g., headings captions).
3.1.6 G. 11 - Identify and analyze text types, formats, and elements in nonfiction.
3.1.6 G. 12 - Recognize characterization, setting, plot, theme, and point of view in fiction.
3.1.6 G. 13 - Recognize sensory details, figurative language, and other literary devices in text.
3.1.6 G. 14 - Identify and respond to the elements of sound and structure in poetry.
3.1.6 G. 17 - Explain ways that the setting contributes to the mood of a novel, play, or poem.
3.1.6 G. 18 - Interpret idiomatic expressions.
Strand H Inquiry and Research
Indicators
3.1.6 H. 5 - Summarize and organize information by taking notes, outlining ideas, and/or making charts.
Writing 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.6 A.1- Write informational compositions of several paragraphs that engage the interest of the reader, state a clear
purpose, develop the topic, and conclude with a detailed summary.
3.2.6 A. 2 - Generate ideas for writing through reading and making connections across the curriculum and with
current events.
3.2.6 A. 3 - Expand knowledge about form, structure, and voice in a variety of genres.
3.2.6 A. 4 - Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
3.2.6 A. 5 - Draft writing in a selected genre with supporting structure and appropriate voice according to the
intended message, audience, and purpose for writing.
3.2.6 A.6 - Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific
details, and justify the choices made.
3.2.6 A.7 - Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking
organization, openings, closings, word choice, and consistency of voice.
3.2.6 A.8 - Review own writing with others to understand the reader’s perspective and to consider and incorporate
ideas for revision.
3.2.6 A.9 - Review and edit work for spelling, usage, clarity, organization, and fluency.
3.2.6 A.10 - Use a variety of reference materials to revise work.
3.2.6 A.11 - Use computer writing applications during the writing process.
3.2.6 A.12 - Understand and apply the elements of a scoring rubric to improve and evaluate writing.
3.2.6 A.13 - Reflect on own writing, noting strengths and setting goals for improvement.
Strand B Writing as a Product (resulting in formal product or publication)
Indicators
3.2.6 B.1 - Expand knowledge of characteristics, structures, and tone of selected genres.
3.2.6 B.2 - Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue
based).
3.2.6 B.3 - Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution,
cause/effect, hypothesis/results, feature articles, critique, research reports).
3.2.6 B.4 - Write various types of prose, such as short stories, biography, autobiography, or memoir that contain
narrative elements.
3.2.6 B.5 - Support main idea, topic, or theme with facts, examples, or explanations, including information from
multiple sources.
3.2.6 B.6 - Sharpen focus and improve coherence by considering the relevancy of included details, and adding,
deleting, and rearranging appropriately.
3.2.6 B.7 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
3.2.6 B.9 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and
developing transitions between ideas.
3.2.6 B.10 - Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying
conclusion.
Strand C Mechanics, Spelling and Handwriting
Indicators
3.2.6 C. 1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling, handwriting.
3.2.6 C. 2 - Use a variety of sentence types and syntax, including independent and dependent clauses and
prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct
way.
3.2.6 C.3 - Use knowledge of English grammar and usage to express ideas effectively.
3.2.6 C. 4 - Use correct capitalization and punctuation, including commas and colons, throughout writing.
3.2.6 C. 5 - Use quotation marks and related punctuation correctly in passages of dialogue.
3.2.6 C. 6 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in
writing.
3.2.6 C. 7 - Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent
appropriately in own writing.
3.2.6 C. 8 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
3.2.6 C. 9 - Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to
edit written work.
3.2.6 C. 10 - Write legibly in manuscript or cursive to meet district standards.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.6 D.1 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade,
question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
3.2.6 D.2 - Gather, select, and organize information appropriate to a topic, task, and audience.
3.2.6 D.3 - Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry,
critiques, and everyday/ workplace writing.
3.2.6 D.4 - Organize a response that develops insight into literature by exploring personal reactions, connecting to
personal experiences, and referring to the text through sustained use of examples.
3.2.6 D.5 - Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
3.2.6 D.6 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression
of thoughts and feelings of characters).
3.2.6 D.8 - Write persuasive essays with clearly stated positions or opinions supported by organized and relevant
evidence to validate arguments and conclusions, and sources cited when needed.
3.2.6 D.10 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/
solution, and order of importance.
3.2.6 D.11- Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay
questions in content areas or as responses to literature.
3.2.6 D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
3.2.6 D.13 - Demonstrate the development of a personal style and voice in writing.
3.2.6 D.14 - Review scoring criteria of relevant rubrics.
3.2.6 D.15 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
Understanding(s):
Essential Question(s):
Big Ideas: The ability to comprehend and respond to
 How does understanding a text’s structure help
text requires independent thinking, group discussion, and
readers better understand its meaning?
self-reflection. Writing is the process of communicating
 How do readers figure out unknown words?
in print for a variety of audiences and purposes.
 How does fluency affect comprehension?
 What do readers do when they do not understand
Students will understand…
everything in a text?
 The process good readers use to extract meaning  Why do readers need to pay attention to a writer’s
from text.
choice of words?
 Literary elements are essential in all texts.
 How do readers construct meaning from text?
 To infer information from texts.
 How do we identify literary elements?
 The difference between essential and
 How can we use text to influence the decisions we
nonessential information
make in our lives?
 Good writers develop and refine their ideas for
 How do good writers express themselves?
thinking, learning, communicating, and
 How do writers develop a well written product?
aesthetic expression.
Good writers use a repertoire of strategies that
enables them to vary form and style, in order to
write for different purposes, audiences, and
contexts.
 Rules, conventions of language help readers
understand what is being communicated.
 A writer selects a form based on audience and
purpose.
Students will know…
 Literary elements
 Elements of plot
 Elements of the Writing Process
 Reading clarification strategies
 Characteristics of genre
 Theme and its relevance to the text
 Figurative language



How do rules of language affect communication?
Why does a writer chose a particular form of
writing?
Students will be able to…
 Recognize and identify literary elements
 Write multi-paragraph compositions with clear
development, organization, effective detail and
sentence variety.
 Revise and edit drafts using a variety of reference
materials including a holistic scoring rubric
 Use Standard English convention in all writing
 Write responses to literature using textual support
 Clearly state a position and provide support in
persuasive essays
Stage 2- Assessment Evidence
Performance Task(s):
Other Evidence:
 Construct open ended responses that include topic
 Oral or written response to higher order discussion
sentence, transitional words, and facts, examples and
questions
details to support
 Test on independent reading
 Write a variety of essays, including persuasive and
 Exploration of narrative elements via whole group
expository
and small group discussion
 Keep a reflective writing journal
 Informal observations
 Review and edit peer and sample essays
 Individual and small group writing conferences
 Read and respond to a variety of texts including
narrative and informational text
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory and diagnostic sets to assess prior knowledge and identify or modify learning goals for
the unit
 Review scoring rubrics for responses to open ended questions and essay prompts
 Model open response structure to aid in responding to text via discussion questions
 Explore literary elements in stations and activities
 Write a personal narrative in which you relate your own experiences to a similar experience from the novel
 Jigsaw method of grouping
 Debates
 Think-pair-share method of discussion
 Guided reading
 Personal Prescriptive Paths
Stage 4—Accommodations for At-Risk Populations
Students will know…
Students will be able to…
Stage 5—Modified Learning Plan
Learning Activities:
Stage 6--Unit of Study Resources
Resources:
 Express Measuring Up Workbook
 Measuring Up e-Path diagnostic pre and post assessments
 Measuring Up Prescriptive Path, Persuasive and Explanatory Prompts
 Writing Packets, Computers
 Explore workbooks
 NJASK Coach workbook
 Countdown Coach
 Writing & Reading Scoring Rubrics
 Teacher Created Materials
Grade 7
Year At A Glance
September
October
November
Establishing Writing &
Exploration of Theme:
Reading Workshops
Perseverance
Intro to Novel Study –
Four Short Stories
Historical Fiction
Deeper Look at
Narrative Elements
Narrative Elements
Respond to open-ended
questions that include
topic sentence,
transitional words, facts,
examples, and details
Orally present summer
writing and project
components of novels
Identify genre
Recognize define, and
use vocabulary in
context
Identify narrative
elements
Grade 7: Literacy Block
December
January
February
March
April
Intro to Genre:
Focus: Reading and Writing
Introduction to
Mystery
Strategies
Creative Writing
Focus : Characterization Introduction to Literature
Continue with
Circles
Literature Circles
May
June
Introduction to Poetry
Writing Portfolio
Individual
Reading/Writing
Exploration Projects
Reading Workshop: Big Ideas Based on Standards
The ability to read a variety of texts requires independence, comprehension, and fluency.
Writing Workshop: Big Ideas Based on Standards
Writing is the process of communicating in print for a variety of audiences and purposes.
Unit Assessments (Formative/ Summative)
Respond to openOral and written
Written response to persuasive
Comprehension test on
ended questions that
responses to essential
prompts and explanatory
literature circle novels
include topic sentence, questions
prompts
Vocabulary from novel
transitional words,
Test on literary devices,
Comprehension test on
Oral presentation
facts, examples, and
characterization and
literature circle novels
Dramatization of novel
details
comprehension
vocabulary from novel
Oral response to
Vocabulary from novel
Oral presentation
discussion questions
Debate
Reading and Writing
Conferences
Skills
Recognize text
Identify literary devices
Use facts, examples, details to
Use vivid details and
organization
Understanding genre
support position
figurative language in
Use facts, examples,
Use various resources to
Compare and contrast ideas
writing pieces
and details to support
define vocabulary
Identify point of view
Narrative and
ideas
Identify and distinguish
Vary syntax in writing
descriptive writing
Recognizing author’s
characterization
Understanding and utilizing
techniques
purpose
Articulate ideas through
writing scoring rubrics
Identify and analyze
various written formats
Make predictions, identify
literary techniques and
author’s purpose and context
elements
clues
Research and
present findings on
a poet
Discussion of poem
interpretations
Create a portfolio
of written poetry
Poetry workshop
Identify and
understand
author’s use of
figurative
language in poetry
Responding to
poetry in written
form
September
October
The Wave
Big Idea: If we do not
learn from past
mistakes, we are doomed
to repeat them.
