2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum Design Template
Content Area: English Language Arts
Course Title: English Language Arts
Grade Level:6
Unit 1: Growing Up
Pacing Guide – Click Here
Unit 2: Folklore: A Blast from the Past
Pacing Guide – Click Here
Unit 3: Embracing Heritage
Pacing Guide – Click Here
Unit 4: Courageous Characters
Pacing Guide – Click Here
Unit 5: Figure it Out
Pacing Guide – Click Here
Unit 6: You’ve Got a Friend
Pacing Guide – Click Here
Date Created:
July 2011
Board Approved on:
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Introduction
When students enter middle school, they should already have a solid foundation in literature and
other subject areas and should be able to read and write fluently. Students should begin sixth
grade with a strong background in mythology, folktales, and fables from around the world; classic
and contemporary fiction and poetry; and literary nonfiction related to historical and select
science topics. They are able to write short essays in which they articulate a central idea and
support it with examples from texts. In sixth grade, students take their knowledge to a new level
as they begin to explore deeper and subtler themes. While reading Maniac Magee at the start of
sixth grade, students consider the question “How can we learn from characters and the authors
who wrote about them?” Later in the year, they study folklore, consider aspects of courage; read
literature, first-hand narratives, and informational texts about heritage and immigration; learn
about the elements of a mystery story; read about flying from literary, historical, and scientific
perspectives; and more. Throughout the units, they study morphology and etymology, building
their own dictionaries of words that they have investigated. Students write in a variety of genres,
including responses to literature, reflective essays, and stories. They use graphic organizers to lay
out their ideas and plan their essays. They participate in class discussion and art enrichment
activities; practice reading literature expressively; and deliver presentations. By the end of sixth
grade, they are ready to study literature with complex and challenging themes.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 1: Growing Up
Content Area: English Language Arts
Unit Title: Growing Up
Target Course/Grade Level: Grade 6
Unit Summary
This first six-week unit of sixth grade starts off the year with reflections on childhood—from literature to
poetry to student experiences.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
The transition to middle school signifies a stage of maturation for students. It is a time that can be both
exciting and frightening for students, so it is appropriate to use examples in literature to help students to
adjust to the changes that they will be encountering during their sixth grade year.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students build upon books read in fifth grade, and explore the theme of “growing up.” Students read Belle
Prater’s Boy and examine the theme of leaving childhood behind. Students also read biographies of some
authors to determine to what extent life experiences affect their work. After reading a description of a
prequel and seeing a few examples, students attempt to write a prequel to another well-known story in
order to see just how challenging writing can be. The unit ends with an open-ended reflective essay
answering the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.6.7
Compare and contrast the experience of reading a story, poem, or drama to listening to or
viewing an audio, video, or live version of the text, including contrasting what they “see”
and “hear” when reading the text to what they perceive when they listen or watch.
W.6.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
SL.6.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
SL.6.1.b
Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
L.6.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.6.1.a
Ensure that pronouns are in the proper case (subjective, objective, possessive)
L.6.1.b
Use intensive pronouns (e.g., myself, ourselves)
Unit Essential Questions
•
What can we learn from characters and the
authors who wrote about them?
•
How can reading help us with the
challenges of growing up?
Unit Learning Targets
Students will ...
Unit Enduring Understandings
•
Authors often base their characters on their
own experiences growing up, and the characters
they create deal with realistic problems and issues
faced by all children as they grow up and mature.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
•
•
Read a novel and identify the universal themes associated with growing up.
Compare and contrast the text of a story to its audio version.
Research authors through biographies, autobiographies, or copies of interviews, and present
findings to the class.
Write a variety of responses to literature, poetry, and informational text.
Write a narrative.
Perform scenes from stories read for classmates.
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating assessment for this unit, students will research a familiar author, such as Jerry Spinelli or
Lois Lowry, and determine to what extent the author’s experiences affected his or her characters. As part
of the research report, students will read one of the novels and cite examples from the story in the report.
Equipment needed:
• media center
• electronic databases
• independent reading books
Teacher Resources:
Glencoe Literature: Level 1
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 1
Vocabulary Workshop: Level A
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
6 weeks
Reading
Focus Area 2
6 weeks
Writing
Focus Area 3
6 weeks
Language
Focus Area 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Growing Up
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
X Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Read text with purpose, and annotate for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read and annotate word problems to aid in understanding in order to solve correctly
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Read text and annotate, or translate, for understanding
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• readwritethink.org – “Literary Elements Map”
• readwritethink.org – “Lights, Camera, Action: Interviewing a Book Character”
• readwritethink.org – “Book Report Alternative: Creating a Childhood for a Character”
• readwritethink.org – “Action Is Character: Exploring Character Traits with Adjectives”
• readwritethink.org – “Roald Dahl was born on this day in 1916”
Equipment needed:
•
Belle Prater’s Boy student editions
•
Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Read and respond to
literature.
• Read for the purpose of
research.
• Compare and contrast
the text of a previously
read story with the audio
version.
Lesson Sequence
1. Discuss summer reading novels in
small groups with the focus on
challenges of childhood and how
those challenges were handled by
the characters.
2. Read a variety of fiction, and
examine how the characters
develop and how the setting might
contribute to the character
development in each story.
3. Read poetry about the topic of
growing up, and compare how the
theme of growing up is handled in
poetry to how it is handled in
literature.
4. Create a character map of one of
the characters from Belle Prater’s
Boy, citing examples of how the
character changes and develops
through the course of the story.
5. Examine the elements of setting
(time, place, environment) and how
the author uses them in Belle
Prater’s Boy to help develop the
plot or the characters.
6. Select a book for independent
reading, written by an author about
whom students are researching.
Formative Assessment
Tasks
•
•
•
•
comprehension checks
class discussion
journal responses
literature circles
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Belle Prater’s Boy student editions
• “The Scribe” (short story) p. 10 Glencoe Literature
• “Short Fiction” (genre study) p. 44 Glencoe Literature
• “The King of Mazy May” (short story) p. 52 Glencoe Literature
• “Stray” (short story) p. 113 Glencoe Literature
• “Ta-Na-E-Ka” (short story) p. 248 Glencoe Literature
• “Eleven” (short story) p. 298 Glencoe Literature
• “My Parents” (poem) p. 306 Glencoe Literature
• “Mad” (poem) p. 331 Glencoe Literature
• “Geraldine Moore the Poet” (short story) p. 346 Glencoe Literature
• “Whatif” (poem) p. 388 Glencoe Literature
• “Jimmy Jet and His TV Set” (poem) p. 390 Glencoe Literature
• “Flowers and Freckle Cream” (short story) p. 394 Glencoe Literature
• “Good Luck Gold” (poem) p. 403 Glencoe Literature
• “The Fun They Had” (short story) p. 415 Glencoe Literature
• “Why Books Are Dangerous” (personal essay) p. 421 Glencoe Literature
• “The Southpaw” (short story) p. 486 Glencoe Literature
• “The Circuit” (short story) p. 524 Glencoe Literature
• “All Summer in a Day” (science fiction) p. 557 Glencoe Literature
• “Primary Lessons” (short story) p. 607 Glencoe Literature
• “The Sidewalk Racer” (poem) p. 620 Glencoe Literature
• “Alone in the Nets” (poem) p. 622 Glencoe Literature
• “President Cleveland, Where Are You?” (short story) p. 664 Glencoe Literature
• “The Bracelet” (short story) p. 746 Glencoe Literature
• “Brighton Beach Memoirs” (drama) p. 762 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Growing Up
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Media Literacy
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• blog, wiki, or Google docs for writing and revising essays
• readwritethink.org – “Book Report Alternative: Creating a Childhood for a Character”
Equipment needed:
• laptops
• electronic databases
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Write a variety of
responses to literature,
poetry, and
informational text.
