Ccgps Ela Grade 6 Unit 2

Georgia Department of Education Dr. John D. Barge, State School Superintendent April 2012 * Page 1 All ight! e!
er"ed
GRADE 6 ELA CCGPS UNIT PLANNER: 2nd 9 WEEKS This unit is provid d !s ! s!"p# o$ !v!i#!%# r sour& s !nd t!s's( it is $or in$or"!tion!# purpos s on#)* It is )our r sponsi%i#it) to inv sti+!t th r sour& s #ist d h r to d t r"in th ir v!#u !nd !ppropri!t n ss $or )our distri&t* G!D,E do s not ndors or r &o"" nd th pur&h!s or us o$ !n) p!rti&u#!r r sour& * READING -,CUS : Lit r!r) T.E/E: D t r"in!tion !nd P rs rv r!n& E0TENDED TE0T: .!t&h t %) G!r) P!u#s n1 2394 p!+ s1 39 &h!pt rs1 &h!pt rs !v r!+ 32 p!+ s in # n+th*5 S#$ % %E&%S 'mi(ture literar) and informational*+ 1. ,See -t %hrough,. Edgar Gue!t, poem 2. ,A /orn Path,. Eudora /elt), !hort !tor) 0. ,%hrough the %unnel,. Dori! 1e!!ing, !hort !tor) 2. http+33444.!cri5d.com3doc3110067273through8the8tunnel85)8dori!8le!!ing8full8!tor) 9. A Bo) :alled Slo4, Jo!eph Bruchac, picture 5oo; <. http+33e=uipped.org3primer.htm Sur"i"al S;ill! and %echni=ue! 7. Gut! %he %rue Storie! Behind #atchet and the Brian Boo;! , Gar) Paul!en >. http+33444."itaminu;.com3page!3article!3fir!taidfor!hoc;.htm
6. http+33444.grc.na!a.go"3///3;8123airplane3
10. http+33iu.5er;ele).edu3ou!d3?iler3filetree3dougla!!3frederic;@dougla!!!@narrati"e@=uotation!.doc 11. http+33444.p5!.org34net3!la"er)3memorie!3inde(@fla!h.html 12. http+33444.tnellen.com3c)5ereng3mato!on.html 'audio of ,Aother to Son. 5) 1ang!ton #ughe!* 10. Poem ,-f. 5) ud))ard Bipling http+33444.poemhunter.com3poem3if3 12. ,/elt)C! /orn path. article Pu5lication+ E(plicator Spring 6> Author+ Denni! S);e! '1e(ile+11101* 19. ,Brother! are the Same. !hort !tor) 5) Ber)l Aar;ham 1<. http+33444.)outu5e.com3"36>5DDhu:-&-EhlFenEf!F1 !ong of ,-f.
Georgia Department of Education Dr. John D. Barge, State School Superintendent April 2012 * Page 2 All ight! e!er"ed
17. http+33444.;ipling.org.u;3;ip@fra.htm
ASSESS/ENT 3: integrating reading selections from the unit into a writing task A$t r r !din+ .!t&h t1 6h!t v nts in th stor) # d to 7ri!n +oin+ $ro" ! d p nd nt 8&it) %o)9 6ho 'n 6 v r) #itt# !%out ho6 to t!' &!r o$ hi"s #$1 to ! s #$:r #i!nt1 stron+ )oun+ "!n 6ho 'n 6 ho6 to surviv !#on in th 6i#d rn ss* Wh!t &h!r!&t r tr!its did 7ri!n !&;uir 6hi# survivin+ $or 4< d!)s= Wh!t &!us d th s &h!n+ s= At 6h!t point did h r !#i> h 6!s "!turin+ !nd % &o"in+ ! "!n* Us vid n& $ro" th stor) th!t sho6s ho6 7ri!n &h!n+ d* Provid support $or )our id !s %) p!r!phr!sin+ s nt n& s $ro" th %oo' th!t support )our und rst!ndin+ o$ 7ri!n?s &h!n+ s* SKILL 7UILDILNG TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. anguage! "oundations! and #peaking$ istening standards must be incorporated so that all standards are ade%uately addressed throughout the year. ESSENTIAL @UESTI,N: Wh!t do I 'no6 !%out surviv!# s'i##s= TASK: Pr :r !din+ !nd %!&'+round in$or"!tion Standard!+ E1A::< 1<+ E(plain ho4 an author de"elop! the point of "ie4 of the narrator or !pea;er in a te(t 1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t E1A::<S1<+ Adapt !peech to a "ariet) of conte(t! and ta!;!, demon!trating command of formal Engli!h 4hen indicated or appropriate. 'See grade < 1anguage !tandard!1 and 0 for !pecific e(pectation!.* E1A::</10+ /rite routinel) o"er e(tended time frame! 'time for re!earch, reflection, and re"i!ion* and !horter time frame! 