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MIDDLE TOWNSHIP PUBLIC SCHOOLS

CAPE MAY COURT HOUSE, NJ 08210

CURRICULUM GUIDE

DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6

Board approved: May 17, 2012 1

Grade Level

Standards UEQ/Essential Questions

Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

UEQ: How do writers communicate their

thoughts and feelings to others?

First

Marking

Period

RL. 6.1

RL.6.2

RL.6.3

RL.6.4

RL.6.6

RL.6.9

RL.6.10

RI.6.1

RI.6.2

RI.6.5

RI.6.6

RI.6.7

RI.6.8

RI.6.10

L.6.1

L.6.1c

L.6.2

L.6.2b

L.6.4c

L.6.4b

L.6.5c

L.6.5.1d

L.6.3.1f

L.6.4.3.a

SL.6.1a

SL.6.1.c

SL.6.1.d

LEQ: What elements does an author

combine to create a work of fiction?

LEQ: What are the types of themes?

LEQ: How does a reader use plot events to

determine a story’s theme?

LEQ: Why does a reader make predictions?

LEQ: What criteria would you use to make

a valid prediction?

LEQ: How do you validate your

predictions?

LEQ: What is a fact? What is an opinion?

LEQ: How do readers determine what is

fact and what is opinion?

LEQ: What would the result be if you

mistook an opinion for fact?

LEQ: Can words be categorized?

LEQ: How would you recognize a/an (verb,

adjective, nouns, adverbs) if you saw one?

LEQ: Explain how words convey what is in

the mind of a writer?

LEQ: What are the elements of plot?

LEQ: Why would an author introduce

character, conflict, and setting in the

beginning of a story?

LEQ: Explain how a plot and a puzzle are

alike.

LEQ: How do you identify the narrator of a

Approx. 12

weeks

*Special Ed.

Modifications and

Enrichment- Utilize

Acceleration Program:

Incorporate the series’

supplemental material

to scaffold and assist

students who are at

risk, and students who

are in need of

enrichment.*

Grammar: Verbs,

adjectives, common,

proper singular, plural,

possessive nouns,

adverbs

See

pearsonsuccessnet.com

Introduce the Big

question.

Introduce elements of

fiction graphic

Social Studies: Scotland:

landscape, people,

tradition,

Chinese Map Study

Evolution of American

Culture, entertainment

and technology

African Folklore

Science:

Howler Monkeys

Habitats: Tropical

Rainforest

Prentice Hall

Unit 1

Fiction/Nonfi

ction

Benchmark

Assessments

Graphic

Organizers

Scoring

Rubric

Videos and

Visual Aids

Portfolio

Diagnostic

Test



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

story?

LEQ: What is a pronoun?

LEQ: How do specific pronouns help you

identify the point of view?

LEQ: What shapes the way you see the

world?

LEQ: How can recognizing an author’s

perspective help you evaluate a text?

LEQ: What factors contribute to the tone of

a story?

LEQ: What is a symbol?

LEQ: How can a reader infer the meaning

of symbols in a work of literature?

LEQ: How do I effectively answer open

ended questions?

organizer (plot,

character, conflict,

theme, setting),

nonfiction graphic

organizer (purpose,

forms of nonfiction),

and plot graphic

organizer.

“Greyling”- focus on

elements of fiction

“My Heart is in the

Highlands”- focus on

elements of nonfiction

“Stray/The

Homecoming”- focus

on making predictions

and plot

“The Drive-In Movies/

The Market Square

Dog”- focus on making

predictions, narrator

and point of view

Compare Literary

Works: Comparing

Fiction and Nonfiction

“Why Monkeys Live in



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

Trees”- Folk Tale

“The Case of the

Monkeys That Fell

From the Trees”-

scientific article

“My Papa, Mark

Twain/ Stage Fright”-

focus on fact and

opinion, and author’s

perspective

“Names/Nombres

/The Lady and the

Spider”-focus on fact

and opinion and tone

Differentiate stories

based on student skill

level

“Eleven”-focus on

symbolism

Writing: Open Ended

Questions, RASE

Checklist

UEQ: How do writers communicate their

thoughts and feelings effectively?

Unit 2



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

RL 6.1

RL 6.2

RL 6.3

RL 6.5

RL 6.10

L 6.1

L 6.4.b

L6.6

W6.1.a-e

W6.3a-e

W6.5

W6.8

W6.10

RI6.1

RI6.3

RI6.10

SL.6.1a

SL.6.1.c

SL.6.1.d

LEQ: What is an inference?

LEQ: How can readers use inferences to

predict future outcomes?

LEQ: What would happen if you failed to

make an inference?

LEQ: What are the elements used to create a

short story?

LEQ: How does an author make a character

“come alive”?

LEQ: What are the various types of

conflict?

LEQ: What are the various types of theme?

LEQ: Can the setting of a story affect the

story’s plot?

LEQ: How do writers get the attention of

their readers?

LEQ: When writing, what does the phrase

“Show, don’t tell” mean?

LEQ: What is the purpose of advertising?

LEQ: Do advertisers use specific techniques

to persuade individuals?

LEQ: What are six persuasive techniques

used in advertising?

LEQ: How do you determine truth in

advertising?

LEQ: What are the elements of a persuasive

essay?