• Write a narrative.
Lesson Sequence
1. Write responses to open-ended
questions using the text appropriately
to support opinions or ideas.
2. Write a prequel to a previously read
story, staying true to the original
Formative Assessment
Tasks
•
•
•
•
journal responses
rough draft of prequel
rough draft of report
rough draft of essay
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Write a research
report.
characters and setting.
3. Write a research report about an
author, focusing on his or her
childhood, and make a connection to
a novel written by the author that
shows influence from the author’s
life.
4. Write a reflective essay in response
to the essential question: What can
we learn from characters and the
authors who wrote about them?
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Literature
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• “Narrative” (writing workshop) p. 140 Glencoe Literature
• “Response to Literature” (writing workshop) p. 426 Glencoe Literature
• “Research Report” (writing workshop) p. 704 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Growing Up
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• readwritethink.org – “Action Is Character: Exploring Character Traits with Adjectives”
• readwritethink.org – “Internalization of Vocabulary Through the Use of a Word Map”
• readwritethink.org – “Improve Comprehension: A Word Game Using Root Words and Affixes”
• readwritethink.org – “Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary”
• readwritethink.org – “You Can’t Spell the Word Prefix Without a Prefix”
Equipment needed:
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
Lesson Sequence
• Use words correctly in
1. Complete units 1-3 in Vocabulary
Workshop Level A. Focus on
context.
roots, prefixes, and suffixes.
• Understand how prefixes
Formative Assessment
Tasks
•
•
•
vocabulary pretests
grammar pretests
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
and suffixes affect word
meaning and part of
speech.
Follow the conventions
for acceptable use when
writing.
Ensure that pronouns are
in the proper case.
2. Demonstrate understanding of the
basic parts of speech: nouns,
verbs,, adjectives, and adverbs.
3. Choose specific adjectives to
convey character traits.
4. Demonstrate mastery of pronoun
usage, including subjective,
objective, possessive, and intensive
pronouns.
5. Keep a file of words learned as part
of this unit. Arrange words by
root, prefix, or suffix.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Vocabulary Workshop Level C
• “Word Parts” (vocabulary workshop) p. 23 Glencoe Literature
• “Context Clues” (vocabulary workshop) p. 220 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Growing Up
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• electronic databases
Equipment needed:
• media center
• media specialist
• electronic databases
Goals/Objectives
Students:
• Research authors
through biographies,
autobiographies, and
copies of interviews.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Listen to a recording of “I Won’t
Grow Up” from the musical Peter
Pan. Compare theme of that to
themes of literature read in class.
Formative Assessment
Tasks
•
•
•
class discussion
journal responses
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Use media resources
appropriately for
research.
2. Research a well-known author and
prepare a written report.
3. Watch or listen to an interview on a
famous author.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• iTunes – “I Won’t Grow Up”
• “Media Elements” (media workshop) p.247 Glencoe Literature
• “Media Ethics” (media workshop) p. 683 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Growing Up
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• readwritethink,org – “March is Music in Our Schools Month”
Equipment needed:
• laptops
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
Lesson Sequence
• Compare and contrast 1. Conduct a class discussion about
similarities and differences in
the text of a story to its
understanding between text and
audio version.
auditory recordings of text.
• Present findings from
2. Choose a scene from one of the
research to the class.
stories read that you found humorous
• Perform scenes from
or touched you in some way and
stories read in class.
present a dramatic interpretation.
• Participate in group
Formative Assessment
Tasks
•
•
class discussion
examination of
speaking/listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
discussions.
3. Discuss the idea of eternal youth.
Would you like to be young forever?
Why or why not?
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 146 Glencoe Literature
• “Informative Presentation” p. 286 Glencoe Literature
• “Oral Response to Literature” p. 432 Glencoe Literature
• “Oral Report” p. 712 Glencoe Literature
• “Active Listening and Note-Taking” p. 838 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 2
Content Area: English Language Arts
Unit Title: Folklore: A Blast from the Past
Target Course/Grade Level: Grade 6
Unit Summary
This six-week unit focuses on what folklore (myths, legends, and tall and pourquoi tales) reveal about
world cultures—including our own.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
• read nonfiction descriptions of ancient civilizations
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Rationale
As students begin to examine ancient world cultures in social studies class, they will begin reading myths
and folklore from around the world. In doing this, students will also begin to see similarities in cultures
from around the world and parallels to our own culture.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students will read myths and legends from a variety of sources: ancient Greek or Roman civilizations;
Russian society; Viking, Eskimo, or Latin American cultures; or other cultures of the students’ choice. In
addition, students read informational text, listen to music, and examine art from the myth’s or legend’s
country of origin. Class discussions should focus on the fact that folklore provides a limited view of a
culture, and that it’s important to research and find out more about the country before making sweeping
generalizations about it. Students will read Maniac Magee and discuss the legendary elements present in
the novel. Students will also try their hand at writing a legend or myth of their own. The goal of this unit is
not only for students to find commonalities across this genre, but to discover countries and cultures other
than our own. The culminating project is an open-ended reflective essay response to the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
RI.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
W.6.3
Write narratives to develop real or imagined experiences or events using effective
techniques, relevant descriptive details, and well-structured event sequences.
W.6.7
Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) on grade 6 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
SL.6.1.c
Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
SL.6.1.d
Review the key ideas expressed and demonstrate understanding of multiple perspectives
through reflection and paraphrasing.
L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
of a word (e.g., audience, auditory, audible).
Unit Essential Questions
•
How is folklore simultaneously revealing
Unit Enduring Understandings
•
Folklore can reveal some of the values and
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
and limiting?
How do people or events become
legendary?
beliefs of a culture, but cannot show all elements
of the culture.
•
Legends are created when ordinary people
behave in an extraordinary manner.
Unit Learning Targets
Students will ...
•
Read, compare, and contrast myths, legends, and tall and pourquoi tales from a variety of
countries/ cultures.
•
Compare and contrast one author’s presentation of events with that of another.
•
Write a variety of responses to literature and informational text.
•
Write a narrative (myth, legend, tall tale, or pourquoi tale).
•
Compare and contrast the reading of a story to its audio version.
•
Perform a scene from a myth or legend for classmates.
•
Conduct research on a country of choice, and integrate that knowledge with folklore from the same
country.
•
Participate in group discussions.
Evidence of Learning
Summative Assessment (X days)
As a culminating activity for the unit, students will research a country of choice. As part of the research,
students will also read some of the myths or folklore associated with that country. When presenting their
findings in a report or multi-media presentation, students will integrate the knowledge of the folklore with
the history of the country.
Equipment needed:
• electronic databases
• myths and legends from around the world
• media presentaion such as iMovie, glogs, or the like
Teacher Resources:
Glencoe Literature: Level 1
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 1
Vocabulary Workshop: Level A
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Focus Area 1
Reading
Focus Area 2
Timeframe
6 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Writing
6 weeks
Focus Area 3
6 weeks
Language
Focus Area 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 1 Template
Content Area: Folklore: A Blast from the Past
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
Media Literacy
ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use text appropriately as support when answering questions or supporting opinions.