'a !ingle !itting or a da) or t4o* for a range of di!cipline8!pecific ta!;!, purpo!e!, and audience!. E1A::<S12+ -nterpret information pre!ented in di"er!e media and format! 'e.g., "i!uall), =uantitati"el), orall)* and e(plain ho4 it contri5ute! to a topic, te(t, or i!!ue under !tud). -n!truction+ Direct in!truction on note ta;ing u!ing :ornell note ta;ing procedure! on information the) learn toda) on author and other rele"ant information #a"e !tudent! 5rain!torm 4hat ,!ur"i"al. mean! to them. Doe! it mean getting 5ac; to ci"iliGation or !impl) 5eing ali"eH -nclude different t)pe! of !ur"i"al ' e(+ per!onal, en"ironmental* %hi! can 5e done in !mall group! or a! a cla!! A!; !tudent! to thin; a5out 4hat it 4ould feel li;e to 5e completel) alone in the 4ilderne!! Sho4 !tudent! image! of :anadaC! area ;no4n a! :anadian Shield. A!; !tudent! if the) ha"e e"er 5een camping, hi;ing, to the mountain!, or to the la;e. #a"e the) e"er 5een alone in the 4ilderne!! 4ith no one el!e around for more than a da) or t4oH %ell !tudent! to imagine that the) are alone 4ith no food and no !upplie!. -n group!, ha"e them 5rain!torm !e"eral ta!;! the) 4ould ha"e to do fir!t in order to !ur"i"e the fir!t da). Sho4 !tudent! picture! of the :anadian Shield !o the) ha"e a "i!ual under!tanding of the !etting Each group !hare! their idea!, 4riting them on chart paper at the front of the room A! a cla!!, di!cu!! each of the thing! 4ritten, a!;ing each group to e(plain their idea!. E(plore the !tep! re=uired in ,finding food., ,5uilding a !helter., and ,ma;ing a fire., for e(ample. I!ing computer!, !tudent! 4ill re!earch 5ac;ground of Gar) Paul!en and read e(cerpt! from Gut! to di!co"er 4hat impact hi! life ha! had on hi! 4riting and if hi! !torie! are 5a!ed on fiction or on actual e"ent! that happened to him. %a;e note! of e"idence and e(ample!. E(amine "ariou! 5oo; Jac;et! and ma;e prediction! of 4hat 5oo; might 5e a5out and 4hat the hatchet might repre!ent ESSENTIAL @UESTI,N: .o6 do s ! 6rit r?s us o$ $or sh!do6in+ i"p!&t th " !nin+ o$ ! stor)= TASK: Annot!t t At( !&;uir n 6 vo&!%u#!r)( Uti#i> ;uot!tion "!r's in di!#o+u
Standard!+ E1A::< 12+ Determine a theme or central idea of a te(t and ho4 it i! con"e)ed through particular detail!K pro"ide a !ummar) of the te(t di!tinct from per!onal opinion! or Judgment!. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. E1A::< 12+ Determine the meaning of 4ord! and phra!e! a! the) are u!ed in a te(t, including figurati"e and connotati"e meaning!K anal)Ge the impact of a !pecific 4ord choice on meaning and tone. E1A::< 1<+ E(plain ho4 an author de"elop! the point of "ie4 of the narrator or !pea;er in a te(t . -n!truction+ Pre"ie4 the fir!t chapter of the 5oo; #atchet+ ,BrianC! parent! are di"orced and he i! on a t4o8per!on plane from Le4 Mor; to :anada to "i!it hi! father. #e ha! 5een rai!ed in the cit) and thi! i! the fir!t time that he 4ill 5e !pending time in the 4ilderne!! 4ithout the comfort! of home. -n"ite !tudent! to ma;e prediction! on 4hat the) thin; the 5oo; 4ill 5e a5out. After reading fir!t t4o chapter! in cla!!, teacher gi"e! !mall group! one =ue!tion to an!4er+ #o4 did Paul!en u!e fore!hado4ing in the fir!t t4o chapter!H -dentif) ho4 the!e clue! 5ecame important in later chapter!. Di!cu!! 4h) fore!hado4ing i! u!ed 5) 4riter!. Student! di!cu!! in !mall group!. Di!cu!! ho4 author u!e! imager) in chapter! 