SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: Sixth Grade English Language Arts
Content Area: English Language Arts
Grade Level(s): Sixth
Course Description: Sixth Grade English Language Arts
Curriculum Writer(s): John Vaccarelli, Ellen Scherr, Erin Deininger, Molly Cauterucci
Date Created: 6/26/2015
Date Approved by Board of Education: October of 2015
Pacing Guide
Unit 1 - Reading Literature/Writing Narratives
6-8 Weeks
Unit 2 - Reading Information/Writing Informative/Explanatory
6-8 Weeks
Unit 3 – Poetry
2-4 Weeks
Unit 4 - Reading Information/Writing Argument
6-8 Weeks
Unit 5 - Reading Literature/Writing Narrative
6-8 Weeks
Unit 6 - Reading Literature and Information/Writing Narrative and Argument
6-8 Weeks
1
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Unit 1: Reading Literature and Writing Narratives
Unit Summary: In this unit, students will be introduced to the writing process. The focus of this writing unit will be personal narratives. In reading, the
students will focus on reading fiction and analyzing its elements along with learning strategies for reading comprehension. Students will analyze plot,
setting, characters, as well as make inferences and identify theme.
Interdisciplinary Connections/Content Area Integrations Including Technology: Social Studies, Science, Technology (Google Classroom, Prezi), Speaking,
21st Century Themes: Global Awareness, Civic Literacy, and the Arts
CCSS Number
CCSS Content
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
2
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or
setting to another.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.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. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grade 6 here.)
Summative Assessments:
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Published Personal Narrative
3
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Reading Level Assessments
PARCC Sample Assessments
Novel/Story Tests
Formative Assessments:
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Quick Writes
Teacher Observations
Book Conferences
Skills Based Quizzes (Theme, Inferencing, Point of View, etc.)
Open Ended Responses Using Textual Evidence
Socrative, Kahoot-----see this link http://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
Enduring Understandings:
● As writers, students will understand personal narrative writing as a form of autobiographical storytelling that gives shape to life experiences.
● As readers, students will understand the relationship between character, setting, conflict and plot, and theme.
● Students will understand the purpose of studying proper English usage in order to communicate effectively in speech and in writing.
Essential Questions:
● What is a personal narrative?
● What are some qualities of strong writing, and how can I apply them to my writing?
● What is fiction, and what are some of the critical elements of it?
● How can I critically read fiction and identify the elements?
● How can I incorporate the elements of fiction into my own writing?
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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How can I improve my writing by varying sentence structure, writing more sophisticated sentences, expressing my ideas clearly and concisely,
and applying correct capitalization, punctuation, and spelling rules?
What strategies can I use to gather vocabulary knowledge for academic and content vocabulary, determine or clarify meanings of unknown
words, as well as understand figurative language, word relationships, and nuances in word meanings?
How can collaboration with peers help me understand others’ points of view and clarify my own?
Instructional Outcomes:
● Students will experience the writing process and publish a personal narrative piece.
● Students will critically read fiction and analyze the elements of it such as plot, conflict, setting, characters, and theme.
● Students will apply grammar, usage, and mechanics related to sixth grade standards including: use of pronouns, punctuation, and spelling.
● Students will gather knowledge of academic and content specific vocabulary words that are important for comprehension and expression.
● Students will engage in a range of collaborative discussions with diverse partners to express their ideas and build on one another’s.
Suggested Learning Activities:
Text Analysis Workshop: What Makes a Good Story? (HMD Lit pg. 28)
- This is a good activity early in the year. Students will review the basic parts of a story. Students will complete a graphic organizer with examples
on setting, conflict, and characters. Students will then read several short excerpts from stories that provide clear examples of setting, conflict,
and character descriptions. Students will learn to recognize these components in their independent reading novels as well. Students will then
complete the next part of the text analysis workshop about stages of plot. Students will fill out a plot diagram with definitions for each stage of
the plot (exposition, rising action, climax, falling action, resolution). Students will display their knowledge of story elements as they read the
short story “The School Play” by Gary Soto.
Text Analysis Workshop: Character and Point of View (HMD Lit pg. 192)
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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This activity will focus on 1st and 3rd person point of view. Students will fill out a graphic organizer and write down examples of the different
point of view types. Students will then read two short excerpts (a 1st person and a 3rd person) to note the differences between the two.
Students will discuss how to identify the point of view using keywords. The second aspect of the text analysis workshop is on characterization.
Students will be introduced to the different methods of characterization (characters’ physical appearance, characters’ thoughts, other
characters’ reactions, and narrator’s direct comments). Students will read a short excerpt for each method of characterization. Students will
then read the excerpt from Anastasia Krupnik. As they read, the students will identify point of view and also describe the characters using text
evidence.
Writing Workshop: Personal Narrative (HMD Lit pg. 872)
- Students will use this as a guideline for writing their personal narrative. In this writing workshop, students will develop and organize their ideas,
use different types of language, think about their audience, and analyze sample narratives. Peer/teacher revising, editing, and conferencing will
also be a significant part of the process leading up to a published essay.
Suggested Differentiation: Narrative Writing Assignment
Using the HMD LIT Teacher Resources: Teacher Centers: Writing and Grammar: Interactive Student Models: Personal Narrative: Guided Analysis
Tier 1 Learners: Use the interactive tools to model the different components of a narrative essay. Begin by showing the weak model followed by the
strong model and the comparison. Each portion of the essay will be highlighted to demonstrate the different parts of a narrative essay. An anchor
chart containing all parts of a narrative essay should be present for continued student support as students begin drafting their essays. Scaffold and
provide sentence starters during drafting. Ensure students are writing a small moment indicative of a narrative and not any other essay type. Their
essay length is expected to be at least one typed page but may be shorter depending on individual student ability.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Tier 2 Learners: Using the same interactive lesson above, these students will not require sentence starters as the Tier 1 Learners require. The anchor
chart will keep these students organized as they draft their essays. Their narrative essay length will exceed that of one page (and the Tier 1 Learners)
and must contain all of the components seen in the interactive demonstration.
Tier 3 Learners: Using the same interactive lesson above, these students will draft their essays without any major teacher support. When students
complete their essays, they should reread them from start to finish and highlight (in different colors) the components of a narrative essay as seen in
the lesson demonstration (Introduction, Details, Dialogue, Organization, and Sensory Details). This will ensure that they have all of the requirements
of a narrative essay and will make revisions easier for them. Tier 3 Learners are required to have a narrative that is at least 2 pages typed.
Curriculum Development Resources:
These are suggested stories to use from the new texts.