LEQ: When was the last time you tried to

persuade someone? Were you successful?

LEQ: How can I effectively plan and write a

Approx.

10-12

weeks

Introduce the Big

Question

Grammar: verbs,

principal parts of verbs,

simple verb tenses,

perfect tenses of verbs

See


Introduce Elements of

Short Stories: plot,

character, conflict,

theme, setting.

Introduce making

inferences and drawing

conclusions.

“The Wounded Wolf”-

introduce elements of

short stories

Differentiate stories

based on student skill

level:

“The Tail/Dragon,

Dragon”- focus on

making inferences and

Social Studies:

Poland, World War II,

Life in Eastern Europe,

Jewish Emigration to

America, Sioux,

California Gold Rush,

Ancient civilizations

Science:

Habitat: Arctic, Periodic

Table: Gold, Seasonal

Harvests

Prentice Hall

Unit 2 Short

Stories

Benchmark

Assessments

Graphic

Organizers

Scoring

Rubric

Videos and

Visual Aids

Portfolio

Diagnostic

Test



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

persuasive writing piece?

LEQ: What does subject-verb agreement

mean?

LEQ: Why must you maintain verb tense?

characterization

“Zlateh the Goat/The

Old Woman Who Lived

With the Wolves”-

focus on making

inferences, conflict,

and resolution

“The Circuit/ The All-

American Slurp”-

focus on theme and

drawing conclusions

“The King of Mazy

May/ Aaron’s Gift”-

focus on setting and

drawing conclusions

“Race to the End of the

Earth”- focus on

comparing and

contrasting

“Gold Rush: The

Journey by Land”-

focus on comparing

and contrasting

Comparing Literary



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

Works: Setting and

Theme

“The Fun They

Had/Feathered

Friend”

Expository Text: “The

Seven Wonders of the

World/Art, Architecture

and Learning in Egypt”

Writing: Open-Ended

Questions, Short

Stories, Persuasive

Essays

UEQ: What is important to know? Unit 3

LEQ: How do you determine if you are

reading fiction or non-fiction?

Approx. 6

weeks

RL 6.10

RI 6.1

RI. 6.2

RI .6.3

RI .6.4

RI .6.5

RI .6.6

RI .6.8

RI .6.10

L.6.1

L.6.1e

LEQ: What are the forms of non-fiction?

LEQ: What are the elements of non-fiction?

LEQ: What are the reasons an author would

choose to write about a particular subject?

LEQ: What details from the selection help

you determine the author’s purpose?

LEQ: What shapes an author’s point of

view?

LEQ: Do words elicit feelings?

LEQ: Can an author’s word choice reveal

their point of view?

Introduce the Big

Question

Grammar: Adjectives,

articles, adverbs,

conjunctions and

interjections,

combining sentences

See


Social Studies:

Segregation in America,

History of Baseball,

Japanese internment

camps, Turkey as the

national bird, Mexico in

the early 1900s

Science:

Turkey populations,

conservation

Prentice Hall

Unit 3 Types

of Non-

Fiction

Benchmark

Assessments

Graphic

Organizers

Scoring



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

L.6.2.b

L.6.3

L.6.4a

L.6.4.c

L.6.4.d

L.6.6

SL.6.1a

SL.6.1.c

SL.6.1.d

LEQ: How do you determine the tone of a

selection?

LEQ: How does an author’s word choice,

sentence length, and sentence structure help

set the tone of a selection?

LEQ: How do you determine the validity of

an author’s conclusions in a persuasive

speech or editorial?

LEQ: How can recognizing propaganda

help readers to avoid drawing false

conclusions?

LEQ: How does the reader determine the

main idea of a selection?

LEQ: How do you distinguish between

important and unimportant details?

LEQ: How do we analyze text to determine

the mood?

LEQ: What is style?

LEQ: What elements help to define an

author’s style?

LEQ: How can knowledge of prefixes,

suffixes, and roots help unlock the meaning

of unfamiliar words?

LEQ: How can knowledge and

understanding of adjective and adverbs

improve our writing?

Review forms of

nonfiction

Review skills: author’s

purpose, main idea,

point of view, author’s

purpose, word choice

,tone, author’s

influences, mood

Differentiate based on

student skill level:

“Water/Hard as

Nails”-focus on

author’s purpose,

autobiographical

writing

“Jackie Robinson:

Justice at Last/ The

Shutout”-focus on

author’s purpose,

expository essay

“Turkeys/ Langston

Terrace”-focus on

main idea and author’s

influence

Rubric

Videos and

Visual Aids

Portfolio

Diagnostic

Test



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

“La Lena Buena/ The

Pigman and Me”-focus

on main idea and mood

Comparing Literary

Works: Comparing

Biography and

Autobiography

“Something to

Declare/A Backwoods

Boy”

Analyzing Arguments:

“Preserving a Great

American Symbol/ Jake

Wood Baseball League

Is the Start of

Something Special”

Writing: Open Ended

Questions, Persuasive

Writing Speculative

Essay, Expository

Writing

UEQ: Do we need words to communicate

well?

Unit 4

RL.6.1

RL.6.4

RL.6.5

RL.6.9

LEQ: How do poets use figurative language

to help readers see familiar ideas in fresh

ways?