1 and 2. #o4 doe! fore!hado4ing and imager) help the reader 5etter under!tand the e"ent! in a !tor)H Begin to add to the figurati"e language chart and imager) chart that each !tudent ha! in their note5oo;. -dentif) the point of "ie4 that thi! !tor) i! 4ritten in. '%hird8per!on omni!cient84ritten a! if "ie4ed from a !ource out!ide of all action* Di!cu!! the u!e of dialog in the fir!t t4o chapter! !ince there 4ill not 5e a lot of e(ample! of thi! throughout the te(t. -ntroduce 4ord map! to cla!! for "oca5ular) de"elopment. %hi! 4ill continue throughout the unit. Aodel 5) completing one 4ith !tudent!. Student! choo!e 987 4ord! that 4ere unfamiliar to them and add them to their 4ord map li!t to e(plore further.
#ome4or;+ read chapter! 0 and 2, ta;ing note! on de!cription of !cene, main character, and the main conflict Brian face!. /hat i! meant 5) in the pa!!age, ,he 4a! gone, gone from it all, !piraling out into the 4orld, !piraling out into nothingH Lothing.. 'p. 00*H /hat i! thi! pa!!age tr)ing to tell u! a5out 4hat i! happening to BrianH :hoo!e 987 unfamiliar 4ord! to add to 4ord map!. ESSENTIAL @UESTI,N: .o6 do s ! 6rit r us #!n+u!+ d vi& s $or sp &i$i& $$ &ts in his 6ritin+= TASK: Pr s nt v!rious t)p s o$ pronouns( Cit A!"p# s o$ $i+ur!tiv #!n+u!+ Standard!+ E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. E1A::< 19+ Anal)Ge ho4 a particular !entence, chapter, !cene, or !tanGa fit! into the o"erall !tructure of a te(t and contri5ute! to the de"elopment of the theme, !etting, or plot. E1A::</<+ I!e technolog), including the -nternet, to produce and pu5li!h 4riting a! 4ell a! to interact and colla5orate 4ith other!K demon!trate !ufficient command of ;e)5oarding !;ill! to t)pe a minimum of three page! in a !ingle !itting. E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information -n!truction+
Student! 4ill u!e a flo4 map to demon!trate the !e=uence of e"ent! that ha"e happened to Brian !ince lea"ing Le4 Mor;.':hpt! 182* Paul!en u!e! figurati"e language to ma;e hi! 4riting intere!ting. ?ind e"idence 4ithin te(t of per!onification, !imile, repetition, metaphor, and imager). /ith a partner, add 5oth imager) and figurati"e language to ongoing chart u!ing e"idence from te(t. Di!cu!! 4h) the author 4rite! the 4ord ,!ecret. 4ith a capital letter. #o4 doe! hi! parent!C di"orce ma;e him =ue!tion hi! identit)H Direct in!truction on pronoun!. E(amine te(t for e(ample! of pronoun u!age. Di!cu!! 4hat !;ill! Brian might ha"e to !ur"i"e in the 4ilderne!!. Student! 4ill 4or; in group! of 280 and re!earch !ur"i"al !;ill! needed in a "ariet) of ESSENTIAL @UESTI,N: .o6 do !uthors d v #op &h!r!&t rs= TASK: Co"p!r !nd &ontr!st &h!r!&t rs( pr s nt r s !r&h $indin+s Standard!+ E1A::< 19+ Anal)Ge ho4 a particular !entence, chapter, !cene, or !tanGa fit! into the o"erall !tructure of a te(t and contri5ute! to the de"elopment of the theme, !etting, or plot. E1A::< 1<+ E(plain ho4 an author de"elop! the point of "ie4 of the narrator or !pea;er in a te(t. E1AA::< 17+ :ompare and contra!t the e(perience of reading a !tor), drama, or poem to li!tening to or "ie4ing an audio, "ideo, or li"e "er!ion of the te(t, including contra!ting 4hat the) ,!ee. and ,hear. 4hen reading the te(t to 4hat the) percei"e 4hen the) li!ten or 4atch. E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate. E1A::</>+ Gather rele"ant information from multiple print and digital !ource!K a!!e!! the credi5ilit) of each !ourceK and =uote or paraphra!e the data and conclu!ion! of other! 