Conforming without
thinking can lead to dire
consequences.
November
Theme: Perseverance
Big Idea: There are
many recurring
themes in literature.
Many people have to
overcome adversity to
achieve their goals.
December
January
February
March
April
May
June
Units of Study:
The Westing Game
Literature Circles &
Literature Circle &
Poetry
Big Idea: How are
Writing Strategies
Creative Writing
Big Idea: Poets
characters presented in a Big Ideas: Good readers use a
Big Ideas: Good
use a variety of
novel? How do people
variety of techniques to clarify
readers use a variety
techniques and
present or hide their true
their reading and extract
of techniques to clarify formats to create
selves?
meaning from the text. Good
their reading and
great poetry.
writers use a repertoire of
extract meaning from
strategies that enables them to
the text. Good writers
vary form and style, in order to
use a repertoire of
write for different purposes,
strategies that enables
audiences, and contexts.
them to vary form and
style, in order to write
for different purposes,
audiences, and
contexts.
Grade: 7
Unit of Study: The Wave
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand G Comprehension skills and response to text
Indicators
3.1.7G.4 – Articulate the purposes and characteristics of the different genres.
3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship
and loneliness.
3.1.7G.6 - Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic
as expressed by different authors.
3.1.7G.7 – Locate and analyze the elements of setting, characterization and plot to construct understanding of how
characters influence the resolution and progression of the plot.
3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and
stylistic features of text.
3.1.7G.14 - Compare and contrast the perspectives of authors in a variety of interdisciplinary works.
3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions
across the curriculum.
3.2.7D.15 – Review scoring criteria of relevant rubric.
Understanding(s):
Essential Question(s):
Students will understand that…
 How do readers construct meaning from text?
Big Idea: The ability to comprehend and response to text  What were the causes and effects of WWII and the
requires independent thinking, group discussion, and
Holocaust?
self-reflection.
 How did Ben Ross and his students become guinea
pigs in the experiment?
Student will understand that:
 How can we make sure the travesty of WWII and the
 Historical fiction as genre
Holocaust never happen again?
 Events leading up to WWII and the Holocaust
 The connection between the culture of WWII
and how it translates to the novel
 The themes of peer pressure and conformity
Students will know…
Students will be able to…
 Identify historical fiction as genre
 Recognize, define and use vocabulary in context
 Elements of plot diagram
 Recognize and identify plot elements
 Methods of characterization
 Identify and create examples of literary terms and
figurative language
 Literary Terms and Figurative Language
 Recognize the various types of conflict, specifically
 Types of conflict
the differences between internal and external
 Vocabulary Terms
 Express findings orally and in writing
Stage 2- Assessment Evidence
Performance Task(s):
Other Evidence:
 Construct open ended responses that include topic
 Oral or written response to discussion questions
sentence, transitional words, and facts, examples and  Test on facts from the novel, including historical
details to support
context, plot and vocabulary
 Write a journal response examining corresponding
 Explanation of theme via whole group and small
themes in the novel with a historical and personal
group discussion
context
 Orally present summer writing and project
components of novel
Stage 3 – Learning Plan
Learning Activities:
 Use surveys, free writes and discussions to assess prior knowledge and identify or modify learning goals for the
unit
 Review scoring rubrics for open ended responses
 Model open response structure to aid in responding to text via discussion questions
 Explore literary terms, figurative language, and vocabulary in a dictionary/thesaurus station
 Create a personal symbol as an extension activity at a corresponding station
 View a documentary film on WWII and Holocaust
 View a film adaptation of the novel
Stage 4—Accommodations for At-Risk Populations
Students will know…
Students will be able to…
 Select historical fiction from four examples
 Define and use ten vocabulary words in context
using a word bank
 Identify two main characters
 Complete sequence chain graphic organizer
 Define figurative language and provide two
examples
 Complete problem-solution chart
 Identify conflict in the novel
 Complete story map #1 graphic organizer
 Vocabulary terms
 Use t-chart to list internal and external conflicts
 Recall three facts about the holocaust
Stage 5—Modified Learning Plan
Learning Activities:
 Given a list of novels the student will identify the historical fiction novel
 Fill out K-W-S chart topic- Holocaust
 Review writing examples using rubric for open-ended response
 Fill out K-W-L chart and then view a documentary film on WWII and Holocaust—complete chart
 View film adaptation of novel
 Conference with student to assist with creating a personal symbol
Stage 6-- Unit of Study Resources
Resources:
 The Wave, Todd Strasser
 Novel Units
 Graphic organizers
 Teacher created materials
 Reading and Writing Holistic Scoring Rubrics
 The Wave movie
 WWII documentary film
 Computer and internet access
 Reference materials
 Reading and Writing Journals
 Word Study Journals
Grade: 7
Unit of Study: The Westing Game
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand A Concepts about print
Indicators
3.1.7A.1 – Identify and use common textual features to comprehend information.
3.1.7A.2 – Develop an understanding of the organizational structure of printed material.
Strand F Vocabulary and concept development
Indicators
3.1.7F.1 – Develop an extended vocabulary for both listening and independent reading.
3.1.7F.2 – Clarify word meanings through the use of a word’s definition, example, restatement or contrast.
3.1.7F.3 – Clarify pronunciations, meanings, alternate word choice, parts of speech and etymology of words using the
dictionary, thesaurus, glossary, and technology resources.
3.1.7F.4 – Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative
meanings in their speaking and writing audiences.
Strand G Comprehension skills and response to text
Indicators
3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship
and loneliness.
3.1.7G.7 – Locate and analyze the elements of setting, characterization and plot to construct understanding of how
characters influence the resolution and progression of the plot.
3.1.7G.8 – Read critically by identifying, analyzing, and applying knowledge of the purpose, structure and elements
of non-fiction and providing support from the text as evidence of understanding.
3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and
stylistic features of text.
3.17G.12 – Identify and analyze recurring themes across literary works
3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.
3.17G.17- Interpret idiomatic expressions
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions
across the curriculum.
3.2.7D.15 – Review scoring criteria of relevant rubric.
Understanding(s):
Big Idea: The ability to comprehend and respond to text
requires independent thinking, group discussion, and
self-reflection. Writing is the process of communicating
in print for a variety of audiences and purposes.
Students will understand…
 Mystery novel as genre
 Literary elements are essential in all texts
 Four types of sentences
 Vocabulary meanings can be acquired in a
variety of ways
 Characterization contributes to literary elements
and text structure
 Persuasive writing follows a specific format
Students will know…
 Identify mystery as genre
 Literary elements
 Methods of characterization
 Explication of theme
 Vocabulary Terms
 Persuasive Essay format
Essential Question(s):
 How do readers extract meaning from text?
 How does characterization contribute to plot and
literary elements?
 How did each character contribute to genre?
 How can we use persuasive writing and open ended
responses to articulate ideas and feelings?
Students will be able to…
 Use various resources to define vocabulary
 Recognize and identify literary elements
 Identify and distinguish between types of
characterization
 Express findings orally and in writing
 Articulate ideas and feelings through various written
formats
Stage 2- Assessment Evidence
Performance Task(s):
Other Evidence:
 Construct open ended responses that include topic
 Oral or written response to discussion questions
sentence, transitional words, and facts, examples and  Novel test on plot and vocabulary
details to support
 Exploration of drama via whole group and small
 Maintain a detective journal throughout novel
group discussion
 Create an obituary on chosen character
 Informal observations
 Design and illustrate a character portrait
 Artistic and written culminating projects
 Draft a persuasive essay based on controversial issue
prompt
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit
 Review scoring rubrics for open ended responses
 Model open response structure to aid in responding to text via discussion questions
 Explore literary elements in stations and activities
 Create a 100-word autobiography
 Choose and present personal anthem/theme song
Stage 4—Accommodations for At-Risk Populations
Students will know…
Students will be able to…
 Select a mystery novel from four examples
 Use dictionary to define vocabulary utilize teacher
conferences to use words in a sentence orally
 Identify two main characters from novel

Use story map #2 to plot literary elements
 Define theme

Express findings orally in teacher conference in
 Select theme of novel from three examples
preparation to writing
 Identify vocabulary terms

List character traits for main character
 Select persuasive essay from three examples

Articulate ideas and feelings through journal
 Know how to use a planning chart to write a
prompts
persuasive essay

Use ten vocabulary terms in context with a word
 Persuasion map to write persuasive essay
Stage 5—Modified Learning Plan
Learning Activities:
 Given list of novels students will identify the mystery novel
 Students will match two main characters to the novel
 Use KWL chart to assess prior knowledge and modify learning goals
 Create a 50 word autobiography
 Complete one activity in each learning station (modify if needed)
 Given example of open-ended response match them to scoring rubric using teacher conference
 Choose personal anthem/ song present two reasons for choice
Stage 6--Unit of Study Resources
Resources:
 The Westing Game, Ellen Raskin
 Teacher’s Materials: Vocabulary, Study Guide Questions, Discussion Questions, Comprehension Tests and
Quizzes
 Writing and Reading Scoring Rubrics
 Reading and Writing Journals
 Word Study Journals
 Reference Materials
 Computer and internet access
Grade: 7
Unit of Study: Poetry
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand D Fluency
Indicators
3.1.7D.3 – Apply self-correcting strategies automatically to decode and gain meaning from print both orally and
silently
Strand F Vocabulary and concept development
Indicators
3.1.7F.1 – Develop an extended vocabulary for both listening and independent reading.
3.1.7F.2 – Clarify word meanings through the use of a word’s definition, example, restatement or contrast.
3.1.7F.3 – Clarify pronunciations, meanings, alternate word choice, parts of speech and etymology of words using the
dictionary, thesaurus, glossary, and technology resources.
3.1.7F.4 – Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative
meanings in their speaking and writing audiences.
Strand G Comprehension skills and response to text
Indicators
3.1.7G.4 – Articulate the purposes and characteristics of different genres
3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship
and loneliness.
3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and
stylistic features of text.
3.17G.13 – Identify and understand the author’s use of idioms, analogies, metaphors and similes in prose and poetry.