LEQ: How do poets use specific words to

Approx.

4 weeks

Introduce the Big

Question (UEQ)

Introduce poetry:

Math: Patterns

Social Studies: The

Wright Brothers

Writing

about the Big

Question



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

RL.6.10

RI.6.1

RI.6.2

RI.6.5

RI.6.7

RI.6.10

L.6.1

L.6.1.b

L.6.2.a

L.6.2.b

L.6.3

L.6.3.a

L.6.4.c

L.6.5.b

L.6.6

W.6.9.a

W.6.9.b

SL.6.1

SL.6.1.c

SL.6.4

SL.6.5

elicit feelings and ideas?

LEQ: Can the way a poem is structured

contribute to its meaning?

LEQ: How do poets add musical quality to

their poems?

LEQ: How do poets create images for the

reader?

LEQ: How can appealing to the five senses

help create specific images for the reader?

LEQ: How can paraphrasing clarify the

main idea of a selection?

LEQ: How do poets use specific forms of

poetry to express themselves?

LEQ: How do sound devices allow poets to

develop tone, create musical effects, and

reinforce meaning?

LEQ: How does an individual adequately

complete an application?

LEQ: What are the four types of sentences?

LEQ: Why must sentences contain subjects

and predicates?

forms, poetic structure,

sound devices, rhythm

and rhyme, imagery

Review figurative

language

Grammar: Simple and

Compound Subjects,

Sentence Types,

Subject Complements,

Predicate Nouns and

Predicate Adjectives



“Adventures of

Isabel/Wilbur Wright

and Orville

Wright/Ankylosaurus”-

focus on context clues

and rhythm and rhyme

“A Dream Within a

Dream/Life Doesn’t

Frighten Me/The

Walrus and the

Carpenter”-focus on

context clues and

rhythm and rhyme

Science: Types of Trees

Prentice Hall

Unit 4 Poetry

Benchmark

Assessments

Graphic

Organizers

Scoring

Rubric

Videos and

Visual Aids

Portfolio

DiagnosticTe

st



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

“Simile: Willow and

Ginkgo/April Rain

Song/ Fame Is a Bee”-

focus on context clues

and figurative language

“Abuelito Who/The

World Is Not a

Pleasant Place to

Be/Child on Top of a

Greenhouse”

“Haiku/The Sidewalk

Racer/Limerick”- focus

on context clues and

figurative language

“Haiku/Concrete

Cat/Limerick”-focus on

paraphrasing and forms

of poetry

“No Thank

You/Parade/Wind and

water and stone”-focus

on paraphrasing and

sound devices



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

Reading for

Information:

Library Card

Information and

Application—

functional text

Comparing Literary

Works: Comparing

Sensory Language

“Childhood and

Poetry/Alphabet”

Writing: Create poems

that incorporate sound

devices and other

components of poetry

UEQ: How do we decide who we are? Unit 5

RL.6.1

RL.6.2

RL.6.3

RL.6.4

RL.6.5

RL.6.6

RL.6.7

RL.6.9

RL.6.10

RI.6.1

RI.6.6

RI.6.8

LEQ: What is drama?

LEQ: What are the elements necessary in

the creation of drama?

LEQ: How and why do you create a

dramatic summary?

LEQ: What is the importance of dialogue in

drama?

LEQ: How does dialogue reveal character

traits, motives, and plot elements?

LEQ: A dramatic script contains what two

main types of information?

LEQ: How can knowledge and

Approx.

2 weeks

Introduce Big

Question (UEQ)

See pearsonsuccess.net

Grammar: prepositions

and appositives,

gerunds and gerund

phrases, and combining

sentences

Introduce drama:

dramatic structure,

Writing

about the Big

Question

Prentice Hall

Unit 5

Drama

Benchmark

Assessments

Graphic

Organizers



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

RI.6.9

RI.6.10

L6.1

L.6.1.b

L.6.2.a

L.6.2.b

L.6.3

L.6.3.a

L.6.4.c

L.6.5.b

L.6.6

W.6.1

W.6.1.a-1.e

W.6.2

W.6.2.a-2.c

W.6.4

W.6.5

W.6.6

W.6.8

W.6.9

SL.6.1

SL.6.1.c

SL.6.4

SL.6.5

understanding of gerunds, gerund phrases,

prepositions, appositives, improve our

writing?

LEQ: How, why, and when do writers

combine sentences?

conflict, character,

dialogue in drama, and

stage directions



“The Phantom

Tollbooth: Turnpike

Tollbooth / Measuring

Time”- focus on

summary and dialogue

in drama

“The Phantom

Tollbooth, Act II”-

focus on comparing

and contrasting and

stage directions

Compare Literary

Works: Comparing

Author’s Purpose

across Genres

“You’re a Good Man,

Charlie Brown”

“Happiness is a

Charming Charlie

Brown at Orlando

Scoring

Rubric

Videos and

Visual Aids

Portfolio

Diagnostic

Test



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

Rep”

Writing: Explanatory

Text: Cause and Effect

UEQ: How much do our communities

shape us?

