BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY COLUMBIA MIDDLE SCHOOL LANGUAGE ARTS DEPARTMENT 6TH GRADE READING Curriculum Guide November 2013 REVISED Mrs. Judith Rattner, Superintendent Mrs. Patricia Qualshie, Assistant Superintendent Mrs. Laurie Scott, District Supervisor Developed by: Neila Schmidt Kimberly Tracey This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student’s Individualized Educational Plan (IEP) Approved by the Berkeley Heights Board of Education at the regular meeting held on 11/14/13 . TABLE OF CONTENTS Page Vision Statement ........................................................................................................................ 1 Mission Statement ..................................................................................................................... 2 Course Proficiencies ................................................................................................................. 3 Course Objectives .......................................................................................................... 3 Student Proficiencies ................................................................................................... 5 Methods of Evaluation ................................................................................................. 6 Course Outline/Student Objectives ..................................................................................... 7 English Department Guidelines for Teachers .................................................................. 12 Resources/Activities Guide .................................................................................................... 13 Suggested Audio-­‐Visual/Computer Aids ............................................................................ 14 Suggested Materials .................................................................................................................. 15 Resources for Students ............................................................................................... 15 Resources for Teacher ................................................................................................. 15 VISION STATEMENT The goal of 6th grade reading is to deepen the understanding of novels, short stories, and non-­‐
fiction. As a result of reading both fiction and non-­‐fiction, students will broaden their vocabulary and use of figurative language, as well as their general knowledge base. Students will develop strategies to cite textual evidence, support analysis, determine theme, and compare and contrast genres. Students will acquire 21st century living skills, through wide and deep reading of literature and literary non-­‐fiction, of steadily increasing complexity. Through a supportive class community, students learn to enhance their ability to communicate ideas and opinions, as they use higher-­‐level thinking skills. Berkeley Heights Public Schools
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MISSION STATEMENT In alignment with NJ Common Core State Standards, students will proficiently read grade appropriate complex literature and informational text. This will be accomplished by using many different learning tools, including but not limited to, the following: · Reading quality literature and non-­‐fiction · Using technology to assist the learning process · Using paired/small group cooperative learning groups · Providing cross curricular learning opportunities in writing, social studies, and science · Providing an awareness of cultural diversity Berkeley Heights Public Schools
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COURSE PROFICIENCIES COURSE OBJECTIVES 1. To develop students’ ability, to cite textual evidence to support analysis of text and draw inferences (RL6/1; RI6/1) 2. To develop students’ ability, to determine a theme or central idea of a text. (RL6/2; RI6/2) 3. To develop students’ ability, to describe how a plot unfolds and how character’s change. (RL6/3) 4. To develop students’ ability, to analyze how a key individual, event, or idea is introduced and elaborated. (RI6/3) 5. To develop students’ ability, to determine the meaning of words and phrases, as they are used in a text (RL6/4; RI6/4) 6. To develop students’ ability, to analyze how a sentence, chapter, scene, or section fits into the overall structure of the text. (RL6/5; RI6/5) 7. To prepare students for the NJ ASK 6, by familiarizing them with the test format, skills covered, and expectations for achievement. 8. To develop students’ ability, to determine author’s point-­‐of-­‐view or purpose in the text. (RL6/6; RI6/6) 9. To develop students’ ability, to compare and contrast the experience of reading, to viewing or listening (RI6/7; RL6/7) 10. Compare and contrast texts in different forms or genres. (RL6/9; RI6/9) 11. To develop students’ ability, to read more complex texts. (RL6/10; RI6/10) 12. To develop students’ ability, to determine the meaning of words and phrases, from a range of strategies. (L6/4a-­‐d) 13. To develop the students’ ability, to understand figurative language and word relationships.