Strand H Inquiry and Research
Indicators
3.1.7H.1 - Produce written and oral work that demonstrates comprehension of informational materials.
3.1.7H.4 - Self-select materials appropriately related to a research project.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand B Writing as a Product (resulting in formal product or publication)
Indicators
3.2.7B.3 - Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and
including citations, quotations, and a works consulted page.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.7D.2 – Apply knowledge and strategies for composing pieces in a variety of genres
3.2.7D.4 – Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate
clear, coherent events or situations through the use of specific details.
3.2.7D.5 – Use narrative and descriptive writing techniques that show compositional risks.
3.2.7D.6 - Use primary and secondary sources to understand the value of each when writing a research report.
3.2.7D.7 - Write reports based on research and include citations, quotations, and works consulted page.
3.2.7D.14 – Maintain a collection of writing
3.2.7D.15 – Review scoring criteria of relevant rubric.
Understanding(s):
Big Idea: The ability to comprehend and respond to text
requires independent thinking, group discussion, and
self-reflection. Writing is the process of communicating
in print for a variety of audiences and purposes.
Students will understand…
 Poetry as genre
 Poetic devices
 Figurative Language is essential in poetry
 Poetry vs. Prose
 Vocabulary and figurative language contribute
to tone and mood
 Different poetic forms follow different formats
 Certain poetic formats are meant to be oral in
nature
Students will know…
 Identify poetry as genre
 Figurative Language
 Poetic voice
 Explication of theme
 Word choice
Essential Question(s):
 How do readers extract meaning from poetry?
 What are the differences between poetry and prose?
 What are the poetic devices found in successful
poetry?
 How does poetry relate to music?
 How does figurative language expand our writing?
 How can we use poetry to articulate ideas and
feelings?
Students will be able to…
 Use various resources to define vocabulary; teacher
conference to allow for providing sentences verbally
 Recognize and identify figurative language
 Identify author voice
 Vary word choices to reflect tone and mood in
poetry
 Express findings orally and in writing
 Articulate ideas and feelings through various written
formats
Stage 2- Assessment Evidence
Performance Task(s):
 Maintain a collection of various types of poetry
 Create different poetic forms
 Design and illustrate a poetry portfolio
 Analyze song lyrics in context of poetic format,
rhythm, voice, and word choice
Other Evidence:
 Oral or written response to discussion questions
 Test on poetry and vocabulary.
 Exploration of poems via whole group and small
group discussion
 Informal observations
 Artistic and written culminating projects
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit.
 Explore figurative language in stations and activities
 Figurative Language identification games
 Poetry workshops
 Poetry critiques
 Word Game Activities
 Poetry / Author Webquest
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Select poetry from four examples
 Define figurative language; identify an example
 Define poetic voice; provide an example
 Define theme given three examples
 Use one vocabulary word from each poem in a
sentence
Students will be able to…
 Use a dictionary to define vocabulary
 Give one example of figurative language in a poem
 Identify words that reflect tone/ mood in poetry
 Express findings in teacher conference
 Articulate ideas and feelings through journal writing
Stage 5—Modified Learning Plan
Learning Activities:
 Use KWL chart to assess prior knowledge and modify learning goals
 Complete one figurative language activity in learning station
 Identify figurative language I a passage
 Participate in poetry workshop with one other student
 Given a pet- research and list five facts to present to teacher before class presentation
Stage 6-- Unit of Study Resources
Resources:
 Poetry Packets
 Internet
 Teacher Created Materials
 Figurative Language Packets
 Webquest Rubrics
 Reading and Writing Journals
 Word Study Journal
Grade: 7
Unit of Study: Theme Perseverance
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand G Comprehension skills and response to text
Indicators
3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship
and loneliness.
3.1.7G.7 – Locate and analyze the elements of setting, characterization and plot to construct understanding of how
characters influence the resolution and progression of the plot.
3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and
stylistic features of text.
3.17G.12 – Identify and analyze recurring themes across literary works
3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.
3.17G.17- Interpret idiomatic expressions
Strand H Inquiry and Research
Indicators
3.1.7H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its
authors.
3.1.7H.5 - Read and compare at least two works, including books related to the same genre, topic, or subject and
produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal experiences and
referring to textual information.
3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions across the
curriculum.
3.2.7D.15 – Review scoring criteria of relevant rubric.
Understanding(s):
Big Idea: The ability to comprehend and respond to text
requires independent thinking, group discussion, and
self-reflection.
Students will understand…
 Short story as genre
 Recurring theme of perseverance in short story
 The theme connects to their personal lives
 Literary elements are essential in all texts
Students will know…
 Identify short story as genre
 Literary elements
 Methods of characterization
 Explication of theme
 Vocabulary Terms
Essential Question(s):
 How do readers extract meaning from text?
 How does characterization contribute to plot and
literary elements?
 How did each character persevere through conflict?
 How can we use text to influence the decisions we
make in our lives?
Students will be able to…
 Recognize, define and use vocabulary in context
 Recognize and identify literary elements
 Identify and distinguish between types of
characterization
 Apply thematic concept in self-reflection and group
discussions
 Express findings orally and in writing
Stage 2- Assessment Evidence
Performance Task(s):
Other Evidence:
 Construct open ended responses that include topic
 Oral or written response to discussion questions
sentence, transitional words, and facts, examples and  Test on short story concepts
details to support.
 Explanation of theme via whole group and small
 Write a journal response examining character’s
group discussion
response to theme and self-response to theme
 Informal observations
 Draft explanatory response to prompt based on unit
theme
 Consider extended metaphor concept
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit.
 Review scoring rubrics for open ended responses
 Model open response structure to aid in responding to text via discussion questions.
 Explore literary elements in stations and activities
 Create a 100-word autobiography
 Choose and present personal anthem/theme song
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Select a short story from three examples
 How to fill out five W’s chart
 Identify main character from short story
 Define theme
 Select theme from three examples that corresponds
to short story
 List two character traits of main character
 Five vocabulary words from each short story
Students will be able to…
 Recognize and use vocabulary in context using a
word bank
 Use five W’s chart to identify plot and literary
elements
 Use sequence chart to identify sequence of events
 Identify one character to compare/ contrast to
him/herself using a Venn diagram (teacher
conference if necessary)
 Identify one theme and how it applies to the
student’s life
 Express findings orally with teacher
 Express findings in writing through writing prompts
Stage 5—Modified Learning Plan
Learning Activities:
 Match character to short story
 Use K-W-L chart to assess prior learning and to modify learning goals
 Complete one activity in each learning station (modify as needed)
 Given example of open-ended responses math them to scoring rubric
 Use various graphic organizers to aid in responding to text
Stage 6-- Unit of Study Resources
Resources:
 HBJ Treasury of Literature
 Graphic organizers
 Students reading and writing journals
 Word Study Journals
 Teacher created materials: Tests, Quizzes, Open Ended Questions
 Reading and Writing Scoring Rubrics
Grade: 7
Unit of Study: Literature Circles
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand A Concepts about Print
Indicators
3.1.7A.1 – Identify and use common textual features and graphic features to comprehend information.
3.1.7A.2 – Develop an understanding of the organizational structure of printed material.
Strand C Decoding and Word Recognition
Indicators
3.1.7C.3 - Continue to use structural analysis and context analysis to decode new words
Strand D Fluency
Indicators
3.1.7D.1 – Read aloud in selected texts reflecting understanding of the text and engaging the listener.
3.1.7D.2 – Read increasingly difficult texts silently with comprehension and fluency.
3.1.7D.3 – Apply self-correcting strategies automatically to decode and gain meaning from print both orally and
silently.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.7E.1 – Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions,
asking essential questions, and relating new learning to background experiences.
Strand F Vocabulary and Concept Development
Indicators
3.1.7F.1 – Develop an extended vocabulary through both listening and independent reading.
3.1.7F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.
3.1.7F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the
dictionary, thesaurus, glossary, and technology resources.
3.1.7F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative
meanings in their
Strand G Comprehension skills and response to text
Indicators
3.1.7G.1 – Speculate about text by generating literal and inferential questions.
3.1.7G.2 – Distinguish between essential and nonessential information.
3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
3.1.G.10 – Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.
3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and
stylistic features of text.
3.17G.12 – Identify and analyze recurring themes across literary works
3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.
3.17G.17- Interpret idiomatic expressions
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand C Mechanics, Spelling and Handwriting
Indicators
3.2.7C.1 – Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, and spelling.
3.2.7C.5 – Use transition words to reinforce a logical progression of ideas.
3.2.7C.6 – Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.7D.4 – Write personal narratives, short stories, memoirs, poetry and persuasive and expository texts that relate
clear, coherent events or situations through the use of specific details.
3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions
across the curriculum.
Understanding(s):
Essential Question(s):
Big Idea: The ability to comprehend and respond to text  How do readers extract meaning from text?
requires independent thinking, group discussion, and
 How does characterization contribute to plot and
self-reflection.
literary elements?
 How did each character persevere through conflict?
Students will understand…
 How can we use text to influence the decisions we
 The process good readers use to extract meaning
make in our lives?
from text.
 Common themes recur in fiction
 The connection between the theme of the novel
and their own life.
 Literary elements are essential in all texts.
Students will know…
Students will be able to…
 Literary elements
 Recognize, define and use vocabulary in context
 Elements of plot
 Recognize and identify literary elements
 Methods of characterization
 Apply thematic concept in self-reflection and group
discussions
 Explication of theme
 Express findings orally and in writing
 Vocabulary Terms
 Independently synthesize and convey essential
information
Stage 2- Assessment Evidence
Performance Task(s):
 Construct open ended responses that include topic
sentence, transitional words, and facts, examples and
details to support.