Unit 6

RL.6.1

RL.6.2

RL.6.4

RL.6.5

RL.6.10

RI.6.1

RI.6.2

RI.6.5

RI.6.10

L6.1

L.6.2.b

L.6.4.b

L.6.4.d

L.6.5

L.6.5.a

L.6.5.b

L.6.6

W.6.1

W.6.1.a-1.e

W.6.2

W.6.2.a-2.c

W.6.4

W.6.5

LEQ: What are the elements of fables, folk

tales, and myths?

LEQ: What is a universal theme?

LEQ: What is the relationship between

cause and effect and plot?

LEQ: What is the purpose of an

alphanumeric outline?

LEQ: What are the characteristics of

fantasy?

LEQ: How do authors make fantasy seem

realistic?

LEQ: How does setting a purpose and

previewing the ext help focus your reading?

LEQ: Explain how foreshadowing and

flashback enrich the plot.

Approx. 2

weeks

Introduce the Big

Question (UEQ)

Review theme,

personification

Introduce fables and

folktales, myths,

elements of fantasy,

foreshadowing and

flashback

Grammar: Independent

and subordinate

clauses, simple,

compound and

complex sentences,

commas

“Black Ships Before

Troy”-focus on theme,

structure and theme

Prentice Hall

Unit 6

Themes in

Folk

Literature

Benchmark

Assessments

Graphic

Organizers

Scoring

Rubric

Videos and

Visual Aids

Portfolio

Diagnostic

Test

Writing



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

W.6.6

W.6.8

W.6.9

SL.6.1

SL.6.1.c

SL.6.4

SL.6.5

SL.6.6

“Black Cowboy, Wild

Horses”- focus on

themes in folk literature



“The Tiger Who Would

Be King”

“The Ant and the

Dove/The Lion and the

Bulls/A Crippled Boy”-

focus on analyzing

fables and folklore/

cause and effect

“Arachne/The Whale

Rider”-focus on myths,

cause and effect

“Mowgli’s

Brothers/from James

and the Giant Peach”-

comparing elements of

fantasy

“Why The Tortoise’s

Shell is Not Smooth/He

Lion, Bruh Bear, and

Bruh Lion”- focus on

about the Big

Question



CURRICULUM GUIDE



Grade Level


Time

Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark

personification

“The Three Wishes/

The Stone”-setting a

purpose, universal

theme

“Lob’s Girl/Jeremiah’s

Song”-focus on

foreshadowing and

flashbacks

Reading for

Information:

“How to Read a Road

Map”-expository text

“Downtown Atlanta”-

functional text

Writing Workshop:

Informative Text:

Research Report



CURRICULUM GUIDE


16

Grade

Level

Standards

Unit/Essential Questions Activities and

Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

RL.2

RL.3

L.4

L.4A

L.4B

L.6

RI.2

RI.5

RI.6

W.2

W.2a

W.2b

L.1

L.2

SL

Unit 1 Fiction and

Nonfiction

UEQ-What is the best way to

find the truth?

LEQ -How do authors make

characters come alive?

LEQ - How do we recognize

the major components of plot?

LEQ-What are the elements

of setting?

LEQ- What is the importance

of theme?

LEQ- How is conflict critical

to a text?

LEQ- How does using context

clues improve understanding?

LEQ- How do you determine

the point of view?

LEQ- How do we recognize

details that indicate the

author’s purpose?

LEQ- How does dialogue

enhance a story?

LEQ- How do we write an

effective descriptive essay?

*Special Education

modifications and

enrichment- utilize

acceleration

program:

incorporate the

series supplemental

material to scaffold

in order to assist

at- risk students as

well as enrichment

students.*

Meet the Author

Video

Unit 1 Introduction

Pearsonsuccess.net

Activities

Teacher-directed,

collaborative, and

independent reading

of texts from

Prentice Hall Text

Vocabulary building

activities

Connections:

• Hindenburg

• Chinese

culture and

famous

places

• Good luck

charms

around the

world

• Irish Potato

famine

• Dominican

Republic

Diagnostic

Test Unit

1.

Portfolios

Beginning

of the year

Benchmark

Test.

Story

Selection

tests

Pearson Prentice Hall

Literature Text

• Three Century

Woman

• Fall of the

House of Usher

• Papa’s Parrot

• MK

• The Luckiest

Time of All

• Barrio Boy

• A Day’s Wait

• All Summer in

a Day

• The Night the

Bed Fell

• Stolen Day

Novels

Online component

Pearsonsuccessnet.com

Teacher created

materials



CURRICULUM GUIDE


17

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

Graphic organizers

Open-ended

questions/RAISE

Restate

Answer all questions

Include powerful

vocabulary

Support answer with

detail.

Extend –make

connections

Scaffolding of main

concepts taught.

Writing Scoring

Rubric

Journal Writing

Note-taking

Memoir writing

Brainpop

Grammar-Common



CURRICULUM GUIDE


18

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

and proper nouns

Personal/possessive

nouns

RL7.1

RL7.2

RL7.3

RL7.4

RL7.6

RI7.1

RI7.4

RI7.5

RI 7.9

RI7.10

W7.1

W7.1a-e

W7.2

W7.2a

W7.2d-f

W7.3

W7.3a-e

W7.5

W7.7

W7.9

W7.9a

SL7.1

SL7.1a

SL7.3

Unit 2: Short Stories

UEQ- Does every conflict

have a winner?

LEQ- How can making

inferences help in

comprehension?