(L6/5a-­‐c) 14. To develop students’ ability, to engage effectively in a range of collaborative discussions. (SL6/1a-­‐d) Berkeley Heights Public Schools
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COURSE PROFICIENCIES (continued)
15. To develop students’ ability, to provide a summary of text, distinct from personal opinion or judgment. (RL6/2; SL6/5) Berkeley Heights Public Schools
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STUDENT PROFICIENCIES The student will be able to: Reading: 1. Understand the major elements that comprise short stories, novels, plays, and poems: plot/conflict, character, setting, and theme. (RL6/1,2,3) 2. Determine the meaning of words and phrases, as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices, on meaning and tone, including analogies or allusions to other texts. (RL6/4) 3. Compare and contrast two or more texts, in different forms or genres, in terms of their approach to similar themes or topics. (RL6/9) 4. Determine and explain how an author develops a point-­‐of-­‐view or purpose. (RL6/6; RI6/6) 5. Compare and contrast the experience of reading a story, drama, or poem, to listening to or viewing an audio, video, or live version of the text. (RL6/7) 6. Read and comprehend a variety of literature, including stories, drama, and poems at a challenging level. (RL6/10) 7. Progress in ability to comprehend, analyze, and evaluate informational text, including print, digital, video, and multimedia. (R6/1-­‐10) Language: Speaking and Listening: 1. Determine or clarify the meaning of unknown and multiple-­‐meaning words or phrases, including context clues, Greek or Latin affixes, and roots and inferred meaning; and demonstrate dictionary, glossary, and thesaurus skills. (L6/4a-­‐d;6) 2. Demonstrate an understanding of figurative language, word relationships, and nuances in word meaning, including connotations and denotations. (L6/5a-­‐c) 1. Effectively engage in collaborative discussions, such as one-­‐on-­‐one, group, and teacher-­‐led with diverse partners, relating to eighth grade topics, texts, and issues. (SL6/1a-­‐d) 2. Interpret and analyze the main ideas and supporting details, presented in diverse media and formats. (SL6/2) 3. Identify and evaluate a speaker’s argument, as it relates to literature response and pertinent evidence, within the text. (SL6/3) Berkeley Heights Public Schools
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METHODS OF EVALUATION 1. Homework and class work. 2. Reports/presentations. 3. Tests and quizzes. 4. Book Responses. 5. Novel discussions and responses. 6. Summer reading. 7. Notebook spot checks. Berkeley Heights Public Schools
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COURSE OUTLINE/STUDENT OBJECTIVES 1. Linkage of course skills with Common Core Curriculum Content Standards. 2. Teaching of skills and NJ ASK tasks in sixth grade Reading. 3. The sixth grade English curriculum is organized around the National Common Core Curriculum Content Standards, NJ ASK tasks and rubrics, specific reading and writing strategies, and vocabulary building. Berkeley Heights Public Schools
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SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVES The student will be able to: NJ Core National Curriculum Strands & Standards Standards/ Indicators Grade RL6/1,2,3 9.1/8 C1 4,5,6,7 W6/4 L6/4a,b,c L6/5a,b,c Berkeley Heights Public Schools
Course Outline/Student Objective I. Fantasy Genre (6 Weeks) A. Novels/Literary Selections 1. Tuck Everlasting -­‐ author study, Natalie Babbitt 2. Mentor text-­‐Where the Wild Things Are, Maurice Sendak 3. Selections from Prentice Hall literature, Timeless Voices, Timeless Themes 4. Sadlier/Oxford vocabulary workshop book B. Teaching Points 1. Understand difference between fantasy and reality 2. Use a variety of strategies to comprehend text a. predicting outcomes b. making connections c. inferencing d. sequencing 3. Identify story elements a. character b. plot c. conflict d. theme 4. Identify symbolism and author’s purpose 5. Understanding cause and effect 6. Using context clues 7. Understand how authors show character growth in novels 8. Recognizing and understanding figurative language a. simile b. metaphor c. personification d. hyperbole e. imagery 9. Use diagrams to understand story structure 8