 Write a journal response examining character’s
response to theme and self-response to theme
 Reflective reading journals
Other Evidence:
 Oral or written response to higher order discussion
questions
 Test on independent reading
 Explanation of theme via whole group and small
group discussion
 Informal observations
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit
 Review scoring rubrics for open ended responses
 Model open response structure to aid in responding to text via discussion questions
 Explore literary elements in stations and activities
 Research and illustrate extension activities in stations
 Write a personal narrative in which you relate your own experiences to a similar experience from the novel
 Jigsaw method of grouping
 Dramatize selected scenes from novel
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Ten vocabulary words per novel
 Use story map graphic organizer
 Identify two main characters
 Identify theme of novel
Students will be able to…
 Use vocabulary words in sentence using a word bank
 Use story map #2 graphic organizer to identify
narrative elements
 List three characters traits for the two main
characters using the cluster word web #3 graphic
organizer
 Identify three examples of theme in the novel
 Discuss with teacher explanation of thee and how it
relates to the student’s experiences
Stage 5—Modified Learning Plan
Learning Activities:
 Use K-W-L chart to assess prior knowledge and modify knowledge and modify learning goals
 Complete one activity in each learning station (modify as needed)
 Use planning chart graphic organizer to plan personal narrative
 Conference with student to revise narrative essay
 Match sample essays to scoring rubric
 Act out one character from novel in charades format
Stage 6-- Unit of Study Resources
Resources:
 Stargirl, Jerry Spinelli
 Maximum Ride, James Paterson
 Artemis Fowl, Eoin Coelfer
 Crash, Jerry Spinelli
 Hoops, Walter Dean Meyers
 Tangerine, Edward Bloor
 Olive’s Ocean, Kevin Henkes
 Pictures of Hollis Woods, Patricia Reilly Giff
 Novel Ties
 Teacher Guides
 Novel Units: Student Packets – Prereading Activities, Study Guides, Vocabulary Activities, Creative Writing
Activities, Literary Analysis Activities, Critical Thinking Activities, Comprehension Quizzes, Novel Test
 Audio books
 Puzzle Maker
Grade: 7
Unit of Study: Reading and Writing Strategies
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand A Concepts about Print
Indicators
3.1.7A.1 – Identify and use common textual features and graphic features to comprehend information.
3.1.7A.2 – Develop an understanding of the organizational structure of printed material.
Strand C Decoding and Word Recognition
Indicators
3.1.7C.1 – Distinguish among the spellings of homophones
3.1.7C.3 – Continue to use structural analysis and context analysis to decode new words.
Strand D Fluency
Indicators
3.1.7D.1 – Read aloud in selected texts reflecting understanding of the text and engaging the listener.
3.1.7D.2 – Read increasingly difficult texts silently with comprehension and fluency.
3.1.7D.3 – Apply self-correcting strategies automatically to decode and gain meaning from print both orally and
silently.
3.1.7D.4 – Reread informational text for clarity.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.7E.1 – Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions,
asking essential questions, and relating new learning to background experiences.
3.1.7E.2 - Use increasingly complex text guides to understand different text structure and organizational patterns (e.g.
chronological sequence or comparison and contrast).
Strand F Vocabulary and Concept Development
Indicators
3.1.7F.1 – Develop an extended vocabulary through both listening and independent reading.
3.1.7F.2 – Clarify word meaning through the use of a word’s definition, example, restatement, or contrast.
Strand G Comprehension skills and response to text
Indicators
3.1.7G.1 – Speculate about text by generating literal and inferential questions.
3.1.7G.2 – Distinguish between essential and nonessential information.
3.1.7G.3 - Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts.
3.1.7G.4 – Articulate the purposes and characteristics of different genres.
3.1.7G.5 – Analyze ideas and recurring themes found in texts, such a bravery, loyalty, friendship, and loneliness.
3.1.7G.7 – Locate and analyze the elements of setting, characterization, and plot to construct understanding of how
characters influence the progression and resolution of plot.
3.1.7G.8 – Read critically by identifying, analyzing, and applying knowledge of purpose, structure and elements of
nonfiction and providing support from the text as evidence of understanding.
3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
3.1.G.10 – Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.
3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and
stylistic features of text.
3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.
3.1.7G. 16 – Demonstrate the use of everyday texts and make judgments about the importance of such documents.
3.1.7G.17- Interpret idiomatic expressions
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.7A.2 – Write multi-paragraph compositions that have clear topic development, logical organization, effective use
of detail, and variety in sentence structure.
3.2.7A.3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g.,
graphic organizers, brainstorming, or technology-assisted processes).
3.2.7A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics,
and word choice.
3.2.7A.5 - Demonstrate understanding of a scoring rubric to improve and evaluate writing.
3.2.7A.6 - Compose, revise, edit, and publish writing using appropriate word processing software.
3.2.7A.7 - Reflect on own writing, noting strengths and setting goals for improvement.
Strand B Writing as a Product (resulting in formal product or publication)
Indicators
3.2.7B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres
and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.
3.2.7B.4 – Write a range of essays, including persuasive, speculative, descriptive, personal or issue based.
Strand C Mechanics, Spelling and Handwriting
Indicators
3.2.7C.1 – Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, and spelling.
3.2.7C.2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses,
prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3.2.7C.3 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to
organize ideas for emphasis.
3.2.7C.4 - Experiment in using subordination, coordination, apposition, and other devices to indicate relationships
between ideas.
3.2.7C.5 – Use transition words to reinforce a logical progression of ideas.
3.2.7C.6 – Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
3.2.7C.7 – Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or
internet/software resources to edit written work
Strand D Writing forms, audiences, and purposes
Indicators
3.2.7D.1 - Gather, select, and organize information appropriate to a topic, task, and audience.
3.2.7D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository,
persuasive, poetic, and everyday/ workplace or technical writing).
3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.7D.5 – Use narrative and descriptive writing techniques that show compositional risks.
3.2.7D.8 – Explore the central idea or theme of an informational reading and support analysis with details from the
article and personal experiences.
3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions
across the curriculum.
3.2.7D.10 – State a position clearly in a persuasive essay by stating the issue, giving facts, examples and details to
support the position, and citing sources when appropriate.
3.2.7D.11 – Present evidence when writing persuasive essays, examples, and justification to support arguments.
3.2.7D.12 - Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively
present a topic, point of view, or argument.
3.2.7D.13 - Develop the use of a personal style and voice effectively to support the purpose and engage the audience
with a piece of writing.
3.2.7D.14 – Maintain a collection of writing
3.2.7D.15 – Review scoring criteria of relevant rubrics.
Understanding(s):
Big Ideas: The ability to comprehend and respond to
text requires independent thinking, group discussion, and
self-reflection. Writing is the process of communicating
in print for a variety of audiences and purposes.
Students will understand…
 The process good readers use to extract meaning
from text.
 Literary elements are essential in all texts.
 To infer information from texts.
 The difference between essential and
nonessential information
 Good writers develop and refine their ideas for
thinking, learning, communicating, and
aesthetic expression.
 Good writers use a repertoire of strategies that
enables them to vary form and style, in order to
write for different purposes, audiences, and
contexts.
 Rules, conventions of language help readers
understand what is being communicated.
 A writer selects a form based on audience and
purpose.
Students will know…
 Literary elements
 Elements of plot
 Elements of the Writing Process
 Reading clarification strategies
 Characteristics of genre
 Theme and its relevance to the text
 Figurative language
Essential Question(s):
 How does understanding a text’s structure help
readers better understand its meaning?
 How do readers figure out unknown words?
 How does fluency affect comprehension?
 What do readers do when they do not understand
everything in a text?
 Why do readers need to pay attention to a writer’s
choice of words?
 How do readers construct meaning from text?
 How do we identify literary elements?
 How can we use text to influence the decisions we
make in our lives?
 How do good writers express themselves?
 How do writers develop a well written product?
 How do rules of language affect communication?
 Why does a writer chose a particular form of
writing?
Students will be able to…
 Recognize and identify literary elements
 Write multi-paragraph compositions with clear
development, organization, effective detail and
sentence variety.
 Revise and edit drafts using a variety of reference
materials including a holistic scoring rubric
 Use Standard English convention in all writing
 Write responses to literature using textual support
 Clearly state a position and provide support in
persuasive essays
Stage 2- Assessment Evidence
Performance Task(s):
 Construct open ended responses that include topic
sentence, transitional words, and facts, examples and
details to support
 Write a variety of essays, including persuasive and
expository
 Keep a reflective writing journal
 Review and edit peer and sample essays
 Read and respond to a variety of texts including
narrative and informational text
Other Evidence:
 Oral or written response to higher order discussion
questions
 Test on independent reading
 Exploration of narrative elements via whole group
and small group discussion
 Informal observations
 Individual and small group writing conferences
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory and diagnostic sets to assess prior knowledge and identify or modify learning goals for
the unit
 Review scoring rubrics for responses to open ended questions and essay prompts
 Model open response structure to aid in responding to text via discussion questions
 Explore literary elements in stations and activities
 Write a personal narrative in which you relate your own experiences to a similar experience from the novel
 Jigsaw method of grouping
 Debates
 Think-pair-share method of discussion
 Guided reading
 Personal Prescriptive Paths
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Use a story map to identify plot elements
 Identify two literary elements a week
 Use reading clarification strategies when appropriate
 Define three types of genre
 Use persuasion map graphic organizer
Students will be able to…
 Use story map 32 to identify plot elements
 Define and give and example of literary terms
through teacher conference
 Match correct genre to various novels
 Use persuasive map graphic organizer to write
persuasive essay
 Orally respond to literature using textual support
through teacher conference
Stage 5—Modified Learning Plan
Learning Activities:
 K-W-L chart to assess prior knowledge to modify learning goals (modify if necessary)
 Complete one activity in each learning station
 Think-pair-share method of discussion with teacher as moderator
 Match example open-ended questions and essays to scoring rubric with teacher conference
 Guided reading in small group
 Write a personal narrative using planning chart graphic organizer with teacher conference
Stage 6--Unit of Study Resources
Resources:
 Express Measuring Up Workbook
 Measuring Up e-Path diagnostic pre and post assessments
 Measuring Up Prescriptive Path, Persuasive and Explanatory Prompts
 Writing Packets, Computers
 Buckle Down Workbooks
 Explore workbooks
 NJASK Coach workbook
 Countdown Coach
 Teacher Created Materials
Grade 8
Year At A Glance
Grade 8: Literacy Block
September
October
November
December
January
February
March
April
May
June
Establishing Writing &
Exploration of Theme: Investigations
Focus: Reading and Writing Strategies
Introduction to Poetry
Reading Workshops
Intro to varied genres – fiction: fantasy, drama, &
Introduction to Literature Circles
Writing Portfolio
Intro to Novel Study –
mystery; nonfiction, & poetry
Introduction to Creative Writing
Individual Reading/Writing
Nonfiction Drama
Reinforcement of literary & narrative elements & the “Momentous Moments” – cross content curriculum
Exploration Projects
Literary Elements & Devices
writing process
project
The Writing Process/packets
Intro to figurative language
& NJ Holistic Rubric
Reading Workshop: Big Ideas Based on Standards
The ability to read a variety of texts requires independence, comprehension, and fluency.