LEQ-How are characters

classified?

LEQ-How can one

differentiate between internal

and external conflict?

LEQ- How do readers use

predictions?

LEQ- How is understanding

the sequence of events in a

story?

LEQ- How is recognizing the

theme of a short story

important?

LEQ- How do we identify the

conflict and resolution in a

story?

Meet the Author

Video

Class discussion

Pearsonsuccess.net

activities

Character Analysis

(tee-shirt activity)

Vocabulary Builders

Plot diagram

Teacher directed,

collaborative, and

independent reading

of short stories.

Graphic organizers-

Symbolism

Conflict/external/int

ernal

Connections-

• Migration of

Russian

Jews to the

U.S

• Melting pot

theory

Prentice

Hall

Selection

Tests

Portfolio

Scoring

Rubric

Pearson Prentice Hall

textbook

• Dinner party

• The Treasure of

Lemon Brown

• The Bear Boy

• Rikki Tikki

Tavi

• Two Kinds

• Seventh Grade

• Melting Pot

• Ribbons

• After Twenty

Years

• The Third Wish

• Amigo Brothers

Teacher tube

E-Reading

worksheets.com

Online component



CURRICULUM GUIDE


19

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

SL7.5

SL7.6

L7.1

L7.2a

L7.2b

L7.3

L7.4b

L7.4c

L7.5a

L7.5c

L7.6

LEQ- How does an author use

the literacy device of irony?

LEQ- How can you write an

effective speculative essay?

Compare/contrast

text with similar

themes

Short Story Analysis

Scaffolding of main

concepts taught

Writing Rubric

Journal Writing

Note taking

Grammar- Verbs,

Adjectives, Adverbs

A or B Story-

Differentiated

instruction

Six traits of writing

Teacher created

materials



CURRICULUM GUIDE


20

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

RL7.3

RL7.10

RI7.1

RI7.2

RI7.3

RI7.4

RI7.5

RI7.6

RI7.7

RI7.8

RI7.9

RI7.10

W7.1a

W7.1b

W7.2

W7.2a-e

W7.3d

W7.4

W7.5

W7.8

W7.9

W7.9b

SL7.1

SL7.1b

SL7.2

SL7.3

SL7.4

L7.1

Unit 3: Types of Nonfiction

UEQ-What knowledge is

important to you?

LEQ- How do we determine

the main idea of a passage?

LEQ- How can a reader

determine nonfiction text?

LEQ- What are the various

types of nonfiction?

LEQ- What are various

purposes of nonfiction?

LEQ-What are the possible

formats of a nonfiction text?

LEQ- How do you write an

effective persuasive essay?

LEQ- What are the steps in

writing a how-to essay?

LEQ- How do you recognize

cause-effect relationship in a

text?

LEQ- How does using the

writing process aid in

constructing an essay?

Unit 3 Introduction

Meet the

AuthorVideo

Selection A or B

differentiated

instruction

Journal writing

Timelines/project-

black history and

women’s history

Pearsonsuccess.net

Activities

Graphic organizers

Vocabulary builders

Ex.synonym/antony

m chart

Scaffolding of main

concepts.

Expository essay

writing/class

presentations.

Connections

• Montgomer

y bus

boycott

1955-56

• Gravity and

its effects

• Native

American

cultures

Portfolios

Scoring

Rubrics

Selection

tests

Benchmark

tests

Prentice Hall Textbook

• Freedom

Walkers

• Life Without

Gravity

• Conversational

Ballgames

• I am a Native

American

• Snowflake

Bentley

• No Gumption

• All Together

Now

• The Real Story

of a Cowboy’s

life

• Rattlesnake

Hunt

Teacher created

materials

Online component



CURRICULUM GUIDE


21

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

L7.1a

L7.1c

L7.2b

L7.3

L7.3a

L7.4

L7.4b-d

L7.5b

L7.6

Grammar-

conjunctions,

prepositions,

subjects and

predicates

5Ws and H of

writing.

RL7.1

RL7.2

RL7.3

RL7.5

RL7.6

RL7.7

RL7.10

RI7.1

RI7.6

RI7.9

RI7.10

W7.1

W7.1a-c

W7.2

W7.2a-c

W7.4

W7.8

W7.9

W7.9a

Unit 5: Drama

UEQ- Do others see us more

clearly than we see ourselves?

LEQ-What are the elements

of drama?

LEQ- What are the changing

forms of drama?

LEQ-How do we analyze a

drama?

LEQ- How do you write

differently in a timed setting?

Meet the Author

Pearsonsuccess.net

activities

Vocabulary builders

Grammar-

Infinitives,

interjections,

Appositives,

fragments and run-

ons, double

negatives, clauses

Elaine’s Dinner

Theater Trip

Graphic organizers

Connections

• English

currency

• Victorian

Age

Prentice

Hall

Selection

Tests.

Portfolio

Scoring

rubrics

Prentice Hall Textbook

• Sorry Wrong

Number

• A Christmas

Carol

• Dragonwings

• The Monsters

are Due on

Maple Street

Teacher created

materials

Online component



CURRICULUM GUIDE


22

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

SL7.1

SL7.1a-c

SL7.5

SL7.6

L7.1

L7.2

L7.2b

L7.3

L7.4b-d

Reading of plays in

groups.