• Read about ancient civilizations and cultures
Science
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• readwritethink.org – “The Big Bad Wolf: Analyzing Point of View in Texts”
• readwritethink.org – “Plot Diagram”
• readwritethink.org – “Today Is St. Patrick’s Day”
• readwritethink.org – “Myth and Truth: The First Thanksgiving”
Equipment needed:
• Maniac Magee student editions
• Glencoe Literature
• electronic databases
Goals/Objectives
Students:
• Read, compare, and
Learning Activities/Instructional
Strategies
Lesson Sequence:
1. Read a variety of myths and legends
Formative Assessment
Tasks
•
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
contrast myths,
legends, and tall and
porquoi tales from a
variety of
countries/cultures.
Compare and contrast
one author’s
presentation of events
with that of another.
Read for information.
2.
3.
4.
5.
and identify what you can learn
about the culture/civilization from
reading its stories.
Read multiple versions of the same
folktale, such as Cinderella tales,
and identify similarities and
differences.
Read informational text about the
country/culture of origin of some of
the myths read in class and identify
what the informational text tells you
about a culture that the stories do
not.
Read Maniac Magee and identify
legendary elements present in the
novel.
Conduct research on a country from
which you will also read folklore.
How does knowing factual
information enhance the
understanding you have of the
culture from reading its folklore?
•
•
journal responses
comprehension checks
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Maniac Magee by Jerry Spinelli
• “The Fly” (folktale) p. 2 Glencoe Literature
• “All Stories Are Anansi’s” (folktale) p. 74 Glencoe Literature
• “Dragon, Dragon” (fairy tale) p. 81 Glencoe Literature
• “Pecos Bill” (tall tale) p. 122 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
“The Emperor’s Silent Army” (nonfiction) p. 198 Glencoe Literature
“The End of the World” (myth) p. 222 Glencoe Literature
“How the Snake Got Poison” (folktale) p. 227 Glencoe Literature
“He Lion, Bruh Bear, and Bruh Rabbit” (folktale) p. 271 Glencoe Literature
“The Toad and the Donkey” (folktale) p. 277 Glencoe Literature
“Wings” (myth) p. 360 Glencoe Literature
“Arachne” (myth) p. 405 Glencoe Literature
“To Captain John Smith” (speech) p. 444 Glencoe Literature
“Romulus and Remus” (myth) p. 469 Glencoe Literature
“The Wolf and the House Dog” (fable) p. 502 Glencoe Literature
“The Donkey and the Lapdog” (fable) p. 506 Glencoe Literature
“Persephone” (myth) p. 540 Glencoe Literature
“The Fox and the Crow” (fable) p. 578 Glenoce Literature
“The Golden Touch” (myth) p. 808 Glencoe Literature
“The Boy Who Lived with the Bears” (folktale) p. 824 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 2 Template
Content Area: Folklore: A Blast from the Past
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
• Write about other civilizations/cultures
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
• Write about a scientific discovery made by an early civilization or culture.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• use of blogs, wikis, or Google docs for publishing
Equipment needed:
• Glencoe Writer’s Choice
• laptops
Goals/Objectives
Students:
• Write to compare
and/or contrast.
• Write a variety of
responses to literature
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Create graphic organizers as you
read different types of folklore,
keeping track of country, characters,
problem, setting, hero, ending, and
Formative Assessment
Tasks
•
•
•
journal responses
rough draft of
compare/contrast essay
rough draft of myth or
legend
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
and informational texts.
Write a narrative.
Write to inform.
cultural characteristics.
2. Write an essay comparing and/or
contrasting different accounts of
similar stories, such as Cinderella.
3. Write an original myth or legend,
following the pattern observed in
reading myths and legends.
4. Write a research report on a country,
and integrate some of its folklore
into your observations of its culture.
•
rough draft of research
report.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• “Narrative” (writing workshop) p. 140 Glencoe Literature
• “Response to Literature” (writing workshop) p. 426 Glencoe Literature
• “Research Report” (writing workshop) p. 704 Glencoe Literature
• “Expository Essay” (writing workshop) p. 832 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Folklore: A Blast from the Past
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Use vocabulary
correctly in context.
• Understand gradeappropriate Greek and
Latin roots.
• Use prepositions and
prepositional phrases
Lesson Sequence
1. Complete review unit 1-3 and units 4
and 5 in Vocabulary Workshop Level
A.
2. Continue adding to word file of
vocabulary learned in this unit.
3. Demonstrate mastery prepositions.
Formative Assessment
Tasks
•
•
•
•
vocabulary pretests
preposition pretests
practice worksheets
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
correctly to enhance
written expression.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• “Word Parts” (vocabulary workshop) p. 23 Glencoe Literature
• “Context Clues” (vocabulary workshop) p. 220 Glencoe Literature
• “Word Origins” (vocabulary workshop) p. 761 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Folklore: A Blast from the Past
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• electronic databases
•
http://americanfolklore.net/folklore/myths-legends/
• http://home.comcast.net/~chris.s/myth.html
Equipment needed:
• media center
• media specialist
Goals/Objectives
Students:
• Use resources
appropriately for
research.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Watch a video of a legend, folktale,
or myth, and compare it to the
written text; discuss director’s
Formative Assessment
Tasks
•
•
•
teacher observation
class discussion
journal responses
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Research a country and
integrate that
knowledge with
folklore from the same
country.
choices in telling the story.
2. Create a comic strip that displays
the unfolding of a myth, legend, or
tall tale.
3. Listen to a recording of a story you
have previously read and identify
how hearing it compares to reading
it.
4. Examine artwork that deals with
characters in myths, tall tales, or
folktales and identify how your
appreciation for the artwork is
influenced by knowing the story
behind the subject.
5. Research a country and read some
of its folklore. Blend elements of
the folklore with factual details you
learned from research and prepare a
multi-media presentation for your
class.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• media center
• media specialist
• electronic databases
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Folklore: A Blast from the Past
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• Glencoe Literature on-line edition
Equipment needed:
• classroom speakers
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Perform in front of the
class.
• Participate in group
discussions.
• Present a report orally.
Lesson Sequence
1. Compare and contrast characters
and settings from similar myths or
legends as part of group discussion.
2. Choose a scene from a myth or
legend that you feel is most
revealing about the culture and
present the scene as a dramatic
reading.
Formative Assessment
Tasks
•
•
•
class discussions
small group discussions
think-pair-share
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
3. Create a multi-media presentation
on a country of choice and deliver to
your class.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 146 Glencoe Literature
• “Informative Presentation” p. 286 Glencoe Literature
• “Oral Response to Literature” p. 432 Glencoe Literature
• “Oral Report” p. 712 Glencoe Literature
• “Active Listening and Note-Taking” p. 838 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 3
Content Area: English Language Arts
Unit Title: Embracing Heritage
Target Course/Grade Level: Grade 6
Unit Summary
In the eight-week unit, students continue to read stories and informational text and discuss what they each
reveal about our own country.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Having looked at folklore of the world in order to see what it reveals about other cultures and civilizations,
students can now turn their attention to American folklore to see what those stories reveal about our
cultural heritage as a nation.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
America has been described as “a melting pot” or “a tossed salad” because a variety of individuals who
have come to America from around the world have made our country rich in ideas, traditions, and customs.
Except for the Native Americans, everyone has immigrated—or has ancestors who have emigrated—from
another country. People have come, and continue to come, to America to seek freedom and opportunity.
Students read from a variety of texts and discuss the fact that, while many voluntarily immigrated, others
came involuntarily. Many who came to America have had to overcome racism and prejudice, and students
discuss how we should try to understand each other’s similarities and differences. This unit culminates in
a “Generations Project,” in which students consider the perspectives from different generations within a
family to show how we are shaped by the experiences we have and the people we encounter. In addition,
students create an individual semantic map of the phrase “embracing heritage” in order to represent
visually their understanding of this phrase. A component of this project is an open-ended reflective
epilogue that answers the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.6.6
Explain how an author develops the point of view of the narrator in a text.
RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
RI.6.9
Compare and contrast one author’s presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
SL.6.3
Delineate a speaker’s argument and specific claims, distinguishing claims that are
supported by reasons and evidence from claims that are not.
L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4.c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or
its part of speech.
L.6.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary.
Unit Essential Questions
•
How can we learn to appreciate our
similarities and differences through literature?
Unit Enduring Understandings
•
Literature is a non-threatening way to
approach difficult topics and to learn about people
who appear to be very different from us. We are
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
able to ask questions and examine differences,
while also noticing those traits that are very
similar.
Unit Learning Targets
Students will ...
•
Define the word “heritage” and review the word “culture” (from 5th grade).
•
Read a variety of historical fiction and nonfiction about immigrant experiences.
•
Analyze multiple accounts of immigration and describe important similarities and differences in
the details they provide.
•
Interview family members.
•
Conduct research on countries from which family members immigrated.
•
Write opinion papers on America as the “land of opportunity.”
•
Write and perform poetry or songs for classmates.
•
Begin defining relationships between words (e.g., migrate, immigrate, emigrate, etc.).
•
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating activity, students will prepare a multi-media Generations Project. Students will begin by
interviewing people from different generations in the same family to learn about their childhoods and
family stories that have been shared from one generation to the next regarding from where the family
originated. Following that, students will research the country from which the family immigrated. This
will be presented in both written and multi-media format. The epilogue of the project should include each
student’s observations of similarities they see in themselves, their ancestors, and their cultural heritage.
Equipment needed:
• interview subjects
• media center
• media specialist
Teacher Resources:
Glencoe Literature: Level 1
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 1
Vocabulary Workshop: Level A
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Focus Area 1
Reading
Timeframe
8 weeks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
8 weeks
Writing 2
Focus Area 3
8 weeks
Language
Focus Area 4
8 weeks
Media Literacy
Focus Area 5
8 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Embracing Heritage
Lesson Title: Reading
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• readwritethink.org – “Breaking Barriers, Building Bridges: Critical Discussion of Social Issues”
• Library of Congress – “Thinking about Songs as Historical Artifacts”
• Today’s Teacher – “Gateway to Dreams: An Ellis Island/Immigration WebQuest for Upper
Elementary Grades”
• PBS.org – “New American Series, Cultural Riches”
Equipment needed:
• Glencoe Literature
Goals/Objectives
Students:
• Read a variety of
historical fiction and
nonfiction about
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Read “Street Magic” and discuss the
immigration experience as depicted
in the story. Is it still relevant?
Formative Assessment
Tasks
•
•
•
comprehension check
class discussion
journal responses
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
immigrant experiences.
Analyze multiple
accounts of
immigration and
describe important
similarities and
differences in the
details they provide.
Read for research.
2. Read a variety of immigration
experiences: short stories, poems,
and nonfiction articles, and identify
how they provide insight into the
immigrant experience.
3. Read text from several stories on a
country from where an ancestor
immigrated.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Street Magic” (graphic story) p. 102 Glencoe Literature
• “The Courage That My Mother Had” (poem) p. 135 Glencoe Literature
• “My Father Is a Simple Man” (poem) p. 137 Glencoe Literature
• “The All-American Slurp” (short story) p. 315 Glencoe Literature
• “Looking for America” (narrative essay) p. 450 Glencoe Literature
• “The Shutout” (expository essay) p. 511 Glencoe Literature
• “The Circuit” (short story) p. 524 Glencoe Literature
• “Harvest” (photo essay) p. 536 Glencoe Literature
• “Primary Lessons” (autobiography) p. 607 Glencoe Literature
• “I Am an American A True Story of Japanese Internment” (nonfiction) p. 757 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Embracing Heritage
Lesson Title: Writing
Timeframe: 8 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• blog, wiki, or Google docs for collaboration and publishing
• readwritethink.org – “Annie Moore becomes the first immigrant to enter Ellis Island in 1882”
• readwritethink.org – “Faith Ringgold was born on October 8, 1930”
Equipment needed:
• Glencoe Writer’s Choice
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
Lesson Sequence
• Write opinion papers on 1. After reading several immigrant
stories, respond to this James Arthur
America as “the land of
Baldwin quotation from the point of
opportunity.”
view of one of the characters:
• Write and perform
“Know from whence you came. If
poetry or songs for
Formative Assessment
Tasks
•
•
•
•
journal responses
written responses to
literature
rough draft of opinion
paper
rough draft of
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
classmates.
Write to inform.
you know whence you came, there
are absolutely no limitations to
where you can go.”
2. Write an opinion paper on whether
you think the reasons for current
immigration are more alike or
different from those who
immigrated 200 years ago.
3. Write a family’s generational
immigration story. Include details
about the country of origin, reasons
for immigration, and childhood
experiences of three generations
(child, parent, grandparent) of a
family.
4. Write an essay response to the
essential question: how can we learn
to appreciate our similarities and
differences through literature?
•
immigration story
rough draft of reflective
essay
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• “Narrative” (writing workshop) p. 140 Glencoe Literature
• “Response to Literature” (writing workshop) p. 426 Glencoe Literature
• “Research Report” (writing workshop) p. 704 Glencoe Literature
• “Expository Essay” (writing workshop) p. 832 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Embracing Heritage
Lesson Title: Language
Timeframe: 8 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Vocabulary Workshop Level A
Goals/Objectives
Students:
• Define the word
heritage and review the
word culture.
• Begin defining
relationships between
words (e.g., migrate,
immigrate, emigrate,
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Complete unit 6, unit 4-6 review,
and units 7 and 8 in Vocabulary
Workshop Level C.
2. Create a word map to differentiate
“heritage” from “culture.”
3. Continue adding to personal
dictionary of terms learned in this
Formative Assessment
Tasks
•
•
•
•
vocabulary pretest
grammar pretest
rough drafts
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
etc.).
Use vocabulary
correctly in context.
Combine sentences for
effect in writing.
unit.
4. Create a semantic map of the phrase
“embracing heritage” in order to
represent visually your
understanding of the phrase.
5. Experiment with a variety of ways
to combine sentences in order to
improve the overall effect of
writing.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• “Word Parts” (vocabulary workshop) p. 23 Glencoe Literature
• “Context Clues” (vocabulary workshop) p. 220 Glencoe Literature
• “Word Origins” (vocabulary workshop) p. 761 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Embracing Heritage
Lesson Title: Media Literacy
Timeframe: 8 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• The Statue of Liberty-Ellis Island Foundation, Inc – “The Peopling of America”
• Library of Congress – “Photographs from Ellis Island”
• University of Minnesota – “Immigration History Research Center”
Equipment needed:
• media center
• media specialist
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
Examine multi-media sources
for research.
Create a multi-media
Lesson Sequence
1. Create a travel brochure that entices
people to travel to the US that would
increase understanding of how are
Formative Assessment
Tasks
•
•
•
class discussion
teacher observation
student conferences
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
presentation from research.
similar to and different from other
places in the world.
2. Create a multi-media presentation of
the Generations Project.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• media center
• media specialist
• electronic databases
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Embracing Heritage
Lesson Title: Speaking/Listening
Timeframe: 8 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast
Equipment needed:
• recording equipment
Goals/Objectives
Students:
• Interview family
members.
• Perform poetry or
songs for classmates.
• Participate in class
discussions.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Discuss the immigrant experiences
that are portrayed in stories read in
class and draw comparisons.