Writing Workshop: Big Ideas Based on Standards
Writing is the process of communicating in print for a variety of audiences and purposes.
Unit Assessments (Formative/ Summative)
Respond to open-ended
Respond to open-ended questions beginning with a
Written response to persuasive prompts and explanatory
Research and
questions beginning with a
transitional word & topic sentence and support with
prompts
present findings on
transitional word & topic
facts, examples, and details from selection
Comprehension test on literature circle novels
a poet
sentence and support with
Oral response to discussion questions
Review key words through analogies, synonyms, examples,
Discussion of poem
facts, examples, and details
Poetry writing
antonyms, & definitions
interpretations
from selection
Review key words through analogies, synonyms,
Orally responding to study guide questions
Create a portfolio of
Orally present summer writing
examples, antonyms, & definitions
Respond to open-ended questions
written poetry
and project components of
Write a three paragraph expository essay
Making predictions & drawing conclusions
Poetry workshop
novels, oral response to study
Oral and written responses to essential questions
Personal Prescriptive Path
guide questions, &
Test on literary devices, characterization and
Identifying text organization
comprehension test on novel
comprehension
Dramatization of novel
Write a persuasive essay which Reading and Writing Conferences
Reading and Writing Conferences
includes a hook, clear position
Word processed Magazine
if necessary, thesis statement,
Powerpoint presentation
compositional risks, & 3
Internet research on an assigned period of time in history
appeals
Reading and Writing
Conferences
September
October
November
December
January
February
March
April
May
June
Skills
Identify genre
Recognize define, and use
vocabulary in context
Identify literary elements &
devices
Use 3/5 format when writing
(multi-paragraph essay)
Use of transitional words &
conjunctive adverbs
Use of varied syntax
The Miracle Worker
Big Idea: Identify the structure
& format of a play;
Theme: Perseverance leads to
success
Recognize author’s purpose
Utilize prior knowledge to predict outcomes &
drawing conclusions
Distinguish between cause & effect
Identify main ideas & supporting details
Use facts, examples, and details to support ideas
Recognize define, and use vocabulary in context
Identify literary devices
Comparing varied genres
Use various resources to define vocabulary
Identify and distinguish characterization
Use of vivid verbs & modifiers
Use of complex sentences & parallel structure
Use facts, examples, details to support position
Compare and contrast ideas
Identify point of view
Identify main ideas & supporting details
Vary sentence openings by using gerunds, infinitives,
participial, or adverbial phrases
Vary syntax in writing by utilizing compound & complex
sentences
Understand and utilize the writing scoring rubrics
Make predictions, identify author’s purpose and context
clues
Use vivid details and figurative language in writing pieces
Narrative and descriptive writing techniques
Identify and analyze literary techniques and elements
Units of Study:
Literature Circles
Theme: Investigations
Reading and Writing Strategies
Unit One – four short stories, one play, & two poems
Creative Writing
Curious Incident of the Dog in the Night Time
Big Idea: Exposure to a variety of genres; Analyze
Big Idea: Read critically by identifying, analyzing, and
recurring themes found in texts
applying knowledge of literary elements & devices of fiction
& nonfiction and providing support from the text as evidence
of understanding; Composing written responses to literature
& compose essays in a variety of genres (persuasive,
expository, narrative, & creative), which are coherent and
supported with evidence & details
Identify and
understand author’s
Use of figurative
language in poetry
Responding to
poetry in written
form
Poetry
Big Idea: Read
critically and
analyze poetic
forms; Compare
and analyze the
various works of
poets through
research.
Grade: 8
Unit of Study: The Miracle Worker
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent
and fluent readers and will read a variety of materials and text with fluency and comprehension.
Strand A Concepts About Print
Indicators
3.1.8A.1 - Identify and use organizational structures to comprehend information
Strand C Decoding and Word Recognition
Indicators
3.1.8C.3 - Continue to use structural analysis and context analysis to decode new words
3.1.8C.4 - Apply knowledge of word structures and patterns to read with automaticity
Strand D Fluency
Indicators
3.1.8D.1 - Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression
Strand F Vocabulary and Concept Development
Indicator
3.1.8F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast
Strand G Comprehension skills and Response to Text
Indicators
3.1.8G.3 - Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary
works.
3.1.8G.4 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters
influence the progression and resolution of the plot.
3.1.8G.5 - Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of
nonfiction and providing support from the text as evidence of understanding.
3.1.8G.7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.
3.1.8G.8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and stylistic
features of text.
3.1.8G.93.1.8G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.
3.1.8G.13 - Interpret text ideas through journal writing, discussion, and enactment.
Strand H Inquiry and Research
Indicator
3.1.8 H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences and
purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.8 A.2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use of
detail, and variety in sentence structure.
3.2.8 A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and
word choice.
3.2.8 A.5 – Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the writing
of peers.
3.2.8 A.6 - Compose, revise, edit, and publish writing using appropriate word processing software.
Strand B Writing as a Product
Indicators
3.2.8 B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use
this knowledge in creating written work, considering the purpose, audience, and context of the writing.
3.2.8 B.4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.
Strand C Mechanics, Spelling, and Handwriting
Indicators
3.2.8 C.1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation,
capitalization, spelling.
3.2.8 C.2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses,
prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3.2.8 C.5 - Use transition words to reinforce a logical progression of ideas.
3.2.8 C.6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
Strand D Writing Forms, Audiences, and Purposes
Indicators
3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository,
persuasive, poetic, and everyday/ workplace or technical writing).
3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear,
coherent events, or situations through the use of specific details.
3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the
curriculum.
3.2.8 D.10 - State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and
details to support the position, and citing sources when appropriate.
3.2.8 D.11- Present evidence when writing persuasive essays, examples, and justification to support arguments.
Understanding(s):
Essential Question(s):
Students will understand that…
 How can we compare & contrast a play to prose
Big Idea: The ability to read a variety of texts requires
writing?
independence, comprehension, and fluency.
 What is the significance of the title?
Big Idea: Writing is the process of communicating in print for
 Compare how Kate, Aunt Ev, James, Captain Keller,
a variety of audiences and purposes.
& Annie Sullivan react when Helen misbehaves.
 Do you think Annie would have less persistent with
Student will understand that:
Helen if Annie’s brother had never died? How long do
 The structure & format of a play
you think Annie would have kept on trying with Helen
 Those who are disabled still need guidance & obedience
if Helen HADN’T had a breakthrough at the pump?
 People communicate in a variety of modes
 How did Annie and Helen learn to accept each other?
 Perseverance leads to success
 It is imperative to accept others for who they are
 It is important to show compassion for those who are
living with a physical disability
Students will know…
Students will be able to…
 Time period 1880s
 Compare the 1880s to the present
 Vocabulary terms
 Use vocabulary in their writing
 Major & minor characters & their traits
 Use modifiers (adjectives & adverbs) in their writing
 Structure of a play
 Identify the narrative elements & literary devices
 The main events of the plot & climax
 Express their feelings of characters through
discussions & writing prompts
 Conflict & resolution
 Theme(s)
Stage 2- Assessment Evidence
Performance Task(s):
 Literary analysis: students will place major & minor
characters in their proper places on the “target”
 Writing to persuade: students will discuss the pros & cons
of why Helen should or should be placed in an asylum
Other Evidence:
 Oral and/ or written response to one of the Essential
Questions
 Character(s) Attribute Web
 Guided reading questions
 Multiple choice & open-ended tasks
Stage 3 – Learning Plan
Learning Activities:
 Use K-W-L to assess students’ prior knowledge & identify learning goals for the unit
 Tie a scarf over student’s eyes, write your name, & try walking around the classroom with a partner. Discuss what it felt
like to lose your vision temporarily
 Drama game: Students act out key scenes in the play
 Discuss other selection(s) that has similar themes
 Review holistic scoring rubric & revise drafts to develop final persuasive essay
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Define ten vocabulary words using a dictionary
 Identify two main characters of the novel; list a character
trait for each
 Key vocabulary: resolution, act, scene, side-bar, stage,
direction, setting, events, adjective, adverb, conflict
(define & provide an example)
Students will be able to…
 Use Venn diagram to compare/ contrast 1880’s to
present
 Use ten vocabulary in sentence using a teacher
conference
 Highlight modifiers (adj./adv.) in their writing
 Use Story map 2 to identify plot elements
 Use Venn diagram to compare/ contrast one character
to him/herself
Stage 5—Modified Learning Plan
Learning Activities:
 Use K-W-L chart to assess prior learning and to modify learning goals
 Identify favorite scene of play; list three reasons why
 Identify the least favorite scene of play; discuss with teacher what changes student would make to scene
 Use persuasion map graphic organizer to plan persuasive essay
 Review sample essays and compare them to scoring rubric
 Develop frequent check points in students writing throughout essay (ex. after each paragraph is completed)
Stage 6-- Unit of Study Resources
Resources:
 The Miracle Worker by William Gibson
 Novel Unit: Teacher Guide – Pre & post reading questions and activities
 Novel Units: Student Packet – Pre-reading, vocabulary, literary, comprehension, writing, drama, and critical thinking
activities; study guide questions; comprehension quizzes, & novel test
 Thesaurus, dictionary, internet
 The Writing Packets/rubric
 Graphic organizers/charts
 Puzzle maker/crossword puzzles
 Teacher created materials
Grade: 8
Unit of Study: Curious Incident of the Dog in the Nighttime
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand A Concepts About Print
Indicators
3.1.8 A.1 -- Identify and use organizational structures to comprehend information. (e.g., logical order,
comparison/contrast, cause/effect, chronological, sequential, procedural text).