Role-playing

Writing Rubrics

RL7.1

RL7.2

RL7.3

RL7.5

RL7.9

RL7.10

RI7.1

RI7.5

RI7.6

RI7.9

RI7.10

W7.1

W7.1a

W7.1b

W7.1b

W7.1e

W7.2

W7.2a-c

WW7.2e

W7.2f

Unit 6:

Oral Themes and Traditions

UEQ-Community or

individual…which is more

important?

LEQ- Why are myths and

folktales important to study?

LEQ-What are

idioms?

LEQ- How are common

themes about life illustrated in

oral tradition?

LEQ- How do we learn

cultural context through oral

traditions?

Unit Introduction

Pearsonsuccess.net

activities

Meet the Author

video

Delivery of oral

summary

Teacher directed,

collaborative, and

independent reading.

Reflective essay on

cultural differences

and similarities.

Graphic organizers

Connections

• Greek

Mythology

• Aztec

tradition

Selection

tests

Portfolios

Scoring

Rubric

Prentice Hall Text

• The Traveler

and the Bear

• Icarus and

Daedalus

• Demeter and

Persephone

• Tenochitlan:

Inside the Aztec

Capital

• Reading for

Information

• The Voyage

• Sun and the

Moon

In a Box

• How the Snake

Got Poison

• The People



CURRICULUM GUIDE


23

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

W7.3

W7.3a

W7.3b

W7.4

W7.5

W7.7

W7.8

W7.9

W7.9a

SL7.1

SL7.1a-c

SL7.4

SL7.5

SL7.6

L7.1

L7.2

L7.2a

L7.2b

L7.3a

L7.4b

L7.5

L7.5a

L7.5b

L7.6

Grammar-

punctuation,

capitalization,

commas

Creative writing-

create a fable.

Could Fly

• The Fox

Outwits the

Crow

• All Stories are

Anansi’s

Unit 4: Exploring Poetry

UEQ- What is the secret to

reaching someone through

Poetry writing

Poetry jam

Diagnostic

test

Selection



CURRICULUM GUIDE


24

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

verse?

LEQ- How can you utilize the

elements of poetry to

appreciate,

comprehend, and compose

poems?

LEQ- How do we determine

the meaning of a poem?

LEQ- What are the literary

devices used in poetry?

LEQ- How can paraphrasing

be used to better understand

poetry?

LEQ- How do you effectively

read a poem?

Poetry Collections

1- Loneliness

and nature

2- Animal,

plants, and

flowers

3- Life, nature,

and courage

4- Expressing

admiration

for people

and nature

5- Exploring

responsibility

,

individuality,

and

musicality of

rain

6- Ideas of loss,

rhythmic

travel, and

watery words

7- Honoring

people

important to

the speaker

8- Celebrates

memorable

tests

Portfolio

Poetry

writing

Collection

Benchmark

tests



CURRICULUM GUIDE


25

Grade

Level

Standards


Differentiation

Cross Curricular

Connections

Assessment

/

Benchmark

Resources

characters

and

experiences



CURRICULUM GUIDE 2012

DISCIPLINE: English Language Arts GRADE LEVEL: 8

26

Grade Level Standards Essential

Questions Time Frame

Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

RL.2, RL.9,W.9.a,

RL.1,RL.3, RL.4, RL.6,

RL.7, W.1, W.1.a, W.1.b,

W.1.c, W.1.d., W.1.e, w.2.b-

f, w.3, w.3.a-e, w.4, w.5,

w.9, w.10, SL.1,SL.1.a,

SL.1.b-d, sl.2, sl.3,sl.4,

sl.6,L1,L.1.a, l.2, l.2.c, l.3,

L.4, l.4a-d,l.5, l.5a-c,l.6,

l.6.1c,

Unit 1 Essential

Question: Can all

conflicts be

resolved? LEQ1:

a. How do I

identify theme?

b. How do I

successfully

support my

interpretation of

theme? LEQ 2:

a. How do

making valid

predictions

improve my

comprehension?

b. How do I

find textual

evidence to

support my

prediction?

LEQ 3: a. How

can comparing

8-10 weeks

(Estimated

time to

complete

this unit)

*Special Ed.

Modifications and

Enrichment- Utilize

Acceleration

Program:

Incorporate the

series supplemental

material to scaffold

in order to assist

students who are at

risk and students

who are in need of

enrichment.*

Grammar:

Punctuation

(comma, ellipses,

dash) Review

phrases, clauses and

types of sentences.

See Pearson

Successnet.com

PART 1:

Social Studies:

connection to

Pullman Porters,

Penal Systems,

Life in the

Mississippi, Civil

War Battle of

Shiloh, Japanese

Culture, Angel

Island,

Immigration,

Native American

Culture, Chinese

Culture

Science: Snakes

and the effects of

venom on the

human body,

Pneumonia,

Psychological

study of man, lab

testing, multiple

intelligences,

Rorschach Test,

Prentice

Hall Units1

and 2

Fiction and

Short Story

Benchmark

Assessments

Graph

Organizer

Scoring

Rubric

Videos and

Visual Aids

Prentice Hall

Literature –

Pearson 2012

(See

Recommended

Poems for this

unit in

addition to

Pearson-

Prentice Hall

Literature

Series)

“Old Man”

pp719 (“An

Hour with

Abuelo”)

Phyllis Wheatley

(“Drummer Boy

at Shiloh”)





27



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

and contrasting

improve my

comprehension?

b. How can I

effectively

compose a

compare

contrast essay?