2. Write and perform a poem or song
for two voices about an immigrant’s
experiences.
3. Write and record questions for a
series of interviews of family
Formative Assessment
Tasks
•
•
class discussions
review of speaking/
listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
members regarding their childhood
and immigrant experiences.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher-level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 146 Glencoe Literature
• “Informative Presentation” p. 286 Glencoe Literature
• “Oral Response to Literature” p. 432 Glencoe Literature
• “Oral Report” p. 712 Glencoe Literature
• “Active Listening and Note-Taking” p. 838 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 4
Content Area: English Language Arts
Unit Title: Courageous Characters
Target Course/Grade Level: Grade 6
Unit Summary
In this six-week unit, students select a fictional story with a courageous character and pair it with related
informational text from the same historical time period.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
After spending considerable time looking at how cultures and civilizations are represented in literature,
students will examine the genre of historical fiction to look at how history is represented in literature.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students will read stories about a variety of circumstances in which people acted with tremendous courage:
in times of slavery, during the Holocaust, or during the days of unfair labor practices. Students recognize
that acts of courage may have an everlasting effect on others. In this unit, students have the opportunity to
refine their definition of courage by examining how characters—real and fictional—grew from the
obstacles they overcome. After reading about outwardly courageous people, students consider quiet acts of
courage, and class discussions reveal the importance of those people who often remain unnoticed or behind
the scenes. Students examine how language and vocabulary enhance the reader’s experience, cite specific
passages of text to justify their thoughts, and critically examine the artistic licenses often taken in historical
fiction. The culminating project for this unit is for students to write and publish their own stories of
courageous characters.
CPI #
Cumulative Progress Indicator (CPI)
RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems, historical
novels and fantasy stories) in terms of their approaches to similar themes and topics.
RI.6.2
Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions and judgments.
W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
W.6.6
Use technology, including the internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type
a minimum of three pages in a single setting.
SL.6.2
Interpret information presented in diverse formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.
L.6.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Unit Essential Questions
Unit Enduring Understandings
•
How are acts of courage revealed in
•
Authors reveal acts of courage by creating
literature and informational text?
ordinary characters who do extraordinary things.
Unit Learning Targets
Students will ...
•
Define “courage.”
•
Read a variety of literature and informational text about challenging events and experiences.
•
Compare and contrast stories with courageous characters.
•
Write a variety of responses to literature and informational text.
•
Perform a favorite scene from a story for classmates.
•
Read informational text to provide a historical context for the setting of a story with courageous
characters.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Write an opinion paper about a challenging event studied.
Continue defining relationships between words (e.g., courage, courageous, courageousness;
conviction, convince, etc.)
•
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating assignment for this unit, students will read an historical fiction novel and then research
an aspect of the time period in which the story is placed, whether it be an historical figure or an actual
event from history. Students will write a report about the historical aspect of the novel, and then offer
commentary on how well the author blended historical elements into a fictional story.
Equipment needed:
• media center
• media specialist
Teacher Resources:
Glencoe Literature: Level 1
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 1
Vocabulary Workshop: Level A
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
6 weeks
Reading
Focus Area 2
6 weeks
Writing
Focus Area 3
6 weeks
Language
Focus Area 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: Courageous Characters
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• National Endowment for the Humanities – “Families in Bondage”
• National Endowment for the Humanities – “Slave Narratives: Constructing US History through
Analyzing Primary Sources”
• readwritethink.org – “Susan B. Anthony voted on this date in 1872, leading to her arrest”
• readwritethink.org – “Heroes around Us”
Equipment needed:
• Glencoe Literature
• The Devil’s Arithmetic student editions
Goals/Objectives
Students:
• Read a variety of
literature and
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Read several short stories and
biographies about people who faced
Formative Assessment
Tasks
•
•
•
comprehension checks
class discussion
journal responses
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
informational text
about challenging
events and experiences.
Compare and contrast
stories with courageous
characters.
Read informational text
to provide a historical
context for the setting
of a story with
courageous characters.
challenges.
2. Compare characters who behaved
courageously.
3. Read The Devil’s Arithmetic and
nonfiction accounts of the
Holocaust. Compare the historical
details in the novel with those in the
nonfiction text.
4. Read accounts of overt bravery and
other accounts of more quiet
courage and compare. Which is
more brave?
•
written responses to
literature
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• The Devil’s Arithmetic
• “Hurricane Heroes” (magazine article) p. 24 Glencoe Literature
• “What Exactly Is a Hero?” (essay) p. 46 Glencoe Literature
• “The King of Mazy May” (essay) AND “The Story of the Klondike Gold Rush” pp. 52 and 69
Glencoe Literature
• “The Courage That My Mother Had” (poem) p. 135 Glencoe Literature
• “Dust Tracks on a Road” (autobiography) p. 232 Glencoe Literature
• “Life Doesn’t Frighten Me” (poem) p. 340 Glencoe Literature
• “Voice from the Holocaust” (biography) p. 596 Glencoe Literature
• “The Secret Schools” (historical nonfiction) p. 604 Glencoe Literature
• “Satchel Paige” (biography) p. 626 Glencoe Literature
• “Eleanor Roosevelt” (biography) p. 642 Glencoe Literature
• “Going Blind” (autobiography) p. 692 Glencoe Literature
• “Ray Charles” (biography) p. 699 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
“Madam C.J. Walker” (biography) p. 724 Glencoe Literature
Focus Area 2
Content Area: Courageous Characters
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• readwritethink.org – “Choose Your Own Adventure”
Equipment needed:
• Glencoe Writer’s Choice
• Glencoe Literature
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Write a variety of
responses to literature
and informational text.
• Write an opinion paper
about a challenging
Lesson Sequence
1. Create a Venn Diagram separating
fact from fiction in historical fiction.
2. Write an opinion paper about a an
act that you believe was courageous
that some might disagree with you.
Formative Assessment
Tasks
•
•
•
•
journal responses
student conference
rough draft of opinion
paper
rough draft of reflective
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
event studied.
3. Write a reflective essay about the
character you believe was the most
brave, citing examples from the
story to support your opinion.
4. Write a report analyzing the
accuracy of historical elements in a
novel of your choice.
•
essay
rough draft of report
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
• “Narrative” (writing workshop) p. 140 Glencoe Literature
• “Response to Literature” (writing workshop) p. 426 Glencoe Literature
• “Research Report” (writing workshop) p. 704 Glencoe Literature
• “Expository Essay” (writing workshop) p. 832 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Courageous Characters
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Vocabulary Workshop Level A
Goals/Objectives
Students:
• Define courage.
• Continue defining
relationships between
words.
• Use vocabulary
correctly in context.
• Use punctuation (e.g.,
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Complete unit 9, unit 7-9 review,
and unit 10 in Vocabulary Workshop
Level A.
2. Create a class word map for
“courage.”
3. Continue creation of a file of terms
learned this year.
Formative Assessment
Tasks
•
•
•
•
vocabulary pretest
class discussion
punctuation pretest
review worksheets
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
comma, semi-colon,
colon) for effect in
writing.
4. Demonstrate mastery of the use of
the comma, colon, and semi-colon
in writing.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• “Word Parts” (vocabulary workshop) p. 23 Glencoe Literature
• “Context Clues” (vocabulary workshop) p. 220 Glencoe Literature
• “Word Origins” (vocabulary workshop) p. 761 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Courageous Characters
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• readwritethink.org – “Titanic: The RMS Titanic sank on this day in 1912”
• National Endowment for the Humanities – “Spirituals”
• PBS.org – “Africans in America”
• Schomburg Center for Research in Black Culture – “In Motion: The African-American Migration
Experience”
Equipment needed:
• laptops
• media center
• media specialist
Goals/Objectives
Students:
Learning Activities/Instructional Strategies
Lesson Sequence
Formative Assessment
Tasks
•
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Use a
variety of
resources for
research.