Strand C Decoding and Word Recognition
Indicators
3.1.8 C.4 -- Apply knowledge of word structures and patterns to read with automaticity.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.8 E.1 -- Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting
predictions, asking essential questions, and relating new learning to background experiences.
3.1.8 E.2 -- Use increasingly complex text guides to understand different text structure and organizational patterns
(e.g. chronological sequence or comparison and contrast).
Strand F Vocabulary and Concept Development
Indicators
3.1.8 F.2 -- Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.
3.1.8 F.4 -- Expand reading vocabulary by identifying and correctly using idioms and words with literal and
figurative meanings in their speaking and writing experiences.
3.1.8 F.5 -- Explain relationships between and among words including connotation/denotation, antonyms/synonyms.
Strand G. Comprehension Skills and Response to Text
Indicators
3.1.8 G.3 -- Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and
contemporary works.
3.1.8 G.4 -- Locate and analyze the elements of setting, characterization, and plot to construct understanding of how
characters influence the progression and resolution of the plot.
3.1.8 G.5 -- Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements
of nonfiction and providing support from the text as evidence of understanding.
3.1.8 G.6 -- Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
3.1.8. G.7 -- literary elements of fiction and providing support from the text as evidence of understanding.
Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.
3.1.8 G.11-- Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and
poetry.
3.1.8 G.13 -- Interpret text ideas through journal writing, discussion, and enactment.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.8 A.1 -- Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution,
and sufficient descriptive detail.
3.2.8 A.2 -- Write multi-paragraph compositions that have clear topic development, logical organization, effective use
of detail, and variety in sentence structure.
3.2.8 A.5 -- Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the
writing of peers.
3.2.8 A.7 -- Reflect on own writing, noting strengths and setting goals for improvement.
Strand B. Writing as a Product (resulting in a formal product or publication)
Indicators
3.2.8 B.1 -- Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected
genres and use this knowledge in creating written work, considering the purpose, audience, and context of the
writing.
3.2.8 B.2 -- Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain
narrative elements.
3.2.8 B.4 --Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issuebased
Strand D Writing forms, audiences, and purposes
3.2.8 D.3 – Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.8 D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions
across the curriculum.
3.2.8 D.15 – Review scoring criteria of relevant rubric.
Understanding(s):
Essential Question(s):
Students will Understand…
 Compare the novel to a detective story. How is it
Big Idea: The ability to read a variety of texts requires
like a detective story, how is it different?
independence, comprehension, and fluency in a
 How is Irony used in this novel? Find five examples
comprehensive literacy environment.
to support your response.
Big Idea: Writing is the process of communicating in
 Christopher believes lies and jokes are alike. How
print a variety of audiences and purposes.
are they alike?
 What is the difference between sensible and
Student will understand that:
common sense, what is not?
 The structure of a mystery / detective piece of
 What traits do you, personally, have in common with
literature is different
Christopher?
 Irony in literature is essential in detective /
 What are Chris’ main talents and flaws? What are
mystery genres
Chris’ parents’ main talents and flaws?
 Lying can both positive and negative when
 Is kindness at times better than the truth?
dealing with people’s feelings and life
experiences
 Understanding and accepting Autism as a
learning disability
 Compare and Contrast a persuasive essay
format
 How to identify Christopher’s voice in
figurative language examples
Students will know…
Students will be able to…
 Six characteristics of Asperger’s Syndrome
 Clarify word meaning through listening and being
exposed the mystery/detective genre
 How to identify Literary devices : conflict, simile,
metaphor, theme, oxymoron, irony
 Explain relationships between lies and jokes,
common sense and sensibility, truth and untruths,
 How to connect a newly learned background to
flaws and talents
predictions, essential questions, and make
adjustments to the latter throughout the text
 Analyze the elements of setting, characterization and
plot structure
 Use several forms of writing: Persuasive, expository
to complete the aforementioned tasks
Stage 2- Assessment Evidence
Performance Task(s):
Other Evidence:
 Writing to persuade: Do Christopher’s flaws out
 Multiple Choice questions based on general novel
way his talents or vice-versa? Use FED to support
knowledge
your response in an essay.
 Write a serious incident in your own life using a
 Creative Writing: Write a 100 word Bio Sketch on
voice/style like Christopher. Write about it again
Christopher.
using your own style, compare the two.
 Reading: Create a list of vocabulary words that
 Guided Reading Questions
describe Christopher’s personality traits
 Character attribute web
 Sequence the main events from the beginning to the
 Reading Response Journals
end – keep an entry log and comment/questions
 Think-pair-share game show questions
about characters’ actions
Stage 3 – Learning Plan
Learning Activities:
 Debate topics as the anticipatory-set for the introduction to the unit – pick three debate questions
 Write a play based on the scene of your choice
 Discuss the difference between persuasive and narrative writing
 Discuss other genres that have similar storylines.
 Imagine you woke up and did not have a “sense of humor”
 K-W-L and S-Q-3-R reading strategies
 Journal Starter
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Identify three characteristics of autism
 How to identify Literary devices: conflict, simile,
metaphor, theme, oxymoron, irony
 With examples presented as a prompt
 How to use various prediction charts in order to help
them organize sequence of the novel
Students will be able to…
 Using graphic organizers students will be able to
complete, persuasive, expository, and narrative
based essay responses through teacher conference
 Differentiate mysteries and detective stories when
given several choices of text
 Define – characterization, setting, and conflict by
giving examples from movies, T.V shows and or
plays not just associated with literature through
teacher conference
 Use story map # graphic organizer to identify plot
elements
Stage 5—Modified Learning Plan
Learning Activities:
 In think-pair-share work areas students can Debate topics as the anticipatory-set for the introduction to the unit –
pick three debate questions
 Utilize word banks for spelling and vocabulary words
 Have multiple prediction charts for various stories
 Write immediate reactions and summaries for various chapters
 Utilize think-pair-share moments to answer open-ended responses
 create a collage based on various chapters
 Use slide boards to record unfamiliar words and moments in the novel
 Review holistic scoring rubrics, by using a “language-friendly” version
 Use word webs for clarification of definition and meaning with in context
 Separate Movies by genre and then compare various literature genres using a Venn Diagram
Stage 6-- Unit of Study Resources
Resources:
 Thesaurus, dictionary, internet
 Prentice-Hall Writing & Grammar Silver Level
 The Writing Packets/rubric
 Graphic organizers/charts
 Slid boards
 Computer Over head Screen and Laptop
 Test Prep (Measure-Up)
 The Curious Incident of the Dog in the Night-Time, By Mark Haddon
Grade: 8
Unit of Study: Unit one - Investigations
Stage 1 - Desired Results
Established Goal(s):
Reading 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and text with fluency and comprehension.
Strand A- Concepts About Print
Indicators
3.1.8A.1 - Identify and use organizational structures to comprehend information
Strand C– Decoding and Word Recognition
Indicators
3.1.8C.3 - Continue to use structural analysis and context analysis to decode new words
3.1.8C.4 - Apply knowledge of word structures and patterns to read with automaticity
Strand D- Fluency
Indicators
3.1.8D.1 - Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression
Strand E- Reading Strategies
Indicator
3.1.8 E.1 - Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting
predictions, asking essential questions, and relating new learning to background experiences.
Strand F – Vocabulary and Concept Development
Indicators
3.1.8F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast
3.1.8F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the
dictionary, thesaurus, glossary, and technology resources.
3.1.8F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative
meanings in their speaking and writing experiences.
Strand G – Comprehension skills and Response to Text
Indicators
3.1.8G.3 - Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and
contemporary works.
3.1.8G.4 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of how
characters influence the progression and resolution of the plot.
3.1.8G.5 - Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements
of nonfiction and providing support from the text as evidence of understanding.
3.1.8G.7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.
3.1.8G.8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and
stylistic features of text.
3.1.8G.9- Identify and analyze recurring themes across literary works.
3.1.8G.10 - Read critically and analyze poetic forms (e.g., ballad, sonnet, couplet).
3.1.8G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.
3.1.8G.12 - Understand perspectives of authors in a variety of interdisciplinary works.
3.1.8G.13 - Interpret text ideas through journal writing, discussion, and enactment.
Strand H- Inquiry and Research
Indicators
3.1.8 H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its
authors.
Writing 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A- Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.8 A.2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use
of detail, and variety in sentence structure.
3.2.8 A.3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g.,
graphic organizers, brainstorming, technology-assisted processes).
3.2.8 A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics,
and word choice.
3.2.8 A.5 – Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the
writing of peers.
3.2.8 A.6 - Compose, revise, edit, and publish writing using appropriate word processing software.
3.2.8 A.7 - Reflect on own writing, noting strengths and setting goals for improvement.
Strand B- Writing as a Product
Indicators
3.2.8 B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres
and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.
3.2.8 B.4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issuebased.
Strand C- Mechanics, Spelling, and Handwriting
Indicators
3.2.8 C.1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling.
3.2.8 C.2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses,
prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3.2.8 C.5 - Use transition words to reinforce a logical progression of ideas.
3.2.8 C.6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
3.2.8 C.7 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or
internet/software resources to edit written work.
Strand D- Writing Forms, Audiences, and Purposes
Indicators
3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository,
persuasive, poetic, and everyday/ workplace or technical writing).
3.2.8 D.3 - Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate
clear, coherent events, or situations through the use of specific details.
3.2.8 D.5 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary
devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and
contrast of characters).
3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions
across the curriculum.
3.2.8 D.10 - State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts,
examples, and details to support the position, and citing sources when appropriate.
3.2.8 D.11- Present evidence when writing persuasive essays, examples, and justification to support arguments.
3.2.8 D.12 - Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively
present a topic, point of view, or argument.
3.2.8 D.13 - Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of
writing.
3.2.8 D.14 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).
Understanding(s):
Students will understand …
Big Idea: The ability to read a variety of texts requires
independence, comprehension, and fluency.
Big Idea: Writing is the process of communicating in
print for a variety of audiences and purposes.