LEQ4: a. Why

should I make

inferences?

b. How do I

find textual

evidence to

support my

inference?

LEQ5: How

can Punctuation (comma, ellipses,

dash) Review

phrases, clauses

and types of

sentences improve

“The 11:59”-Focus

on theme and

fiction

Introduce big

question

Introduce fiction by

making predictions

and plot

(conflict/resolution)

“A Retrieved

Reformation”/

“Cub Pilot on the

Mississippi”

(differentiate stories

based on lexile level

and word count)

“The Adventure of

the Speckled Band”

“The Finish of

Patsy Barnes”/

“The Drummer Boy

of Shiloh”-

Social Science:

Socioeconomic

classes.

Poetry by Poe

“For My Sister

Molly Who in

the Fifties”

pp749 (“An

Hour with

Abuelo”)

“Your Little

Over the Wires

Came Leaping”

pp 757 (“Tears

of Autumn”)

‘Grandma Ling”

pp 759 (“Tears

of Autumn”)





28



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

my writing? Compare/ Contrast

Essay

PART 2:

“An Hour with

Abuelo”/ “The

Storyteller”-Focus

on theme with

regards to

compare/contrast

“Up the Slide”/

“Tears of Autumn”

(differentiate)

“The Tell-Tale

Heart”

*Compose

suspenseful tale

“Flowers for

Algernon”

“ The White

Umbrella”/”The

Medicine Bag”





29



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

RL .5, RI .1-.10,

W.1,W.1.b,W.1.d,W.1.e,

W.2,w.2.b-f, w.3.c.d,

w.4, w.5, w.9, w.9.b,

w.10, SL.1, sl.1.b-d,

sl.3,sl.5, sl.6,L1,l.1.b,

l.2,l.2.c, l.3, l.3.a, l.4,

l.4a-d, l.5, l.5a-c,

l.6,l.6.1c

Unit 2 EQ:

Is the truth the

same for

everyone?

LEQ1: a. How

do I determine

the main idea?

b. How is the

main idea

supported?

LEQ2:a. How

do I use textual

evidence to

determine

whether

something is

fact or opinion?

LEQ3: a.How

does a writer’s

word choice

and tone affect

8-10 weeks

(Estimated

time to

complete

this unit)

Grammar: Active

and Passive

Voice

PART 1:

Introduce the big

question

Introduce

nonfiction (focus

on the 4 main

structures)

From “I Know

Why the Caged

Bird

Sings”(autobiogr

aphy)

From “Harriet

Tubman:

Conductor on the

Social Studies:

Equal Rights,

Civil Rights,

Slavery,

Women’s

Suffrage

Science:

Nature,

Biology,

Environmental,

Preservation

Prentice

Hall

Nonfiction

Benchmark

Assessment

Graph

Organizer

Scoring

Rubric

Videos and

Visual Aids

(See

Recommended

Poems for this

unit in

addition to

Pearson-

Prentice Hall

Literature

Series)

“Brave and

Startling

Truth” –Mya

Angelou (to be

used with “I

know why the

Caged Bird

Sings

“internet)





30



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

the meaning of

a piece? b. Why

is word choice

and tone

important to

writing?

LEQ4: a. How

do I determine

the

organizational

structure of a

piece? b. How

should your

purpose affect

the organization

structure of a

piece?

LEQ5: How

can voice

improve my

writing?

Underground

Railroad”(narrati

ve essay)

“On Woman’s

Right to

Suffrage”(Persua

sive speech)/

From “Sharing

in the American

Dream”

(persuasive

speech)

(differentiate)

“Brown vs.

Board of

Education”

(historical essay)

PART 2

“The Trouble

“New World”

pp.746 (to be

used with

“This

Season’s

Curmudgeon

sees the

Light”

“Little

Exercise” pp

683 (This

Season’s

Curmudgeon

Sees the Light)

“Ode to an

Enchanted

Light” pp 685

(This Season’s

Curmudgeon

Sees the Light)





31



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

with Television”

“Forest Fire”

“Why Leaves

Turn Color in

Fall”

“This Season’s

Curmudgeon

Sees the Light”

Writing

Workshop:

Informational

Text How –To

Essay

“The Sky is

Low the

Clouds are

Mean” pp 686

(The Season’s

Curmudgeon

Sees the

Light”)

RL.7, W.1,W.1.b,

W.1.d, w.1.e,

w.2.a.,w.2.b-f, w.3.c-

d,w.4, w.5, w.6,w.7,

w.8, w.9, w.9.b, w.10,

Unit 3: Is it our

differences or

similarities that

matter most?

LEQ1:a.How

4-6 weeks

(Estimated

time to

complete

this unit)

Grammar: Form

and use verbs in

the indicative,

comparative,

interrogative,

Social Studies:

WWII,

Holocaust,

Prentice

Hall Drama

Benchmark

Assessment

Graph

(See

Recommended

Poems for this

unit in





32



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

SL.1, sl.1.b-d,

sl.5,sl.6,L1,l.1.c, l.1.d,

l.2, l.2.c, l.3, l.4, l.4a-

d,l.5,l.5a-c,l.6,l.6.1c

much

information is

enough? b. In

research, how

do you

determine

quality from

quantity?

c. How do I

balance

researched and

original ideas in

my writing? d.

how do I cite

sources

correctly?