HMD Lit Units 1 and 2 [Selections from ECOS (Essential Course of Study) are in bold]
“Boar Out There” pg. 32 (elements of plot, character, setting)
“The School Play” pg. 34 (plot elements)
“All Summer in a Day” pg. 66 (plot, setting, make inferences)
“The Fish Story” pg. 182 (can be used for assessing elements of fiction, character, setting, plot, make inferences)
from Anastasia Krupnik pg. 197 (point of view, characterization)
“Eleven” pg. 198 (first person point of view)
“Ghost of the Lagoon” (third person point of view)
from Phoenix Farm pg. 308 (can be used for assessing character and point of view)
Writing Workshop: Personal Narrative pg. 872
Collections
Collection 1 Facing Fear
“The Ravine” (characters and setting)
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
“The Jumping Tree” Close Reader
“Fine” (plot and suspense)
Collection 2 Animal Intelligence
“The Mixer” (point of view and characters)
“The Pod” Close Reader
Additional Online Resources
http://blog.flocabulary.com/five-elements-of-a-story-lesson/
http://www.watchknowlearn.org/Category.aspx?CategoryID=5236
http://www.carlisleschools.org/webpages/doulgerisk/teaching.cfm?subpage=839199
https://www.youtube.com/watch?v=9H6GCe7hmmA
https://www.youtube.com/watch?v=j1jy_K7oJ2M
https://www.teachingchannel.org/videos/teaching-themes
http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/teaching-theme/
http://7english.weebly.com/narrative-writing-unit.html
http://www.scholastic.com/teachers/top-teaching/2014/03/graphic-organizers-personal-narratives
http://www.thewritesource.com/studentmodels/#ws_2000
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Teacher Resources (Collections and HMH LIT)
● Interactive Whiteboard Lessons:
- Making Inferences
- Plot and Conflict
- Setting
- Character Development
- Point of View
- Theme/Central Idea
- Word Choice and Tone
- Comparing Texts
● Level-Up Tutorials:
- Types of Literature: Prose Forms; Short Stories and Novels; Biographies and Autobiographies; Myths, Legends, and Tales;
Narrative Poetry
- Analyzing Literature: Plot: Sequence of Events; Conflict; Suspense and Foreshadowing; Setting: Effect on Plot; Tone; Methods of
Characterization; Historical and Cultural Context (32 videos total)
- Reading Skills and Strategies: Making Inferences; Making Predictions; Making Generalizations; Reading for Details; Summarizing
- Vocabulary Skills and Strategies: Using Context Clues; Multiple Meaning Words; Greek and Latin Root Words
- Writing and Revision: Revising for Word Choice; Using Transitions; Revising at the Sentence Level; Revising to Add Supporting
Details; Revising for Unity, Coherence, and Organization
- Conventions
● Novel Wise/Novel Guides: Supplemental instructional material for selected novels
● WordSharp Vocabulary Tutor: Diagnostic pre-test, guided tutorials, and practice
● Grammar Notes
● Author Biographies
● PowerNotes Presentations: Selected stories from HMD LIT
● Literature and Reading Re-teaching Worksheets
● Write Smart: Interactive writing tool
● Language Handbook Worksheets; Writing and Grammar Re-teaching Worksheets
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Notes/Comments:
Unit 2: Reading Informational and Writing Informative/Explanatory
Unit Summary: In the reading portion of the unit, students will read challenging, complex informational texts closely. They will compare and contrast
different interpretations of a topic and analyze how authors shape their presentation of information. They will cite evidence, critically analyze content,
study and apply grammar and vocabulary, engage in collaborative discussions, and orally present claims as appropriate. In writing, students will write
informative and explanatory pieces that analyze and synthesize information from multiple sources. Grammar, language, vocabulary, and spelling, according
to the sixth grade standards, will be taught in conjunction with the reading and writing units through a variety of methods: direct instruction/mini-lessons,
conferencing, word work, and exposure to models of strong writing.
Interdisciplinary Connections/Content Area Integrations Including Technology: Social Studies, Science, Technology (Google Classroom, Prezi), Speaking,
21st Century Themes: Global Awareness, Civic Literacy, and the Arts
CCSS Number
CCSS/NJCCCS Content
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.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 or judgments.
10
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-LITERACY.W.6.2.C
Use appropriate transitions to clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.W.6.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.6.2.F
Provide a concluding statement or section that follows from the information or explanation presented.
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.6.1.A
Ensure that pronouns are in the proper case (subjective, objective, and possessive).
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS.ELA-LITERACY.L.6.1.B
Use intensive pronouns (e.g., myself, ourselves).
CCSS.ELA-LITERACY.L.6.1.C
Recognize and correct inappropriate shifts in pronoun number and person.*
CCSS.ELA-LITERACY.L.6.1.D
Recognize and correct vague pronouns (i.e. ones with unclear or ambiguous antecedents).*
Summative Assessments:
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Published Personal Narrative
Reading Level Assessments
PARCC Sample Assessments
Novel/Story Tests
Collection 1 Performance Task: Writing an Expository Essay
Formative Assessments:
●
●
●
●
●
●
Quick Writes
Teacher Observations
Book Conferences
Skills Based Quizzes (Theme, Inferencing, Point of View, etc.)
Open Ended Responses Using Textual Evidence
Socrative, Kahoot-----see this link http://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
12
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Enduring Understandings:
● Students will understand that expository, nonfiction is used to explain, describe, give information, or inform. The author of the text cannot
assume that the reader has background knowledge on the topic.
● Students will understand how to critically read nonfiction texts and summarize/synthesize the information presented.
● Students will understand that explanatory or informative writing is used to examine and convey complex ideas and information clearly and
accurately.
● Students will understand why capitalization matters in communicating clearly, from sentence writing to proper nouns.
● Students will understand proper use of pronouns.
Essential Questions:
● What is expository nonfiction?
● What is explanatory or informative writing?
● How might nonfiction pieces be structured differently?
● Why is capitalization important in writing?
● How are pronouns used correctly?
Instructional Outcomes:
● Students will read informational texts critically and summarize information.
● Students will compare and contrast information from multiple informational texts and synthesize the information.
● Students will write expository/informational pieces such as compare/contrast and “how to” essays.
● Students will apply grammar, usage, and mechanics related to sixth grade standards including: use of pronouns, punctuation, and spelling.
13
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
Students will gather knowledge of academic and content specific vocabulary words that are important for comprehension and expression.
Students will engage in a range of collaborative discussions with diverse partners to express their ideas and build on one another’s.