Student will understand that:
 Genres: fantasy, poetry, mystery, nonfiction
 Vocabulary terms
 Basic Narrative elements: characters, setting, plot,
mood, tone
 Figurative language
 The sequence of events in each selection
 How to draw conclusions by using selections details
& prior knowledge
 How to analyze important details
 Cause & Effect relationships
Students will know.....
 The difference between genres listed above
 How to identify literary devices & figurative
language
 The main events of the plot & climax
 Conflict & resolution
 Themes: clever animals, detectives & scientists
Essential Question(s):
 What do you already know about the genres of
fantasy, mystery, and/or poetry?
 What images or ideas come to mind when reading
the title?
 What is the setting?
 What is the main conflict? How is resolved?
 What are some of the characteristics of real animals
versus fantasy ones?
 Do you think these selections are realistic? Why or
Why not?
 What conclusions did you draw about the subject
after reading? Explain.
 What is the mood & tone of each selection?
 How many lines/stanzas in the poem?
 How does repetition affect the mood of the poem?
 What impression do the metaphors portray?
Students will be able to…
 Compare prose writing to a play, and/or poetry
 Recognize author’s purpose
 Synthesize the information to draw conclusions
about each selection
 Use vocabulary in their writing
 Use vivid verbs in their writing
 Use modifiers in their writing
 Predict outcomes based on prior knowledge &
evidence from text
 Identify the narrative elements & literary devices
Stage 2- Assessment Evidence
Performance Task(s):
 Building background; access prior knowledge
 Preview & predict
 Vocabulary Strategies: introduce key words &
model; check understanding of word usage through
analogies, synonyms, antonyms, explanations,
definitions
 Write Poetry: free or rhymed verse
 Write a descriptive narrative
 Expository Paragraph: Explain which aspects of the
character are realistic and which are fantasy.
 Story chart
 Write a Persuasive Advertisement
Other Evidence:
 Oral and/or written response to one of the Essential
Questions
 Character(s) Attribute Web
 T-chart – distinguishing between important & minor
details
 Vocabulary & spelling: Cloze paragraphs, crossword
puzzle, word search, parts of speech
 Graphic organizers
 “Think It Over” questions
 Multiple choice & open-ended tasks
Stage 3 – Learning Plan
Learning Activities:
 Use K-W-L to assess students’ prior knowledge & identify learning goals for the unit.
 Prediction Chart
 Use S-Q-3-R Strategy
 Choral Speaking
 Role Play: Students act out key scenes in the play.
 Discuss other selection(s) that has similar themes.
 Review holistic scoring rubric & revise drafts to develop final persuasive essay.
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Match theme from three examples of literary
selections
 Define plot elements; give one example of each
 Use graphic organizer to identify plot elements
 Use graphic organizer to identify conflict and
resolution
Students will be able to…
 Express author’s purpose orally in teacher
conference
 Complete Venn diagram to compare/contrast prose
writing to play and/ or poetry
 Use ten vocabulary words in context utilizing word
bank
 Make list of ten vivid verbs and use five in writing
through teacher conference
 Highlight modifiers in writing
 Predict outcomes based on prior knowledge and
evidence from text through teacher conference
 Use story map #2 graphic organizer to identify plot
elements
 Identify devices through teacher conference
Stage 5—Modified Learning Plan
Learning Activities:
 Utilize word banks for spelling and vocabulary words
 Have multiple prediction charts for various stories
 Write immediate reactions and summaries for various stories
 Utilize think-pair-share moments to answer open-ended responses create a collage
 Use slide boards to record unfamiliar words and moments in the short story
 Not only compare similar selections to one another but to other genres like movies, shows, poetry and plays
 Review holistic scoring rubrics, by using a “language-friendly” version
 Use word webs for clarification of definition and meaning with in context





Stage 6— Unit of Study Resources
HBJ Treasury of Literature – Unit One Investigations pp.21-92
Thesaurus, dictionary, internet
Prentice-Hall Writing & Grammar Silver Level
The Writing Packets/rubric
Graphic organizers/charts
Grade: 8
Unit of Study: Literature Circles
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand A Concepts About Print
Indicator
3.1.8 A.1 - Identify and use organizational structures to comprehend information. (e.g., logical order,
comparison/contrast, cause/effect, chronological, sequential, procedural text).
Strand C Decoding and Word Recognition
Indicators
3.1.8 C.1 - Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight).
3.1.8 C.2 - Apply spelling and syllabication rules that aid in decoding and word recognition.
3.1.8 C.3 - Continue to use structural analysis and context analysis to decode new words.
3.1.8 C.4 - Apply knowledge of word structures and patterns to read with automaticity.
Strand D Fluency
Indicators
3.1.8 D.1- Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.
3.1.8 D.2 - Read increasingly difficult texts silently with comprehension and fluency.
3.1.8 D.3 - Apply self-correcting strategies automatically to decode and gain meaning from print both orally and
silently.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.8 E.1 – Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions,
asking essential questions, and relating new learning to background experiences.
3.1.8 E.2 - Use increasingly complex text guides to understand different text structure and organizational patterns
(e.g. chronological sequence or comparison and contrast).
Strand F Vocabulary and Concept Development
Indicators
3.1.8 F.1 – Develop and refine an extended vocabulary through listening and exposure to a variety of texts and
independent reading.
3.1.8 F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.
3.1.8 F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using
the dictionary, thesaurus, glossary, and technology resources.
3.1.8 F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative
meanings in their speaking and writing experiences.
Strand G Comprehension Skills and Response to Text
Indicators
3.1.8 G.2 - Compare and analyze several authors’ perspectives of a character, personality, topic, setting, or event.
3.1.8 G.3 - Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and
contemporary works.
3.1.8 G.4 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of how
characters influence the progression and resolution of the plot.
3.1.8 G.6 - Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
3.1.8 G.7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.
3.1.8 G.8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and
stylistic features of text.
3.1.8 G.9 - Identify and analyze recurring themes across literary works.
3.1.8 G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and
poetry.
3.1.8 G.12 - Understand perspectives of authors in a variety of interdisciplinary works.
3.1.8 G.13 - Interpret text ideas through journal writing, discussion, and enactment.
Strand H Inquiry and Research
Indicator
3.1.8 H.5 - Read and compare at least two works, including books, related to the same genre, topic, or subject and
produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.8 A. 1 - Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution,
and sufficient descriptive detail.
3.2.8 A. 2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use
of detail, and variety in sentence structure.
3.2.8 A. 3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g.,
graphic organizers, brainstorming, technology-assisted processes).
3.2.8 A. 4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics,
and word choice.
3.2.8 A. 5 - Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the
writing of peers.
3.2.8 A. 6 - Compose, revise, edit, and publish writing using appropriate word processing software.
3.2.8 A. 7 - Reflect on own writing, noting strengths and setting goals for improvement.
Strand B Writing as a Product (resulting in a formal product or publication)
Indicators
3.2.8 B. 1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected
genres and use this knowledge in creating written work, considering the purpose, audience, and context of the
writing.
3.2.8 B. 4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or
issue-based.
Strand C Mechanics, Spelling, and Handwriting
Indicators
3.2.8 C. 1- Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling.
3.2.8 C. 2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses,
prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3.2.8 C. 3 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to
organize ideas for emphasis.
3.2.8 C. 4 - Refine the use of subordination, coordination, apposition, and other devices to indicate relationships
between ideas.
3.2.8 C. 5 - Use transition words to reinforce a logical progression of ideas.
3.2.8 C. 6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
3.2.8 C. 7 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or
internet/software resources to edit written work.
3.2.8 C. 8 - Write legibly in manuscript or cursive to meet district standards.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.8 D.1 - Gather, select, and organize the most effective information appropriate to a topic, task, and audience.
3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository,
persuasive, poetic, and everyday/ workplace or technical writing).
3.2.8 D.3 - Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate
clear, coherent events, or situations through the use of specific details.
3.2.8 D.5 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary
devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and
contrast of characters).
3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions
across the curriculum.
3.2.8 D.13 - Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of
writing.
3.2.8 D.14 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).
3.2.8 D.15 - Review scoring criteria of relevant rubrics.
Understanding(s):
Essential Question(s):
Big Idea: The ability to comprehend and respond to text  How do readers extract meaning from text?
requires independent thinking, group discussion, and
 How does characterization contribute to plot and
self-reflection.
literary elements?
 How did each character persevere through conflict?
Students will understand…
 How can we use text to influence the decisions we
 The process good readers use to extract meaning
make in our lives?
from text.
 Common themes recur in fiction
 The connection between the theme of the novel
and their own life.
 Literary elements are essential in all texts.
Students will know…
Students will be able to…
 Literary elements
 Recognize, define and use vocabulary in context
 Elements of plot
 Recognize and identify literary elements
 Methods of characterization
 Apply thematic concept in self-reflection and group
discussions
 Explication of theme
 Express findings orally and in writing
 Vocabulary Terms
 Independently synthesize and convey essential
information
Stage 2- Assessment Evidence
Performance Task(s):
 Construct open ended responses that include topic
sentence, transitional words, and facts, examples and
details to support.
 Write a journal response examining character’s
response to theme and self-response to theme
 Reflective reading journals
Other Evidence:
 Oral or written response to higher order discussion
questions
 Test on independent reading
 Explanation of theme via whole group and small
group discussion
 Informal observations
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit.
 Review scoring rubrics for open ended responses.
 Model open response structure to aid in responding to text via discussion questions.
 Explore literary elements in stations and activities.
 Research and illustrate extension activities in stations.
 Write a personal narrative in which you relate your own experiences to a similar experience from the novel.