RI6/1,2,3 9.1/8 4,5,6 RL6/1,2,3,4 5,6 SL6/1a,b,c d C1,3 RI6/1,2,3,4, 9.1/8 5,6,7, 8,9,10 C1,3 Berkeley Heights Public Schools
I. Fantasy Genre (continued) 10. Identify a. climax b. falling action c. resolution 11. Reading with expression 12. Asking text-­‐based, author-­‐based, reader-­‐based, and context-­‐based questions 13. Expectations for independent reading (self-­‐ selected reading) II. Realistic Fiction – Social Issues (6 Weeks) A. Novels/Literary Selections 1. Maniac Magee 2. Wonder 3. Slob 4. A View from Saturday 5. Non-­‐fiction articles 6. Selections from Prentice Hall literature, Timeless Voices, Timeless Themes 7. Sadlier/Oxford vocabulary workshop book B. Teaching Points 1. Expectations for novel study groups 2. Continue to identify literary elements of literature 3. Continue to use diagrams to understand story structure 4. Continue to understand how authors show growth and change in novels 5. Understand how authors describe characters, through actions and dialogue 6. Study authors (Spinelli, Konigsburg, and Palacio) 7. Identify types of conflict (internal vs. external) 8. Continue to use a variety of strategies to comprehend text ( visualizing, predicting outcomes, summarizing, making connections, inferencing, and sequencing) III. Non-­‐fiction (6 Weeks) A. Novels/Literary Selections 1. Text sets: diversity of life, twentieth century United States, ancient civilizations 2. Non-­‐fiction articles to support text set topics 3. Scope Magazine narrative non-­‐fiction articles 9
RL6/1,2,3,4 8.1/8 5,6 9.1/8 RI6/1,2,3,4 5,6 SL6/5 A3 C1,3 RL6/1,2,3,4 5,6,7 RI6/1,2,3,4 5,6, Berkeley Heights Public Schools
III. Non-­‐fiction (continued) 4. Selections from Prentice Hall literature, Timeless Voices, Timeless Themes 5. Sadlier/Oxford vocabulary workshop book B. Teaching Points 1. Close reading 2. Cite textual evidence 3. Recognize main idea and supporting evidence 4. Make inferences 5. Identifying text features 6. Summarizing text 7. Determine word meanings, based on use in text 8. Comparing paired text IV. Mystery (6 Weeks) A. Novels/Literary Selections 1. My Father’s Daughter 2. Non-­‐fiction articles 3. Scope Magazine articles 4. Selections from Prentice Hall literature, Timeless Voices, Timeless Themes 5. Sadlier/Oxford vocabulary workshop book B. Teaching Points 1. Continue using a variety of strategies to comprehend text 2. Continue to identify primary elements of a story (character, plot, conflict, and theme) 3. Identify common techniques found in mystery novels: foreshadowing, suspense 4. Asking text-­‐based, author-­‐based, reader-­‐based, and context-­‐based questions 5. Understand how authors show character growth in novels 6. Understand how authors describe characters, through actions and dialogue 7. Create a 90 second book trailer for an independent reading book 8. Design a new book cover V. Historical Fiction (6 Weeks) A. Novels/Literary Selections 1. The Cay 2. Al Capone Does My Shirts 3. Devil’s Arithmetic 10
V. Historical Fiction (continued) 4. Non-­‐fiction articles 5. Selections from Prentice Hall literature, Timeless Voices, Timeless Themes 6. Sadlier/Oxford vocabulary workshop book B. Teaching Points 1. Identify the fictional and historically accurate elements of a story 2. Ask text-­‐based, author-­‐based, reader-­‐based, and context-­‐based questions 3. Continue to identify elements of literature, including mood 4. Understand how authors show character growth in novels 5. Use a diagram to understand story structure 6. Understand how authors describe characters, through actions and dialogue 7. Continue to use a variety of strategies to comprehend the text ( visualizing, predicting outcomes, summarizing, making connections, inferencing, and sequencing) 8. Review expectations for novel study groups RL6/4,5,7,9 VI. Poetry (6 Weeks) A. Novels/Literary Selections: Selections from Prentice Hall Literature, Timeless Voices, Timeless Themes B. Teaching Points 1. Tone 2. Mood 3. Imagery 4. Simile/metaphor 5. Use of alliteration 6. Use of repetition 7. Interpreting meaning 8. Symbolism 9. Personification 10. Paraphrasing poetry for understanding Note: The New Jersey Core Curriculum Content Standards can be accessed at www.state.nj.us Berkeley Heights Public Schools