Suggested Learning Activities:
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Collections Performance Task Expository Essay: After reading many of the selections in Collection 1 (Facing Fear), students will write an
expository essay informing the readers about several different types of fears. Students will then go through the writing process to plan out their
essay. Students will look at several models affecting expository essays and how they are structured. Students will focus on an interesting hook to
begin their essay and the use of transition phrases throughout the essay. Students will review their drafts with peers and in conferences with
the teacher. The final essays will be published and shared with the class.
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Compare/Contrast Essay with 3 HMD Articles: After reading the three different science articles from Unit 1 of HMD Lit, students will complete a
graphic organizer comparing/contrasting the information presented in each article. This will develop into a collaborative writing project with the
science class. Students will compare/contrast two topics they are learning in science class. Students will follow the writing process to publish a
compare/contrast essay.
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NewsELA Assignment: Students will log on to https://newsela.com/. On this site students, can choose from a variety of nonfiction articles to
read about a variety of topics. Each article can be altered to different lexile levels to meet the needs of all students. Each article is also
accompanied by a quiz and short writing assignment linked to the Common Core Standards. Teachers can manage all the student assessment
results and track student data to identify weaknesses. This is a great tool that can be used as a once or twice a week independent assignment.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
-
Current Events Blog: Working collaboratively with social studies and science teachers, students will read articles related to material being
learned in other classes. Students will then blog about the article including a summary and reaction. Students will also comment on their
classmates’ posts. Teachers can use Google’s blog platform Blogger or other blogging platforms such as Edublog or Weebly.
Suggested Differentiation: HMD Lit: “Weather That’s Out of This World” pg. 79, “Space Settlements” pg. 80, and “Artists View of a Space Colony” pg.
84 (synthesize ideas across texts).
Tier 1 Learners: Tier 1 Learners will use the Interactive Adapted Reader to read all three sources and may use the Audio Summary (available in the
Online Extras section) to remind them of the main idea prior to the final activity. They may also complete the Writing Prompt on p. 85 and develop a
paragraph synthesizing the three sources.
Tier 2 Learners: Tier 2 Learners may use the Adapter Reader to read all three sources and may also complete the Writing Prompt on p. 85. They may
even be challenged to write an expository essay, in pairs, referencing the three sources.
Tier 3 Learners: Tier 3 Learners are expected to read all three sources using the online interactive textbook. They should also complete the Writing
Prompt on p. 85 and are encouraged to draft a 5-paragraph expository essay in regard to the sources that were read.
Curriculum Development Resources:
These are suggested stories to use from the new texts.
HMD Lit- Various Nonfiction Pieces Throughout Text [Selections from ECOS (Essential Course of Study) are in bold]
- Unit 1: “Weather That’s Out of This World” pg. 79, “Space Settlements” pg. 80, and “Artists View of a Space Colony” pg. 84 (synthesize ideas
across texts).
- Unit 1: from Woodsong pgs. 114-125 (identify author’s purpose)
- Unit 2: “What happens when freedom vanished?” pg. 274 (draw inferences, determine author’s point of view)
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Unit 4: “The First Skateboard in the History of the World” pgs. 508-517 (style in nonfiction, analyze author’s purpose)
Unit 7: All selections are biographies and autobiographies.
Unit 8: “Hurricane Hunter” pg. 897 (summarizing, organizational patterns)
Writing Workshop: Compare/Contrast Essay (pgs. 296-304)
Writing Workshop: “How To” Essay (pgs. 780-788)
Collections
Collection 1:Facing Fear
- ”Fears and Phobias” pg. 41
- ”Face Your Fear: Choking Under Pressure Is Every Athlete’s Worst Nightmare” CLOSE READER pg. 50
- Performance Task Expository Essay pg. 67
Collection 2: Animal Intelligence
- ”How Smart Are Animals?” pg. 105
- ”Can Animals Feel and Think?” CLOSE READER pg. 116
- ”The Wondrous World of Wildlife Spies” pg. 117
- Performance Task Expository Essay pg. 133
Collection 3: Dealing with Disaster
- from After the Hurricane and “Watcher: After Katrina 2005” pgs. 157 and 165
- “On the Titanic, Defined by What They Wore” CLOSE READER pg. 196
- Performance Task Narrative Nonfiction pg. 205
Additional Online Resources
https://newsela.com/
http://learning.blogs.nytimes.com/?_r=0
http://magazines.scholastic.com/
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
https://owl.english.purdue.edu/owl/
http://teacher.depaul.edu/Reading_Passages_NONFICTION.html
http://msjordanreads.com/2012/04/19/non-fiction-text-structures/
http://mysite.cherokee.k12.ga.us/personal/pebbles_pence/site/SS%20Fair%20Research%20Paper%20Documents/1/Expository%20Pillar.pdf
http://empoweringwriters.com/expository-writing/
Teacher Resources (Collections and HMH LIT)
● Interactive Whiteboard Lessons:
- Reading Informational Texts
- Main/Central Idea and Details
- Patterns of Organization
- Author’s Purpose and Perspective
- Primary and Secondary Sources
- Evaluating Sources
- Doing Research on the Web
- Synthesizing Information
- Elements of an Argument
- Evaluating Arguments
● Level-Up Tutorials:
- Types of Informational Text: Informational Text; Periodicals; Textbooks; Public and Consumer Documents; Workplace
Documents; Applications; Brochures; Instructions and Technical Directions; Memos; Warranties
- Analyzing Informational Text: Chronological Order; Cause-and-Effect Organization; Comparison-Contrast Organization; Pointby-Point Organization; Scope and Treatment; Primary and Secondary Sources; Reading Graphic Aids; Navigating and Evaluating
Websites; Audience; Persuasive Techniques
- Reading Skills and Strategies: Drawing Conclusions; Main Idea and Supporting Details; Taking Notes and Outlining; Analyzing
Visuals
- Vocabulary Skills and Strategies: Using Context Clues; Multiple Meaning Words; Academic Vocabulary and Word Knowledge
- Writing and Revision: Revising for Word Choice; Using Transitions; Revising at the Sentence Level; Revising to Add Supporting
Details; Revising for Unity, Coherence, and Organization
17
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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- Conventions
Nonfiction Connections: library of nonfiction speeches, diaries, true-life accounts, newspaper articles, political cartoons
MediaScope: Analyze, produce, and evaluate a variety of media
WordSharp Vocabulary Tutor: Diagnostic pre-test, guided tutorials, and practice
Grammar Notes
Author Biographies
PowerNotes Presentations: Selected stories from HMD LIT
Literature and Reading Re-teaching Worksheets
Write Smart: Interactive writing tool
Language Handbook Worksheets; Writing and Grammar Re-teaching Worksheets
Complete List of Teacher Resources at End
Notes/Comments:
Unit 3: Poetry
Unit Summary: This unit will focus on the language of poetry and explore the ways poets use words to create images. Students will learn a poet’s intent
noting structure and poetic elements. They will also learn how word choice transfers meaning to the reader/viewer. Students will learn figurative language
and note its importance in all written formats to aid in understanding author’s tone, mood, and purpose in appreciating poetry. Grammar, language,
vocabulary, and spelling will also be taught throughout the unit.