Watch
video of historical
event and
compare to
historical fiction.
1. Read from two blogs
•
(athousandcheeringstrangers.weebly.c
om/index.html and
mothereseblog.com/2010/05/10/rando
m-acts-of-courage/) and talk about
elements of courage you find in each.
2. Compare a video documentary of an
historical event, such as the
Holocaust, and historical fiction of
the same topic. From which do you
learn more?
3. Create a multi-media presentation of
a courageous act.
journal responses
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• media center
• media specialist
• electronic databases
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Courageous Characters
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast
Equipment needed:
• recording equipment
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Perform a favorite scene
from a story for
classmates.
• Participate in group
discussions.
Lesson Sequence
1. Discuss courageous characters and
what makes one character more
courageous than another.
2. Choose an emotional scene from a
story that demonstrates a
character’s courageousness and
present it as a dramatic reading.
3. Summarize one of the stories read
Formative Assessment
Tasks
•
•
class discussion
group discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
for your class, including the
meaning of the story and the
qualities of courageousness.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 146 Glencoe Literature
• “Informative Presentation” p. 286 Glencoe Literature
• “Oral Response to Literature” p. 432 Glencoe Literature
• “Oral Report” p. 712 Glencoe Literature
• “Active Listening and Note-Taking” p. 838 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 5
Content Area: English Language Arts
Unit Title: Figure It Out
Target Course/Grade Level: Grade 6
Unit Summary
In this four-week unit, students have the opportunity to read classic and contemporary mysteries, make
sense of nonsense poems, and solve riddles and math problems.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• explain clearly the steps involved in the scientific process
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Rationale
Predicting is a necessary skill for improving reading comprehension, and good predictions are based on
details found in the reading. Mysteries are designed to prompt the reader to predict or make guesses based
on the clues presented. The better students become at solving mysteries, the better they will become at
noticing details when reading.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Students are asked to articulate their basis for predictions, describe why and when they revise those
predictions, and share the strategies they use to solve a variety of problems. Divergent approaches to
similar problems are encouraged, followed by analysis of why students chose a particular strategy to try.
Students delve deeply into examining language and vocabulary specific to mysteries and problem solving.
They examine how understanding of these words is keep to uncovering connections made in texts. The
culminating activity for this unit is for students to write an essay response to the essential question.
CPI #
Cumulative Progress Indicator (CPI)
RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure
of a text and contributes to the development of the theme, setting, or plot.
RI.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate
volume, and clear pronunciation.
L.6.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Unit Essential Questions
•
How are strategies for solving math
problems similar to and different from strategies
for solving mysteries?
Unit Enduring Understandings
•
When solving math problems, the most
important part of the task is to eliminate
unnecessary details and find the essential parts in
order to solve correctly.
Unit Learning Targets
Students will ...
•
Read and solve a variety of mysteries, nonsense poems, riddles, and math problems.
•
Compare and contrast mystery stories by a variety of authors.
•
Distinguish between explicit clues and inferences drawn from the text.
•
Articulate strategies used when solving problems (i.e., highlighting key information) and when
figuring out mysteries (i.e., refining predictions as each chapter is read).
•
Write a variety of responses to literature and informational text.
•
Recite poetry for classmates.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Compare and contrast the experience of reading a mystery to listening to or viewing an audio,
video, or live version.
•
Use new vocabulary associated with mysteries in written responses.
•
Participate in group responses.
Evidence of Learning
Summative Assessment
As a culminating activity for this unit, students will work in groups to research the development of forensic
science. They will prepare a multimedia presentation comparing the real forensic science with the science
they may see in the movies or on television in shows like CSI.
Equipment needed:
• media center
• media specialist
Teacher Resources:
Glencoe Literature: Level 1
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 1
Vocabulary Workshop: Level A
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
4 weeks
Reading
Focus Area 2
4 weeks
Writing
Focus Area 3
4 weeks
Language
Focus Area 4
4 weeks
Media Literacy
Focus Area 5
4 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Focus Area 1
Content Area: Figure It Out
Lesson Title: Reading
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Read carefully to find relevant information
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
• readwritethink.org – “Everyone Loves a Mystery: A Genre Study”
• readwritethink.org – “Mystery Cube”
• readwritethink.org – “Edward Stratemeyer, creator of book series such as Nancy Drew, was born
on this day in 1862”
• readwritethink.org – “Becoming History Detectives Using Shakespeare’s Secret”
• Scholastic.com – “Ingredients of a Mystery”
Equipment needed:
•
Glencoe Literature
•
computers
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Read and solve a
variety of mysteries,
nonsense poems,
riddles, and math
problems.
• Compare and contrast
mystery stories by a
variety of authors.
• Distinguish between
explicit clues and
inferences drawn from
the text.
Lesson Sequence
1. Read “Jabberwocky” by Lewis
Carroll and use context to figure out
what the words mean when they
don’t really exist.
2. Select a mystery to read
independently. Keep track of clues
and make and revise predictions as
you read.
3. Read Summer of Fear and keep track
of clues as you read that lead you to
predict the ending.
Formative Assessment
Tasks
•
•
•
class discussion
comprehension checks
journal responses
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
•
Summer of Fear student editions
• “Jabberwocky” (poem) by Lewis Carroll
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: Figure It Out
Lesson Title: Writing
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• readwritethink.org – “Mystery Cube”
• EducationWorld.com – “History’s Mysteries”
Equipment needed:
• Glencoe Writer’s Choice
Goals/Objectives
Students:
• Write a variety of
responses to literature
and informational text.
• Write a mystery story.
• Write a research report.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. After reading and discussing
mysteries, write a mystery story.
Use some of the techniques learned
from reading in your story and
keep the reader from guessing as
long as possible.
Formative Assessment
Tasks
•
•
•
•
•
class discussion
student conferences
rough draft of mystery
story
rough draft of research
report
rough draft f reflective
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
2. Write a report about forensic
science and compare it to the
science as it is depicted on
television and in the movies.
3. Write a reflective essay in response
to the essential question: how are
strategies for solving math
problems similar to and different
from strategies for solving
mysteries.
essay
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Writer’s Choice
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: Figure It Out
Lesson Title: Language
Timeframe: 4 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• readwritethink.org – “Celebrate blues legend Robert Johnson’s birthday”
Equipment needed:
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
• Vocabulary Workshop Level A
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
• Use new
vocabulary
associated with
mysteries in
written responses.
• Use vocabulary
correctly in
Lesson Sequence
1. Complete units 11 and 12 in Vocabulary
Workshop Level A.
2. Use parts of speech as clues to figure out
unknown words in “Jabberwocky”
3. Explain the difference between
“deduction” and “induction” and identify
when you would use each to solve
Formative Assessment
Tasks
•
•
•
class discussion
vocabulary pretests
grammar pretests
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
context.
Demonstrate
mastery of the
parts of speech.
problems.
4. Identify how the author’s specific word
choice can assist you in solving a
mystery.
5. Continue adding words to the file of new
words learned this year.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbok for Grammar and Composition
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: Figure It Out
Lesson Title: Media Literacy
Timeframe: 4 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
X Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Media Literacy
ICT Literacy
X Communication
and Collaboration
X Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• Scholastic.com – “Chasing Vermeer: Picture the Process”
• Scholastic.com – “Do You See What I See?”