 Jigsaw method of grouping
 Dramatize selected scenes from novel
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Ten vocabulary words per novel
 Use story map organizer
 Identify two main characters
 Identify theme of novel
Students will be able to…
 Use vocabulary terms in sentence using a word bank
 Use story map 32 graphic organizer to identify
narrative elements
 List three character traits for the two main characters
using cluster word web #3 graphic organizer
 Identify three examples of thee in novel
 Discuss with teacher explanation of thee and how it
relates to student experiences
Stage 5—Modified Learning Plan
Learning Activities:
 Use K-W-L chart to assess prior knowledge and modify learning goals
 Complete one activity in each learning station (modify as needed)
 Use planning chart graphic organizer to plan personal narrative
 Conference with student to revise narrative essay
 Match sample essays to scoring rubric
 Act one character from the novel in charades format
Stage 6— Unit of Study Resources
 The Outsiders by SE Hinton
 That Was Then, This Is Now by SE Hinton
 1984 by George Orwell
 Tuesdays With Morrie by Mitch Albom
 Slam! by Walter Dean Meyers
 Taking Sides by Gary Soto
 A Tree Grows in Brooklyn by Betty Smith
 A Corner of the Universe by Ann Martin
 The Curious Incident of the Dog in the Nigh-time by Mark Haddon
 Audio books/CDs
 Novel Units: Student Packet – Pre-reading, vocabulary, literary, comprehension, characterization, and critical
thinking activities; study guide questions; quizzes, & novel test
 Novel Units: Teacher Guide – pre & post-reading questions and activities
 Teacher created materials
 Puzzlemaker
Grade: 8
Unit of Study: Reading and Writing Strategies
Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become
independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand A Concepts about Print
Indicator
3.1.8 A.1 - Identify and use organizational structures to comprehend information. (e.g., logical order,
comparison/contrast, cause/effect, chronological, sequential, procedural text).
Strand C Decoding and Word Recognition
Indicators
3.1.8 C.1 - Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight).
3.1.8 C.2 - Apply spelling and syllabication rules that aid in decoding and word recognition.
3.1.8 C.3 -Continue to use structural analysis and context analysis to decode new words.
3.1.8 C.4 - Apply knowledge of word structures and patterns to read with automaticity.
Strand D Fluency
Indicators
3.1.8 D.1 – Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.
3.1.8 D.2 - Read increasingly difficult texts silently with comprehension and fluency.
3.1.8 D.3 - Apply self-correcting strategies automatically to decode and gain meaning from print both orally and
silently.
3.1.8 D.4 - Adjust reading rate in response to the type of text and level of difficulty (e.g. recreational reading vs.
informational reading).
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.8 E.1 – Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting
predictions, asking essential questions, and relating new learning to background experiences.
3.1.8 E 2 - Use increasingly complex text guides to understand different text structure and organizational patterns
(e.g. chronological sequence or comparison and contrast).
Strand F Vocabulary and Concept Development
Indicators
3.1.8 F.1 – Develop and refine an extended vocabulary through listening and exposure to a variety of texts and
independent reading.
3.1.8 F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.
3.1.8 F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using
the dictionary, thesaurus, glossary, and technology resources.
3.1.8 F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative
meanings in their speaking and writing experiences.
3.1.8 F.5 - Explain relationships between and among words including connotation/denotation, antonyms/synonyms.
Strand G Comprehension skills and response to text
Indicators
3.1.8 G.1 – Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic
texts.
3.1.8 G.4 – Locate and analyze the elements of setting, characterization, and plot to construct understanding of how
characters influence the progression and resolution of the plot.
3.1.8 G.5 – Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements
of nonfiction and providing support from the text as evidence of understanding.
3.1.8 G.6 - Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and
literary elements of fiction and providing support from the text as evidence of understanding.
3.1.8 G. 7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.
3.1.8 G. 8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and
stylistic features of text.
3.1.8 G.9 - Identify and analyze recurring themes across literary works.
3.1.8 G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and
poetry.
3.1.8 G.13 - Interpret text ideas through journal writing, discussion, and enactment.
3.1.8 G.14 - Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make judgments
about the importance of such documents.
Strand H Inquiry and Research
Indicators
3.1.8 H.1 - Produce written and oral work that demonstrates comprehension of informational materials.
3.1.8 H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its
authors.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences
and purposes.
Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.8 A.1- Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and
sufficient descriptive detail.
3.2.8 A.2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use
of detail, and variety in sentence structure.
3.2.8 A.3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g.,
graphic organizers, brainstorming, technology-assisted processes).
3.2.8 A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics,
and word choice.
3.2.8 A.5 - Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the
writing of peers.
3.2.8 A.6 -Compose, revise, edit, and publish writing using appropriate word processing software.
3.2.8 A.7 - Reflect on own writing, noting strengths and setting goals for improvement.
Strand B Writing as a Product (resulting in formal product or publication)
Indicators
3.2.8 B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres
and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.
3.2.8 B.2 - Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain
narrative elements.
3.2.8 B. 4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or
issue-based.
Strand C Mechanics, Spelling and Handwriting
Indicators
3.2.8 C. 1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage,
punctuation, capitalization, spelling.
3.2.8 C. 2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses,
prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3.2.8 C. 3 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to
organize ideas for emphasis.
3.2.8 C. 4 - Refine the use of subordination, coordination, apposition, and other devices to indicate relationships
between ideas.
3.2.8 C. 5 - Use transition words to reinforce a logical progression of ideas.
3.2.8 C. 6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
3.2.8 C. 7 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or
internet/software resources to edit written work.
3.2.8 C. 8 - Write legibly in manuscript or cursive to meet district standards.
Strand D Writing forms, audiences, and purposes
Indicators
3.2.8 D.1 - Gather, select, and organize the most effective information appropriate to a topic, task, and audience.
3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository,
persuasive, poetic, and everyday/ workplace or technical writing).
3.2.8 D.3 - Write responses to literature and develop insights into interpretations by connecting to personal
experiences and referring to textual information.
3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate
clear, coherent events, or situations through the use of specific details.
3.2.8 D.5 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary
devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and
contrast of characters).
3.2.8 D.8 - Explore the central idea or theme of an informational reading and support analysis with details from the
article and personal experiences.
3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions
across the curriculum.
3.2.8 D.10 - State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts,
examples, and details to support the position, and citing sources when appropriate.
3.2.8 D.11 - Present evidence when writing persuasive essays, examples, and justification to support arguments.
3.2.8 D.12 - Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively
present a topic, point of view, or argument.
3.2.8 D.13 - Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of
writing.
3.2.8 D.14 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).
3.2.8 D.15 – Review scoring criteria of relevant rubrics.
Understanding(s):
Essential Question(s):
Big Ideas: The ability to comprehend and respond to text  How does understanding a text’s structure help
requires independent thinking, group discussion, and
readers better understand its meaning?
self-reflection. Writing is the process of communicating
 How do readers figure out unknown words?
in print for a variety of audiences and purposes.
 How does fluency affect comprehension?
 What do readers do when they do not understand
Students will understand…
everything in a text?
 The process good readers use to extract meaning  Why do readers need to pay attention to a writer’s
from text.
choice of words?
 Literary elements are essential in all texts.
 How do readers construct meaning from text?
 To infer information from texts.
 How do we identify literary elements?
 The difference between essential and
 How can we use text to influence the decisions we
nonessential information
make in our lives?
 Good writers develop and refine their ideas for
 How do good writers express themselves?
thinking, learning, communicating, and
 How do writers develop a well written product?
aesthetic expression.
 How do rules of language affect communication?
 Good writers use a repertoire of strategies that
 Why does a writer chose a particular form of
enables them to vary form and style, in order to
writing?
write for different purposes, audiences, and
contexts.
 Rules, conventions of language help readers
understand what is being communicated.
 A writer selects a form based on audience and
purpose.
Students will know…
 Literary elements
 Elements of plot
 Elements of the Writing Process
 Reading clarification strategies
 Characteristics of genre
 Theme and its relevance to the text
 Figurative language
Students will be able to…
 Recognize and identify literary elements
 Write multi-paragraph compositions with clear
development, organization, effective detail and
sentence variety.
 Revise and edit drafts using a variety of reference
materials including a holistic scoring rubric
 Use Standard English convention in all writing
 Write responses to literature using textual support
 Clearly state a position and provide support in
persuasive essays
Stage 2- Assessment Evidence
Performance Task(s):
Other Evidence:
 Construct open ended responses that include topic
 Oral or written response to higher order discussion
sentence, transitional words, and facts, examples and
questions
details to support
 Test on independent reading
 Write a variety of essays, including persuasive and
 Exploration of narrative elements via whole group
expository
and small group discussion
 Keep a reflective writing journal
 Informal observations
 Review and edit peer and sample essays
 Individual and small group writing conferences
 Read and respond to a variety of texts including
narrative and informational text
Stage 3 – Learning Plan
Learning Activities:
 Use various anticipatory and diagnostic sets to assess prior knowledge and identify or modify learning goals for
the unit
 Review scoring rubrics for responses to open ended questions and essay prompts
 Model open response structure to aid in responding to text via discussion questions
 Explore literary elements in stations and activities
 Write a personal narrative in which you relate your own experiences to a similar experience from the novel
 Jigsaw method of grouping
 Debates
 Think-pair-share method of discussion
 Guided reading
 Personal Prescriptive Paths
Stage 4—Accommodations for At-Risk Populations
Students will know…
 Use a story map to identify plot elements
 Identify two literary elements a week
 Use reading clarification strategies when appropriate
 Define three types of genre
 Use persuasion map graphic organizer
Students will be able to…
Use story map 32 to identify plot elements
Define and give and example of literary terms through
teacher conference
Match correct genre to various novels
Use persuasive map graphic organizer to write persuasive
essay
Orally respond to literature using textual support through
teacher conference
Stage 5—Modified Learning Plan
Learning Activities:
 K-W-L chart to assess prior knowledge to modify learning goals (modify if necessary)
 Complete one activity in each learning station
 Think-pair-share method of discussion with teacher as moderator
 Match example open-ended questions and essays to scoring rubric with teacher conference
 Guided reading in small group
 Write a personal narrative using planning chart graphic organizer with teacher conference
Stage 6--Unit of Study Resources
Resources:
 Express Measuring Up Workbook
 Measuring Up e-Path diagnostic pre and post assessments
 Measuring Up Prescriptive Path, Persuasive and Explanatory Prompts
 Writing Packets, Computers
 Amsco Workbooks
 Explore workbooks
 NJASK Coach workbook
 Countdown Coach
 Writing & Reading Scoring Rubrics
 Teacher Created Materials
Appendices