18
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Interdisciplinary Connections/Content Area Integrations Including Technology: Social Studies, Science, Current Events, Art
CCSS/NJCCCS Number
CCSS/NJCCCS Content
CCSS ELA-LITERACY RL.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS ELA-LITERACY RL.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
CCSS ELA-LITERACY RL. 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, including contrasting what they "see" and "hear" when reading the text to what they perceive when they
listen or watch.
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS ELA-LITERACY RL. 6
CCSS ELA-LITERACY RL.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live
version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they
listen or watch.
19
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS ELA-LITERACY RL.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8
text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS ELA-LITERACY RI.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS ELA-LITERACY RI.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
CCSS ELA-LITERACY RI .10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
CCSS ELA-LITERACY W.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
CCSS ELA-LITERACY W.2a
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
CCSS ELA-LITERACY W.2b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS ELA-LITERACY W.2c
Use appropriate transitions to clarify the relationships among ideas and concepts.
CCSS ELA-LITERACY W.2d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS ELA-LITERACY W.2.e
Establish and maintain a formal style.
CCSS ELA-LITERACY W.2.f
Provide a concluding statement or section that follows from the information or explanation presented.
20
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS ELA-LITERACY W.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
CCSS ELA-LITERACY W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
CCSS ELA-LITERACY W.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.
CCSS ELA-LITERACY W.6
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
CCSS ELA-LITERACY SL.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.
CCSS ELA-LITERACY SL.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain
how it contributes to a topic, text, or issue under study.
CCSS ELA-LITERACY L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS ELA-LITERACY L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
CCSS ELA-LITERACY L.3a
Vary sentence patterns for meaning, reader/listener interest, and style.
CCSS ELA-LITERACY L.4b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
21
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS ELA-LITERACY L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Summative Assessments:
●
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●
●
Published pieces which demonstrate understanding/application of the elements of poetry
Understanding of Poetic Vocabulary
Oral assessment and discussion of poetry
End of Unit test HMD Literature Grade 6 - Unit 4
Formative Assessments:
●
●
●
●
●
Teacher Observations
Discussions After Close Reading
Published Pieces, which demonstrate understanding of theme, style, type; use of alliteration, rhyme, similes, metaphors
Students will describe the form, speaker, sound devices, imagery, and figurative language in a selection of poems
PARCC practice tests
Enduring Understandings:
Students will understand that:
• Poetry expresses and evokes emotions by utilizing sensory images, movement, and sound.
• Poetry is written with a specific structure; every aspect of a poem has a purpose.
• Different types of poetry have different structures.
22
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
• Poetry allows the reader to interpret the author’s message.
Essential Questions:
● How can poetry be defined?
● What are poetic devices? How are they used to engage readers?
● What are the elements of poetry?
● What is the difference between poetry and prose?
● How do you read a poem?
● How do you make sense of poetry?
● How can one utilize life experiences as a foundation for creative and expressive thinking?
Instructional Outcomes:
Students will:
● Recognize poetry from a variety of cultures, languages and historic periods.
● Understand and appreciate poetry as a literary art form.
● Analyze the various elements of poetry, such as tone, form, genre, imagery, figures of speech, symbolism, theme, etc.
● Identify a variety of forms and genres of poetry from diverse cultures and historic periods, such as haiku, tanka, sonnets, ballads, dramatic
monologues, free verse, etc.
● Recognize the rhythms, metrics, and other musical aspects of poetry.
● Apply the principles of literary criticism to the analysis of poetry.
● Broaden their vocabularies and develop an appreciation of language and its connotations and denotations.
● Develop critical thinking skills.
23
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
● Develop a deeper appreciation of cultural diversity by introducing them to poetry from a variety of cultures throughout the world.
Suggested Learning Activities
HMD Literature (2012) Poetry Unit 4
Collections - HMH (2015) - Grade 6:
HMD online resources for both Collections and Literature
PARCC parcc.org
https://learnzillion.com
http://www.edutopia.org/blog/online-poetry-resources-monica-burns
Suggested Differentiation: After reading the poems “Analysis of Baseball” and “Alone in the Nets” and the article “Teen Athletes” either in tiered
groups or as a whole class (HMD Lit p. 591), all students are to answer comprehension questions 1 and 2 and students can work in ability groups to
perform the following tasks:
Tier 1 Learners: Tier 1 Learners may respond to question 4 on p. 591 where they must analyze and chart how the shape of the poem contributes to
its meaning. Audio versions of both poems and the article are also available online for Tier 1 Learners.
Tier 2 Learners: Tier 2 Learners must also respond to question 4 on p. 591 and should also respond to question 5 where they must read the poetry
aloud and chart the impact the sound has on the poem. The directions for this activity are on p. 585.
24
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Tier 3 Learners: Tier 3 Learners may respond to the Extension and Challenge question 6 where they must rewrite “Alone in the Nets” as an article in
the school newspaper.