LEQ2: a. What

insight do I gain

about the

characters

through

dialogue? b.

How does

conditional, and

subjunctive

mood- and

recognize and

correct

inappropriate

shifts in verb

voice and mood.

Mechanics and

dialogue

Introduce the big

question

Introduce drama

“The Diary of

Anne Frank” –

Focus on Cause

and effect:

dialogue,

character

motivation

Organizer

Scoring

Rubric

Videos and

Visual Aids

addition to

Pearson-

Prentice Hall

Literature

Series)

“Your

World”pp658

(The Diary of

Anne Frank)

“Thumbprint”

pp656 (The

Diary of Anne

Frank)

“Cat” pp655

(The Diary of

Anne Frank)





33



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

dialogue

develop

characters,

establish tone

and meaning,

and propel the

plot? LEQ3: a.

What causes

conflict? b.

How does the

conflict relate to

me? LEQ4: a.

What is the

difference

between cause

and effect? b.

How does

background

information

impact the

outcome of the

piece?

LEQ5: How

Writing

Workshop:

Informative text:

research report in

the form of a

newspaper page

(each article

must be written

in a different

verb form)

Act I-

“Fakebook”

Character page

Act II -

Newspaper





34



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

can certain

verbs and verb

forms enhance

my writing?

RL .10,

W.1,W.1.b,W.1.d,

w.1.e, w.2.b-f, w.3,

w.3.a-e,w.4, w.5, w.9,

w.10, SL.1, sl.1.b-d,

sl.2,sl.5,sl.6,L.1,l.2,

l.2.a, l.2.c, l.3,l.4, l.4a-

d,l.5,.l.5a-c, l.6,l.6.1c

Unit 4 UEQ:

Are yesterday’s

heroes

important

today? LEQ1:

a. How do the

social and

cultural context

impact a piece?

b. How does

American

History Impact

the literature of

a time period?

LEQ2: a. How

do I summarize

the main ideas

and events in a

8-10 weeks

(Estimated

time to

complete

this unit)

Grammar:*Funct

ion of Verbals

*Phrases and

Clauses

PART 1:

Introduce the big

question

Introduce oral

tradition

Introduce

summarizing and

myths

Read “Coyote

Steals the Sun

and the Moon”/

Social Studies:

American Folk

Tradition,

Multi-Cultural

Heritage,

Westward

Expansion,

Slavery, Civil

War, Gold

Rush, Great

Depression

Science:

Astronomy

Prentice

Hall

Themes in

American

Tradition

Benchmark

Assessment

Graph

Organizer

Scoring

Rubric

Videos and

Visual Aids

(See

Recommended

Poems for this

unit in

addition to

Pearson-

Prentice Hall

Literature

Series)

“The Drum”

pp.663

“Runagate”

pp.720

“The New

Colossus”





35



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

story? b. Why

should I

summarize?

LEQ3: a. How

does theme

express a

certain cultural

morals or

value? b.How

do myths help

us understand a

specific

culture?

LEQ4: a. How

can multimedia

help to persuade

my audience?

b. Why is it

important that I

express my

opinion?

LEQ5: How

can the use of

“Why the Waves

Have

Whitecaps”

(differentiation)

Focus reading-

small group

activity/individua

l activity

(pp.1026)/

(pp.1032)

Summarizing

and oral tradition

“Brer Possum’s

Dilemma”/

“John Henry”

“Chicoria”/from

The People, Yes

Compare

pp.728

“Paul Revere’s

Ride” pp.731

“Harriet

Beecher

Stowe” pp.735

“Drum Song”

pp 758 (“Brer

Possum’s

Dilemma”)

“O Captain,

My Captain!”

pp.777 (“Davy

Crockett/ Paul

Revere”)

“Casey at the

Bat” (“Davey

Crockett/ Paul





36



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

verbals, phrases

and clauses

enhance my

writing?

Literary works

focusing on

comparing and

heroic characters

“Davy Crockett’s

Dream”/ “Paul

Bunyan of the

Woods”/

“Invocation”

from John

Brown’s Body

Research:

Multimedia

Report

PART 2:

Introduce

purpose for

reading and

cultural context

Revere”)

“Silver”pp.656

(“Coyote

Fakes the

Moon and

Sun”)





37



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

From “Out of the

Dust”/ “Ellis

Island”

(differentiation)

Introduce

purpose for

reading and

author’s

influences

“Choice: A

Tribute to Martin

Luther King,

Jr.”/ “An

Episode of

War”(differentiat

ion)

Compare works

by comparing

works on a

similar theme





38



Activities and

Differentiation

Cross Curricular

Connections

Assessment/

Benchmark Resources

Standard Domain

“Poetry”/ from

“My Own True

Nature”/ “Words

to Sit in, like

Chairs”

Writing

Workshop: Write

a Cause/ Effect

Essay

Apply the big

question, deliver

a persuasive

speech using

multimedia

Documents

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