• Scholastic.com – “Patterns and Pentominoes”
• Puzz.com – “1001 Best Puzzles”
Equipment needed:
• media center
• media specialist
• computers for research
Goals/Objectives
Students:
Learning Activities/Instructional Strategies
Lesson Sequence
Formative Assessment
Tasks
•
class discussion
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
Use research
1. Create graphic organizers to help you
when solving word problems in math.
materials
effectively.
2. Select a famous painting and write a
mystery based on what you think
Compare
happened before or after the scene
television and
depicted in the painting. Present an
movie portrayal of
image of the painting with the story.
a subject to
nonfiction
3. Watch television or movie portrayal of
portrayal of the
forensic medicine and compare to textsame subject.
based factual information about the
science of forensics
Create a multimedia
presentation.
•
•
journal responses
teacher observaion
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• media center
• media specialist
• electronic databases
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: Figure It Out
Lesson Title: Speaking/Listening
Timeframe: 4 weeks
Lesson Components
21st Century Themes
Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• create a podcast
• create an iMovie
Equipment needed:
• Glencoe Literature
• recording equipment
Goals/Objectives
Students:
• Articulate strategies
used when solving
problems and when
figuring out mysteries.
• Recite poetry for
classmates.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Discuss several ways to solve a
math problem. Explain your steps
and whether you used inductive or
deductive reasoning.
2. Discuss a pivotal scene from
Summer of Fear that provides a
Formative Assessment
Tasks
•
•
•
class discussion
group discussions
review of
speaking/listening rubric
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Compare and contrast
the experience of
reading a mystery to
listening to or viewing
an audio, video, or live
version.
Participate in group
discussions.
major clue. Defend your selection
orally.
3. View the film version of Summer
of Fear. Is it as much of a
mystery? Defend.
4. Present an oral interpretation of
“Jabberwocky” that demonstrates
your understanding of the nonsense
words.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 146 Glencoe Literature
• “Informative Presentation” p. 286 Glencoe Literature
• “Oral Response to Literature” p. 432 Glencoe Literature
• “Oral Report” p. 712 Glencoe Literature
• “Active Listening and Note-Taking” p. 838 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 6
Content Area: English Language Arts
Unit Title: You’ve Got a Friend
Target Course/Grade Level: Grade 6
Unit Summary
In this final six-week unit of sixth grade, students read Petey, the story of an unlikely friendship, and
discuss what makes a friend.
Primary interdisciplinary connections:
Social Studies:
• respond to reading with appropriate text-based references to support opinions
• understand and evaluate messages in political cartoons
Science:
• respond to reading with appropriate text-based references to support opinions
Spanish:
•
listen actively
•
speak clearly
Math:
• respond to open-ended questions with appropriate problem-based references to support response or
solutions
21st century themes:
LEARNING AND INNOVATION SKILLS
CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
INFORMATION LITERACY
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
(For more information of the 21st Century Skills and Themes, go to
http://www.21stcenturyskills.org/route21/index.php?
option=com_content&view=article&id=6&Itemid=3 and download the P21 Framework Definitions
Document.)
Unit Rationale
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
The social climate of middle school becomes increasingly difficult for students as they prepare to enter
seventh grade, and many students struggle with where they fit into the social landscape and with whom
they are friends. This unit provides a safe avenue to discuss the issues of friendship and calls on the
themes of courage from previous units as a means of helping students find the courage to be themselves
and make true friends.
Learning Targets
Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort
to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.
Content Statements
Reading Petey helps students recall class conversations that incorporate the themes from this year:
embracing heritage, courageous characters, and “figuring it out,” as well as being an effective springboard
for a conversation about people’s dreams and challenges, both physical and emotional. The goal of this
unit id for students to apply all their reading, writing, speaking, and listening strategies, and skills learned
up until this point in the year. The year culminates with a multimedia project on inventions, and how
people worked to solve their problems or make their dreams come true.
CPI #
Cumulative Progress Indicator (CPI)
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in
the text.
RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent understanding of a topic or issue.
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) to visual displays in
presentations to clarify information.
L.6.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Unit Essential Questions
Unit Enduring Understandings
•
What can literature teach us about
•
Through literature, we can see models of
friendship?
good and bad friendships between people who may
be like us. It also gives us pictures of problems
•
Do the best inventions come about through
that we may be facing and offer possible models
the need to solve a problem(such as how to get
for solution.
clothes cleaner faster) or the quest to satisfy a
dream (such as the dream to fly)?
Unit Learning Targets
Students will ...
•
Read a variety of fiction and nonfiction about friendship.
•
Compare and contrast literature about friendship with biographies about friendships of real people.
•
Write a variety of responses to literature and informational text.
•
Conduct research on an invention of choice.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
•
Compare the experience of reading a text to watching it performed live.
Perform an original skit about friendship for classmates.
Publish a multimedia presentation, including relevant information from multiple print and digital
sources.
•
Participate in group discussions.
Evidence of Learning
Summative Assessment
As a culminating activity for this unit, students will research an invention of choice. Students should
consult a variety of sources and will create a multimedia presentation of the results of research that
includes sound, video, and/or graphics as well as text. It should be stated in the presentation whether this
invention came about to solve a problem or to satisfy a dream. Students will present their project to their
class.
Equipment needed:
• presentation platform (e.g., keynote, glogster, iMovie)
• media center
• media specialist
Teacher Resources:
Glencoe Literature: Level 1
http:glencoe.com/ose/
Glencoe Writer's Choice: Level 1
Vocabulary Workshop: Level A
http://www.sadlier-oxford.com/vocabulary/vocabularyworkshop.cfm
http://www.corestandards.org/the-standards/english-language-arts-standards
Formative Assessments
•
•
•
spelling/vocabulary pre-tests
reading benchmark assessments
group discussion
•
•
journal responses
grammar pretests
Lesson Plans
Lesson
Timeframe
Focus Area 1
6 weeks
Reading
Focus Area 2
6 weeks
Writing
Focus Area 3
6 weeks
Language
Focus Are 4
6 weeks
Media Literacy
Focus Area 5
6 weeks
Speaking/Listening
Teacher Notes:
As the English Language Arts are comprised of inter-related skill areas in an 80-minute daily time block,
none of the focus areas listed above should be taught in isolation for an entire block. Rather, the skills
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
should be integrated in such a way as to provide daily practice in, reinforcement of, or exposure to each
lesson focus area so that the literacy block is used to deliver information daily in the areas of reading,
writing, language, media literacy, and speaking and listening.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://www.corestandards.org/the-standards/english-language-arts-standards
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 1
Content Area: You’ve Got a Friend
Lesson Title: Reading
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy
Health Literacy
21st Century Skills
Creativity and
Innovation
X Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use text appropriately as support when answering questions or supporting opinions.
Science
• Use text appropriately as support when answering questions or supporting opinions.
Math
• Use text of a word problem appropriately as support when solving or explaining how to solve a
problem.
Foreign Language
• Use text appropriately as support when answering questions or supporting opinions.
Integration of Technology:
Equipment needed:
• Petey student editions
• Glencoe Literature
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Read a variety of fiction
and nonfiction about
friendship.
• Compare and contrast
literature about
friendship with
biographies and
Lesson Sequence
1. Read a variety of short stories
about friendship, keeping track of
challenges faced by the characters,
choices they make in finding a
solution, and how characters
change. Discuss how realistic the
situations presented seem.
Formative Assessment
Tasks
•
•
•
•
comprehension check
journal responses
class discussions
group discussions
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
autobiographies about
friendship.