Curriculum Development Resources:
HMD Literature (2012) Poetry Unit 4 pages 575-671 [Selections from ECOS (Essential Course of Study) are in bold]
These are suggested stories to use from the new texts:
“Analysis of Baseball” by May Swenson page 586 (reading poetry aloud, structure)
“Alone in the Nets” by Arnold Adoff pages 588-589 (developing fluency)
“Teen Athletes” by Victor Landauro pages 590-591 (evaluating structure, reading for information)
“Fall” by Sally Andresen Stolte page 602 (imagery)
“Change” by Charlotte Zolotow page 604 (understand refrain, imagery, and simile)
“Night Journey” by Theodore Roethke page 618 (sound devices, making inferences)
“A Long Hard Journey: The Story of the Pullman Porter” by Patricia and Frederick McKissack pages 632-626 (figurative language, making
inferences)
Collections - HMH (2015) - Grade 6:
Collections 1 - Facing Fear
“Life Doesn’t Frighten Me” by Maya Angelou page 37
Collection 3 - Dealing with Disaster
“After the Hurricane” by Rita Williams - Garcia pages 158-164
Collection 4 - Making Your Voice Heard
“Words Like Freedom” by Langston Hughes page 244
Collection 5 - Decisions That Matter
25
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
“The Road Not Taken” by Robert Frost page 281
Additional Online Resources:
www.poets.org
http://interactivesites.weebly.com/poetry.html
www.edutopia.org/.../national-poetry-month-teacher-resources
http://www.poetryfoundation.org/learning/resources
http://www.poetryoutloud.org/teaching-resources
Teacher Resources (Collections and HMH LIT)
● Interactive Whiteboard Lessons:
- Form in Poetry/Sound Devices/Figurative Language and Imagery
● Level-Up Tutorials:
- Types of Literature: Narrative Poetry/Elements of Poetry
- Analyzing Literature: Imagery; Figurative Language; Irony; Symbol; Elements of Poetry; Rhythm; Rhyme; Elements of Drama
- Reading Skills and Strategies: Making Inferences
- Vocabulary Skills and Strategies: Connotations and Denotations; Literal and Figurative Meanings
- Writing and Revision: Revising for Word Choice; Using Transitions; Revising at the Sentence Level; Revising to Add Supporting
Details; Revising for Unity, Coherence, and Organization
- Conventions
● Collections Interactive Writing Lessons
● Collections Interactive Speaking and Listening
26
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Notes/Comments:
Unit 4: Reading Information and Writing Argument
Unit Summary: In this unit, students will explore how authors use information, argument, and persuasion to communicate ideas to readers. They will
discuss the importance of examining the sources that we rely on for information. They will also discuss that in reading and writing, it is essential that we
have the facts. Students will write arguments to support claims with clear reasons and relevant evidence.
Interdisciplinary Connections/Content Area Integrations Including Technology: Science, Social Studies, Art, Music, Health, Digital Research and
Presentations
CCSS/NJCCCS Number
CCSS/NJCCCS Content
CCSS ELA-LITERACY RI.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
CCSS ELA-LITERACY RI.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
27
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS ELA-LITERACY RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings.
CCSS ELA-LITERACY RI.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to
the development of the ideas.
CCSS ELA-LITERACY RI.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
CCSS ELA-LITERACY RI.7
Integrate information presented in different media or formats.
CCSS ELA-LITERACY RI.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and
evidence from claims that are not.
CCSS ELA-LITERACY RI.9
Compare and contrast one author's presentation of events with that of another.
CCSS ELA-LITERACY RI.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
CCSS ELA-LITERACY W.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS ELA-LITERACY W.1a-e
Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant evidence,
using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify
the relationships among claim(s) and reasons. Establish and maintain a formal style. Provide a concluding statement or
section that follows from the argument presented.
28
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS ELA-LITERACY W.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
CCSS ELA-LITERACY W.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,
and well-structured event sequences.
CCSS ELA-LITERACY W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS ELA-LITERACY W.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.
CCSS ELA-LITERACY W.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
appropriate.
CCSS ELA-LITERACY W.10
Write routinely over extended time and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
CCSS ELA-LITERACY SL.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.
CCSS ELA-LITERACY SL.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it
contributes to a topic, text, or issue under study.
CCSS ELA-LITERACY SL.3
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from
claims that are not.
29
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
CCSS ELA-LITERACY SL.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.
CCSS ELA-LITERACY L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS ELA-LITERACY L.2
L.2b
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Spell
correctly.
CCSS ELA-LITERACY L.3
L.3b
Use knowledge of language and its conventions when writing, speaking, reading, or listening. Maintain consistency in style
and tone.
CCSS ELA-LITERACY L.4a-c
Use context as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots
as clues to the meaning of a word. Consult reference materials, both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of speech.
CCSS ELA-LITERACY L.5
L.5b
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship
between particular words to better understand each of the words.
CCSS ELA-LITERACY L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Summative Assessments:
●
Performance Tasks and End-of-Unit Tests for HMD Lit Unit 8; Collections: Making Your Voice Heard - Collection 4
30
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
Published Writing Pieces
www.parcconline.org
My Access Final Pieces
Projects and Presentations
Formative Assessments:
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Exit Tickets
Class Discussion
Partner and Group Work; Think-Pair-Share and its variations
Quizzes
Summaries
Self-Assessment, Peer Assessment
Observation, Conferencing, Running Records, Questioning
My Access
Feedback on Google Docs
Enduring Understandings:
The student will understand that…
● Knowledge of textual and graphic features aid in text comprehension.
● Authors write with a purpose that is supported and enhanced through various organizational structures and patterns.
31
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
There are various ways to use information to solve problems, support arguments, and/or deliver instructions.
Expository nonfiction/informational text is used to explain, describe, give information, or inform.
A strong argument must be supported by well-articulated evidence.
Essential Questions:
● What are the elements of informational text?
● How does an author create meaning in a nonfiction or informational text?
● How can viewing and analyzing nonfiction and informational texts make us better creators of those types of texts?
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●
●
How do the creators of informational texts use logic, evidence, and rhetorical devices to persuade?
How do we construct effective arguments?
How do writers use the writing process to create a persuasive argument in a way that is clear, logical, and convincing?
How do persuasive messages, both explicit and implicit, shape our ideas, values, beliefs, and/or behaviors?
Instructional Outcomes:
●
●
●
●
Students will trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence
from claims that are not.
Students will determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Students will write arguments to support claims with clear reasons and relevant evidence.
Students will acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
32
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Suggested Learning Activities:
HMD Lit: Students will begin the unit by identifying the sources we use to gather information and the methods we use to evaluate the credibility of the
sources. They will practice determining the central idea and organizational patterns of text. Articles such as “SuperCrocs” and
“Birdbrains” are two engaging selections that can be used to achieve these objectives. The focus of the unit will shift to identifying how authors use
argument and persuasion to influence their readers. “What Video Games Can Teach Us” invites the students to identify the author’s argument and then
outline an argument of their own and support it with three reasons.
Collections: In Collection 4, students will be able to trace and evaluate an argument and analyze persuasive techniques. In “Wild Animals Aren’t Pets”
and “Let People Own Exotic Animals”, students will compare and contrast two arguments on the same topic.
Suggested Differentiation: After reading the article “Should Wild Animals Be Kept as Pets” on page 958 in HMD Lit, students can all respond to
questions 1-6 prior to working in pairs to complete the following activities:
Tier 1 Learners: Tier 1 Learners may use chart paper to respond to question 7 where they must chart text evidence and draw conclusions based on
the evidence they locate within the text.