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ENGLISH DEPARTMENT GUIDELINES FOR TEACHERS 1. Teachers are to provide students with written expectations and grading procedures, during the first days of classes. 2. Units may be taught in any order, to utilize supplementary texts efficiently. 3. Books have been assigned by grade level. To avoid duplication of efforts, teachers are to use only those books assigned to each grade level. 4. Summer reading lists will be distributed to sixth, seventh, and eighth grade students in June. Summer reading will be assessed during the first few weeks of school. 5. The teaching of vocabulary in context is to be a regular part of reading and studying literature. 6. Grades are to be recorded in the teacher’s grade book, as percentage grades. The final grade for a marking period is recorded, as a letter grade. Berkeley Heights Public Schools
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RESOURCE/ACTIVITIES GUIDE
1. Book Responses: Students will read a book and write a response, based on the current genre of study (fantasy, historical fiction, mystery, and realistic fiction). 2. Biography Banquet: Students read a biography and create a speech, from that person’s point-­‐of-­‐view. Students are graded on their appearance and the content and delivery of their speech. 3. T-­‐Shirt Fashion Show: Students read a novel and respond, by creating a shirt that they wear in a classroom fashion show. The shirt must depict their favorite scene, give a summary, and provide a review of the book. 4. Book Trailer: Students will create a persuasive 90 second book trailer, convincing others to read their book. 5. Tic-­‐Tac-­‐Toe Differentiation Activity: Students choose from a variety of activities, to demonstrate an understanding of a novel. Berkeley Heights Public Schools
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SUGGESTED AUDIO VISUAL/COMPUTER AIDS 1. Prentice Hall Literature: Timeless Voices, Timeless Themes video interest grabbers and audio CDs. Available for most stories – listed on pages T26 -­‐ TT46 in the teacher’s edition. 2. Teachers resources available on the Internet and projected on the LCD. 3. Selected DVDs to compare/contrast reading of books: a. Tuck Everlasting b. Caroline c. Castaway 4. Sadlier/Oxford vocabulary book games and interactive activities. 5. Scholastic Scope Website – resources for teachers. 6. Brainpop Website. Berkeley Heights Public Schools
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SUGGESTED MATERIALS Resources for Students Prentice Hall Literature: Timeless Voices, Timeless Themes. Copper Level. Upper Saddle River, New Jersey: Prentice Hall, 2008. Vocabulary Workshop – Level A. New York, NY: William H. Sadlier, Inc. 2013. NJASK Explore test prep workbooks Scholastic Scope monthly magazine Scholastic text sets Resources for Teachers Teacher’s Edition Prentice Hall Literature: Timeless Voices, Timeless Theme. Copper Level. Upper Saddle River, New Jersey: Prentice Hall, 2008. Vocabulary Workshop, Teacher Edition – Level A. New York, NY: William H. Sadlier, Inc. 2013 Teacher Resources -­‐ Authors in Depth Teacher Resources -­‐ Reader’s Companion Teacher Resources -­‐ Review and Remediation Skill Builder Teacher Resources -­‐ Extension Activities Teacher Resources -­‐ Art Transparencies Teacher Resources -­‐ Standardized Test Preparation Workbook Teacher Resources -­‐ Standardized Test Preparation Diagnostic Tests Teacher Resources -­‐ Open Book Tests Teacher Resources -­‐ Formal Assessment with Test Book Software Teacher Resources -­‐ Selection Support: Skills Development Workbook Teacher Resources -­‐ Reading Diagnostic Test and Improvement Plan Teacher Resources -­‐ Transparencies Teacher Resources -­‐ Basic Reading Skills Teacher Resources -­‐ Student Placement Screening Test Teacher Resources -­‐ Literary Analysis for Enrichment Teacher Resources -­‐ Performance Assessment and Portfolio Berkeley Heights Public Schools
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