Conduct research on an
invention of choice.
2. Read the novel Petey, and
document how this unlikely
friendship presented challenges,
but, ultimately, changed both
characters for the better.
3. Read the excerpt from the play
“You’re a Good Man, Charlie
Brown” and discuss whether or not
siblings can be friends. Is this a
true representation of sibling
relationships?
4. Read informative text about an
important invention. Decide how
important this invention was and
whether it was inspired by need or
by a dream.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Petey student editions
• “Best of Buddies” (magazine article) p. 772 Glencoe Literature
• “You’re a Good Man, Charlie Brown” (play) p. 842 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 2
Content Area: You’ve Got a Friend
Lesson Title: Writing
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
Media Literacy
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Respond to text applying rules for appropriate grammar, usage, and punctuation.
Science
• Write lab reports applying rules for appropriate grammar, usage, and punctuation.
Math
• Write explanations for problem solutions applying rules for appropriate grammar, usage, and
punctuation.
Foreign Language
• Write sentences using correct Spanish phrasing and structure.
Integration of Technology:
• blog, wiki, or Google doc for collaboration and editing of writing
Equipment needed:
• Glencoe Writer’s Choice
• Glencoe Literature
• media center
• media specialist
Goals/Objectives
Students:
• Write a variety of
responses to literature
and informational text.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. Write a short skit, using “You’re a
Good Man, Charlie Brown” as a
model, that demonstrates some of
the qualities and challenges of
Formative Assessment
Tasks
•
•
•
•
class discussion
teacher observation
rough draft of skit
rough draft of research
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Write a research report.
friendship.
2. Write an essay on an invention.
3. Write an essay responding to the
quote, “Success is not a
destination, it’s a journey,” from
the perspective of the inventor you
have researched, citing specific
details from research to support
claims.
•
essay
rough draft of response
to quote
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher-level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Glencoe Literature
• Glencoe Writer’s Choice
• laptop publishing
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 3
Content Area: You’ve Got a Friend
Lesson Title: Language
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
Media Literacy
X Critical Thinking and
Problem Solving
ICT Literacy
X Communication
and Collaboration
Information
Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Use social studies vocabulary correctly in context
Science
• Use science vocabulary correctly in context
Math
• Use math vocabulary correctly in context
Foreign Language
• Use Spanish vocabulary correctly in context
Integration of Technology:
• sadlier-oxford.com
Equipment needed:
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbook for Grammar and Composition
Goals/Objectives
Students:
• Use vocabulary
correctly in
context.
• Use figurative
language
effectively to
communicate
Learning Activities/Instructional Strategies
Lesson Sequence
1. Complete unit 10-12 review and units 13
and 14 in Vocabulary Workshop Level A.
2. Continue adding words to file of terms
learned this year.
3. As you read Petey, make note of the
author’s use of figurative language, such
as imagery, alliteration, metaphors,
Formative Assessment
Tasks
•
•
•
vocabulary pretest
figurative language
pretest
word file
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
strong emotions.
similes, and personification.
4. Include effective uses of figurative
language in your script to convey strong
feeling or emotion.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• Vocabulary Workshop Level A
• Glencoe Writer’s Choice and Handbok for Grammar and Composition
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 4
Content Area: You’ve Got a Friend
Lesson Title: Media Literacy
Timeframe: 6 weeks
Lesson Components
21st Century Themes
X Global Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
X Information
Literacy
X Media Literacy
X ICT Literacy
X Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Watch a video depiction of an historical event and compare to a written nonfiction account.
Science
• Watch a video explanation of a scientific theory and evaluate how it helps or hinders
understanding of the topic.
Math
• Watch a video explanation of how to solve a problem or perform an operation and evaluate how it
helps or hinders understanding of the topic.
Foreign Language
• Watch a video in Spanish and evaluate your understanding of the dialogue.
Integration of Technology:
• create a multimedia presentation of research findings
Equipment needed:
• electronic databases
• media platforms
• media center
• media specialist
Goals/Objectives
Students:
• Use video, interviews,
and other media in
research.
Learning Activities/Instructional
Strategies
Lesson Sequence
1. When researching an invention,
include video, interviews, or other
types of non-print media as
Formative Assessment
Tasks
•
•
class discussion
teacher observation
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
•
Compare the experience
of reading a text to
watching it performed
live.
Publish a multimedia
presentation, including
relevant information
from multiple print and
digital sources
sources.
2. Watch a scene from a live
performance of “You’re a Good
Man, Charlie Brown” from
YouTube and compare the feeling
of watching it with the experience
of reading it.
3. Create an informative/explanatory
multimedia presentation in which
you respond to the question “Do
the best inventions come about
through the need to solve a
problem, such as how to get clothes
cleaner faster, or the quest to
satisfy a dream, such as the dream
to fly?
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• media center
• media specialist
• electronic databases
•
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Focus Area 5
Content Area: You’ve Got a Friend
Lesson Title: Speaking/Listening
Timeframe: 6 weeks
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections:
Social Studies
• Present findings from class readings orally to class.
Science
• Present findings from labwork orally to class.
Math
• Present solutions for problems orally to class.
Foreign Language
• Present dialogues orally to class.
Integration of Technology:
• recording equipment
• YouTube
Equipment needed:
• Glencoe Literature
• Glencoe Writer’s Choice
Goals/Objectives
Learning Activities/Instructional
Strategies
Students:
• Compare themes in
song lyrics to themes in
literature.
• Perform an original skit
about friendship.
Lesson Sequence
1. Listen to James Taylor’s recording
of “You’ve Got a Friend” and
identify elements of friendship that
you find in the song. Connect the
lyrics of the song to details you find
in Petey.
Formative Assessment
Tasks
•
•
class discussions
teacher observation
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
•
Participate in group
discussions.
2. Talk about friendship. What traits
exist in friendships?
3. Perform your original skit on
friendship for your class.
4. Select a favorite poem about
friendship and present a dramatic
reading to your class.
Differentiation
Special Needs – The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for students who struggle with language and processing.
Additionally, planning for scaffolding activities with the special educator will make classroom experiences
more effective for the struggling learner.
ESL – Almost all resources included in the Glencoe Literature program are available in Spanish and many
other languages as well. These include resources for both students and parents. In the case of an ESL
learner who does not speak Spanish, or who speaks a language not provided for in the resources,
translation websites are accessible so that teachers are able to translate when necessary. In addition,
meeting with the ESL instructor can be very beneficial to both teachers and students.
Gifted Learners - The Literature Teacher Edition is designed with multi-level learners in mind. Each
selection offers a variety of activities for the advanced learner. These activities generally contain more
complex vocabulary and higher level questions, and often provide alternative assessments to challenge the
more able reader or writer.
Mainstream Learners – Even within the mainstream learner groupings, there are a variety of individual
learning styles and strengths. In order to reach all learners, teachers can make use of all of the resources
provided by the Literature series and consult other reliable sources, such as www.readwritethink.org, for a
wide variety of activities aimed at different learning levels.
Resources Provided
• “Narrative Presentation” p. 146 Glencoe Literature
• “Informative Presentation” p. 286 Glencoe Literature
• “Oral Response to Literature” p. 432 Glencoe Literature
• “Oral Report” p. 712 Glencoe Literature
• “Active Listening and Note-Taking” p. 838 Glencoe Literature
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and
problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
Foster student use of technology as a tool to develop
critical thinking, creativity and innovation skills
Are varied to address different student learning styles and
preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and
skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and selfassessment
Provide data to inform and adjust instruction to better meet
the varying needs of learners
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.