Tier 2 Learners: Tier 2 Learners may respond to Extension and Challenge question 8 where they must write a script for a public service
announcement based on the information within the article.
Tier 3 Learners: Tier 3 Learners may respond to Extension and Challenge question 9 where they must research local rescue centers and summarize
their findings for the class.
Curriculum Development Resources:
HMD Literature (2012) - Grade 6: Unit 8 [Selections from ECOS (Essential Course of Study) are in bold]
33
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
“Super Croc” by Peter Winkler page 900 (organizational patterns and text features)
“Bird Brains” by Gareth Huw Davis page 910 (main idea)
“What Video Games Can Teach Us” by Emily Sohn page 944 (argument and evaluating support)
“Should Wild Animals Be Kept as Pets?” page 954 (text analysis and persuasive techniques)
“How Can You Capture a Customer?” page 984 (analyzing visuals, propaganda techniques, media literacy)
Collections - HMH (2015) - Grade 6
Collection 1:
Close Reader: “In the Spotlight From Stuff That Scares Your Pants Off” by Glenn Murphy page 51
Collection 2:
“From Animal Snoops: The Wondrous World of Wildlife Spies” by Peter Christie page 117
Collection 4:
Close Reader: “Views on Zoos” page 232c
Additional Online Resources:
http://www.kellygallagher.org/
https://newsela.com
http://www.readworks.org/
http://www.timeforkids.com/
http://www.edutopia.org/
34
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
http://www.k12reader.com
Teacher Resources (Collections and HMH LIT)
● Interactive Whiteboard Lessons:
- Reading Informational Texts
- Main/Central Idea and Details
- Patterns of Organization
- Author’s Purpose and Perspective
- Primary and Secondary Sources
- Evaluating Sources
- Doing Research on the Web
- Synthesizing Information
- Elements of an Argument
- Evaluating Arguments
● Level-Up Tutorials:
- Types of Informational Text: Informational Text; Periodicals; Textbooks; Public and Consumer Documents; Workplace
Documents; Applications; Brochures; Instructions and Technical Directions; Memos; Warranties
- Analyzing Informational Text: Chronological Order; Cause-and-Effect Organization; Comparison-Contrast Organization; Pointby-Point Organization; Scope and Treatment; Primary and Secondary Sources; Reading Graphic Aids; Navigating and Evaluating
Websites; Audience; Persuasive Techniques
- Reading Skills and Strategies: Drawing Conclusions; Main Idea and Supporting Details; Taking Notes and Outlining; Analyzing
Visuals
- Vocabulary Skills and Strategies: Using Context Clues; Multiple Meaning Words; Academic Vocabulary and Word Knowledge
- Writing and Revision: Revising for Word Choice; Using Transitions; Revising at the Sentence Level; Revising to Add Supporting
Details; Revising for Unity, Coherence, and Organization
35
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
●
●
●
●
●
- Conventions
Nonfiction Connections: library of nonfiction speeches, diaries, true-life accounts, newspaper articles, political cartoons
MediaScope: Analyze, produce, and evaluate a variety of media
WordSharp Vocabulary Tutor: Diagnostic pre-test, guided tutorials, and practice
GrammarNotes
Author Biographies
PowerNotes Presentations: Selected stories from HMD LIT
Literature and Reading Re-teaching Worksheets
Write Smart: Interactive writing tool
Language Handbook Worksheets; Writing and Grammar Re-teaching Worksheets
Notes/Comments:
Unit 5: Reading Fiction and Writing Narratives or Literary Essay
Unit Summary: The reading portion of the unit consists of reading and comprehending fiction selections. The writing portion consists of writing and
publishing narratives using paper and pencil and technology. The speaking and listening portion consists of collaborative discussions based upon the reading
selections from the unit. The language portion consists of the correct spoken and written usage of pronouns.
Interdisciplinary Connections/Content Area Integrations Including Technology: Social Studies, Technology, 21st Century Skills, Bullying, Adventure
CCSS/NJCCCS Number
CCSS/NJCCCS Content
36
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
RL.6.1
Cite textual evidence to support analysis of what grade 6 text says explicitly. Cite textual evidence to support analysis of
inferences drawn from grade 6 text(s).
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.
RL.6.3
Describe how a particular drama’s plot unfolds in a series of episodes in 6th grade text(s). Describe how characters respond
or change as the plot moves toward a resolution in 6th grade text(s).
RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings (e.g.,
“organization” connotes a sense of neatness). Determine the meaning of words and phrases as they are used in a text,
including analyzing the impact of a specific word choice on tone.
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.
RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.7
Compare and contrast the experience of reading a 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.
RL.6.8
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.
RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 6 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
37
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
W.6.3a.
When writing narratives, engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
W.6.3b
When writing narratives, develop real or imagined experiences or events using effective technique such as dialogue, pacing,
and description to develop experiences, events, and/or characters.
W.6.3c
When writing narratives, use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time frame or setting to another when writing narratives.
W.6.3d
When writing narratives, develop real or imagined experiences or events using relevant descriptive details; use precise
words and phrases, and sensory language to convey experiences and events.
W.6.3e
When writing narratives, provide a conclusion that follows from the narrated experiences or events.
W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
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.
W.6.6
Use technology, including the Internet, to produce and publish narrative writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.9a
Draw evidence from 6th grade literary texts to support analysis, reflection, and research; apply grade 6 reading standards to
literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and
fantasy stories] in terms of their approaches to similar themes and topics”).
38
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
W.6.10
Write narratives routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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.6.1a
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.6.1b
When taking part in collaborative discussions, follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
SL.6.1c
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or
issue under discussion.
SL.6.1d
When participating in collaborative discussions, review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it
contributes to a topic, text, or issue under study.
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.
SL.6.5
Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify
information.
39
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
SL.6.6; L.6.3a
Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; vary sentence
patterns for meaning.
L.6.1a
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; ensure that
pronouns are in the proper case (subjective, objective, and possessive).
L.6.1b
Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.6.1c
When writing or speaking, recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d
When writing or speaking, recognize and correct vague pronouns (i.e. ones with unclear or ambiguous antecedents).
Summative Assessments:
●
●
●
Diagnostic and Selection Tests
Unit and Benchmark Tests
Narrative Published-online scorer
Formative Assessments:
●
●
●
●
●
Re-teaching Worksheets
Personal Narrative Drafts
Quizzes
Assessment Practice
Teacher Observations
40
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Enduring Understandings:
● Students understand the differences between theme and plot.
● Students identify author’s purpose and point of view in the fiction text.
● Students comprehend that narrative writing is fiction writing with the purpose of entertaining the reader.
● Students understand the purpose of studying proper English usage in order to communicate effectively in speech and in writing.
Essential Questions:
● What is a theme?
● How do you determine the difference between theme and topic?
● How do you decide an author’s purpose and point of view in a text?
● What strategies do you use to increase your comprehension?
● What is a personal narrative?
● How do I write a narrative from the draft stage to a published product?
● What is the purpose of using a pronoun in your writing?
Instructional Outcomes:
● Students determine a theme or central idea of a text and how it is conveyed through particular details.
● Students analyze how a particular sentence fits into the structure of a text and contributes to the development of a theme.
● Students determine author’s purpose and point of view in a text.
● Students analyze the impact of a specific word choice on meaning.
● Students integrate information presented in different media or formats to develop a coherent understanding of a topic.
● Students develop strategies for reading, including monitoring, predicting, visualizing, and setting a purpose.
41
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
Students write a complete narrative from the prewriting to the publishing stages.
Students participate in collaborative discussions to reflect upon their reading experiences.
Students demonstrate a command of the application of pronouns.
Suggested Learning Activities:
Text Analysis Workshop: Understanding Theme (HMD Lit pg. 318)
Part 1: Students brainstorm the topics of stories they have already read. From here, students in groups will create topics for stories previously read and
create theme statements. This allows students to distinguish the differences between topics and themes.
Part 2: Students use inferencing to make reasonable guesses. Students practice considering certain clues, such as title, plot and conflict, characters and
actions, and setting, images, and stylistic elements.
Part 3: Students use the close reading method to analyze the text “Gombei and the Wild Ducks” for theme.
Suggested Differentiation: Using Collections: Interactive Writing Lessons: Writing Narratives: Teach the Narrative Structure lesson using all of the
five guide pages to review the structure of a narrative essay. After that, students may work in ability based groups to perform different activities
related to the lesson.
Tier 1 Learners: Tier 1 Learners may be given a familiar fairy tale, recently read class story or novel to chart the exposition, rising action, climax,
falling action, and resolution on a piece of large chart paper to demonstrate their knowledge of narrative structure.
Tier 2 Learners: Tier 2 Learners may work together to modify a familiar story or class novel (For example: an altered version of “Goldilocks and the
Three Bears”) that contains all elements of traditional narrative structure. They must also highlight the five parts using different colors.
Tier 3 Learners: Tier 3 Learners may work together to develop an original story that contains all elements of traditional narrative structure. They,
too, must highlight the five parts using different colors.
42
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Curriculum Development Resources:
These are suggested stories to use from the new texts.
HMD Lit Units 3 and 4 [Selections from ECOS (Essential Course of Study) are in bold]
“The Dog of Pompeii” pg. 326 (theme, setting, plot, context clues)
“Nadia the Willful” pg. 350 (theme, characters, compare and contrast)
“Scout’s Honor” pg. 362 (theme, characters, narrative writing)
“Ant and the Grasshopper” pg. 384 (theme, inferences)
“The Richer, the Poorer” pg. 386 (compare and contrast)
“The All-American Slurp” pg. 442 (tone, imagery)
“The True Story of the Three Little Pigs” pg. 460 (cause and effect, style)
“Tuesday of the Other June” pg. 470 (imagery, connections)
“The Jacket” pg. 500 (summarizing)
“The Phantom Tollbooth” pg. 534 (visualize)
Writing Workshop: Narrative pg. 414
HMH Collections
Collection 3
“The Banana Tree” pg. 171 (theme, figurative language, imagery)
Collection 4
“My Wonder House” pg. 211 (theme, conflict)
“Eleven” pg. 233 (characters, word choice)
Additional Online Resources:
http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/
43
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature
http://www.internet4classrooms.com/grade_level_help/literature_identify_theme_language_arts_sixth_6th_grade.htm
http://fspsliteracy.pbworks.com/w/file/fetch/60800105/6th%20Grade%20Common%20Core.pdf
https://learnzillion.com/lessonsets/348-6th-grade-narrative-writing-crafting-a-personal-narrative
http://writingfix.com/genres/narrative.htm
Teacher Resources (Collections)
Close Reader
Performance Assessment Book
Teacher Resources (Collections and HMH LIT)
● Interactive Whiteboard Lessons:
- Making Inferences
- Plot and Conflict
- Setting
- Character Development
- Point of View
- Theme/Central Idea
- Word Choice and Tone
- Comparing Texts
● Level-Up Tutorials:
- Types of Literature: Short Stories and Novels; Fables; Narrative Poetry
- Analyzing Literature: Theme; Conflict, Characters; Author’s Purpose; Imagery
- Reading Skills and Strategies: Making Inferences; Making Predictions; Reading for Details; Summarizing
- Vocabulary Skills and Strategies: Using Context Clues; Multiple Meaning Words; Latin Root Words; Pronouns
44
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
-
●
●
●
●
●
●
●
●
Writing and Revision: Revising for Word Choice; Using Transitions; Revising at the Sentence Level; Revising to Add Supporting
Details; Revising for Unity, Coherence, and Organization
- Conventions: Pronouns; Punctuating Quotations
Novel Wise/Novel Guides: Supplemental instructional material for selected novels
WordSharp Vocabulary Tutor: Diagnostic pre-test, guided tutorials, and practice
Grammar Notes
Author Biographies
PowerNotes Presentations: Selected stories from HMD LIT
Literature and Reading Re-teaching Worksheets
Write Smart: Interactive writing tool
Language Handbook Worksheets; Writing and Grammar Re-teaching Worksheets
Notes/Comments:
Unit 6: Reading and Writing Fiction and Nonfiction
Unit Summary: The reading portion of the unit consists of reading and comprehending informational texts. The writing portion consists of
writing and publishing clear and concise arguments using paper and pencil and technology. The speaking and listening portion consists of
collaborative discussions based upon the reading selections from the unit. The language portion consists of the correct usage of conventions
and grammar.
45
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Interdisciplinary Connections/Content Area Integrations Including Technology: Social Studies, Science, Bullying, 21st Century themes,
Technology
CCSS/NJCCCS Number
CCSS/NJCCCS Content
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.
RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings (e.g., “organization” connotes a sense of neatness). Determine the meaning of words and phrases as they
are used in a text, including analyzing the impact of a specific word choice on tone.
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.
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.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
RI.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
contributes to the development of ideas.
46
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons
and evidence from claims that are not.
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).
RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
W.6.1
Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the
reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources
and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement
or section that follows from the argument presented.
W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
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.
W.6.6
Use technology, including the Internet, to produce and publish narrative writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in
a single sitting.
W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
appropriate.
47
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
W.6.9a,b
Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6
reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and
poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). b. Apply
grade 6 reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that are not”).
W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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. 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. b. Follow rules for collegial
discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific
questions with elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing.
SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain
how it contributes to a topic, text, or issue under study.
48
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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.
SL.6.5
Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to
clarify information.
SL.6.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
L.6.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.
Ensure that pronouns are in the proper case (subjective, objective, and possessive). b. Use intensive pronouns (e.g.,
myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and
correct vague pronouns (i.e. ones with unclear or ambiguous antecedents). e. Recognize variations from standard
English in their own and others’ writing and speaking, and identify and use strategies to improve expression in
conventional language.
L.6.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell
correctly.
L.6.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence
patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone.
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. 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. b. Use common
49
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory,
audible). 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. 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).
L.6.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret
figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g.,
cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the
connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical,
unwasteful, thrifty).
L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Summative Assessments:
●
●
●
Diagnostic and Selection Tests
Unit and Benchmark Tests
Argument Published-online scorer
Formative Assessments:
●
●
Re-teaching Worksheets
Argument Drafts
50
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
Quizzes
Assessment Practice
Teacher Observations
Enduring Understandings:
● Students understand the theme of a text.
● Students provide a summary of the text from personal opinions or judgments.
● Students recognize the differences between various genres.
● Students learn how to compare, contrast, and evaluate arguments and events.
● Students use the process of explaining arguments with clear reasons and relevant evidence.
● Students understand the process of using logical thinking to interpret information.
● Students understand the purpose of studying proper English usage in order to communicate effectively in speech and in writing.
Essential Questions:
● What is a theme?
● How do you summarize using our own opinions?
● What is an argument paper?
● How do you use evidence to support an argument?
● What is the definition of genre, and how do you differentiate between the various genres?
● What strategies can you use to evaluate an argument?
51
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Instructional Outcomes:
● Students determine theme of a text and provide a summary of the text from personal opinions or judgments.
● Students create a summary of the text from personal opinions or judgments.
● Students decipher the meaning of words or phrases when used as figurative language.
● Students compare and contrast texts in different forms or genres.
● Students compare, contrast, and evaluate arguments and events.
● Students write arguments with clear reasons and relevant evidence.
● Students interpret information using logical thinking.
● Students understand the purpose of studying proper English usage in order to communicate effectively in speech and in writing.
Suggested Learning Activities:
Literary Analysis Workshop: Informative Text, Writing With a Purpose (HMD Lit pg. 556)
Planning/Prewriting: Choose a literary work, think about literary elements, think about audience and purpose, developing a controlling idea
Drafting: Introduction, body, concluding section
Revising: Evaluate draft for content, organization, and style
Editing and Publishing: Correcting run-on sentences
Suggested Differentiation: After reading “The All-American Slurp” on p. 454 in HMD Lit, students should work in groups to complete the
following activities:
Tier 1 Learners: Tier 1 Learners may respond to the Power Thinking Activity 1 from the Online Extras portion of the text where they must
invent a guide that would assist new students in their school and must fulfill the requirements on the page.
Tier 2 Learners: Tier 2 Learners may respond to the Power Thinking Activity 2 from the Online Extras portion of the text where they must
research the eating habits and customs of a particular culture based on the requirements listed on the page.
52
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Tier 3 Learners: Tier 3 Learners may respond to the Extension and Challenge question 8 on p. 454 where they must summarize the article
on p. 457 for the family within the story.
Curriculum Development Resources:
These are suggested stories to use from the new texts.
HMD Lit Units 3 and 4 [Selections from ECOS (Essential Course of Study) are in bold]
“Pompeii and Vesuvius” pg. 341 (main idea)
“How to Build a Bat House” pg. 379 (procedural text)
“The Problem With Bullies” pg. 487 (organizational patterns)
“The First Skateboard in the History of the World” pg. 510 (author’s purpose)
“Skateboard Science” pg. 518 (author’s purpose, note taking)
HMH Collections
Collection 3
“Monmouth Shakes and Monster Waves, Destruction in 12 Countries” pg. 139 (cause and effect, integrate information)
“On the Titanic, Defined by What They Wore” pg. 196c (analyze meanings of words and phrases)
“Titanic at 100: Mystery Solved” pg. 197 (interpret diverse media, integrate information)
Collection 4
“Wild Animals Aren’t Pets” pg. 223 (arguments)
“Let People Own Exotic Animals” pg. 227 (arguments)
Views on Zoos pg. 232c (compare and contrast arguments)
Whole Class Novels
53
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Additional Online Resources:
http://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=1108
http://www.k12reader.com/common-core-standard/ccss/ccss-6/ccss-6-r-i/
https://newsela.com/
http://sni.scholastic.com/
http://englishlinx.com/common_core/6/reading_informational_text/
https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-instruction-guidance-and-a-list-of-resources
https://learnzillion.com/lessonsets/268-6th-grade-argumentative-writing-craft-an-argumentative-essay
http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html?tab=3
Teacher Resources (Collections and HMH LIT)
● Interactive Whiteboard Lessons:
- Making Inferences
- Plot and Conflict
- Setting
- Character Development
- Point of View
- Theme/Central Idea
- Word Choice and Tone
- Comparing Texts
● Level-Up Tutorials:
- Types of Informational Text: Informational text, textbooks, periodicals
- Analyzing Literature: Theme, Author’s Purpose; Elements of an Argument; Analyzing Arguments; ComparisonContrast Organization
- Reading Skills and Strategies: Taking Notes and Outlining; Summarizing; Main Idea and Supporting Details
- Vocabulary Skills and Strategies: Using Context Clues; Multiple Meaning Words; Latin Root Words; Pronouns
- Writing and Revision: Revising for Word Choice; Using Transitions; Revising at the Sentence Level; Revising to Add
Supporting Details; Revising for Unity, Coherence, and Organization
- Conventions: Spelling; Punctuation; Capitalization; Grammar
● Novel Wise/Novel Guides: Supplemental instructional material for selected novels
54
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
●
●
●
WordSharp Vocabulary Tutor: Diagnostic pre-test, guided tutorials, and practice
Grammar Notes
Author Biographies
PowerNotes Presentations: Selected stories from HMD LIT
Literature and Reading Re-teaching Worksheets
Write Smart: Interactive writing tool
Language Handbook Worksheets; Writing and Grammar Re-teaching Worksheets
Notes/Comments:
55