4hile a"oiding plagiari!m and pro"iding 5a!ic 5i5liographic information for !ource E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information. E1A::<S12+ -nterpret information pre!ented in di"er!e media and format! 'e.g., "i!uall), =uantitati"el), orall)* and e(plain ho4 it contri5ute! to a topic, te(t, or i!!ue under !tud). -n!truction+ ead chapter! 786. At the end of chapter 7, 4hen the rain i! pouring do4n, Brian feel! much different from ho4 he had felt in the morning. /h)H I!e a multi8flo4 thin;ing map to illu!trate ho4 BrianC! feeling! a5out hi! !ituation ha"e changed and the rea!on! that 5rought the change!. Sho4 a clip from the mo"ie ,:a!ta4a). 4here :huc; '%om #an;!* ma;e! fire and then put! hi! 5lood) handprint on a "olle) 5all, calling it hi! friend. #a"e !tudent! di!cu!! in !mall group!+ /hat did he tr) to do to ma;e a fireH /hat 4or;ed 5e!tH /hat did not 4or;H :ompare hi! !trateg) to the one that Brian u!ed. /hat importance did creating fire ha"e for BrianH /h)H Small group! of !tudent! 4ill ma;e a chart comparing %om #an;!C character to Brian. /hat !imilar character trait! did the) each demon!trate that helped them !ur"i"e in their particular !ituationH Pre!ent information to cla!!. /ould Brian ha"e reacted the !ame had he cra!hed on an i!land a! oppo!ed to the :anadian 4ilderne!!H Student! 4ill complete 4or; on !ur"i"al pre!entation! in group and pre!ent to cla!!.
ESSENTIAL @UESTI,N: .o6 &!n 6 d t r"in th t)p s o$ &on$#i&t in ! stor)= TASK: Id nti$)in+ &!us !nd $$ &t Standard!+ E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 10+ !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. E1A::< 16+ :ompare and contra!t te(t! in different form! or genre! 'e.g., !torie! and poem!K hi!torical no"el! and fanta!) !torie!* in term! of their approache! to !imilar theme! and topic!. E1A::<S10+ Delineate a !pea;erC! argument and !pecific claim!, di!tingui!hing claim! that are !upported 5) rea!on! and e"idence from claim! that are not E1A::<S1<+ Adapt !peech to a "ariet) of conte(t! and ta!;!, demon!trating command of formal Engli!h 4hen indicated or appropriate. 'See grade < 1anguage !tandard! 1 and 0 for !pecific e(pectation!.* E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate. E1A::</6+ Dra4 e"idence from literar) or informational te(t! to !upport anal)!i!, reflection, and re!earch. a. Appl) grade < eading !tandard! to literature 'e.g., ,:ompare and contra!t te(t! in different form! or genre! Ne.g., !torie! and poem!K hi!torical no"el! and fanta!) !torie!O in term! of their approache! to !imilar theme! and topic!.*. 5. Appl) grade < eading !tandard! to literar) nonfiction 'e.g., ,%race and e"aluate the argument and !pecific claim! in a te(t, di!tingui!hing claim! that are !upported 5) rea!on! and e"idence from claim! that are not.*. E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information . -n!truction+ 1i!ten to chapter! 10 and 11 on profe!!ionall) produced audio "er!ion in cla!!. Brian ha! undergone !ignificant change!. #i! 5od) and hi! mind ha"e made a connection that he doe!nCt =uite under!tand, 5ut 4hich he ;no4! ha! occurred. #a"e !tudent! di!cu!! e(ample! of cau!e and effect that are in the chapter!. I!e graphic organiGer to record the!e. -nclude hi! "alue!, hi! ph)!ical change!, hi! mental change!, and hi! thin;ing proce!!. /hat do all of the!e change! !a) a5out BrianH '#e i! gro4ing up and maturing* -ntroduce ite! of Pa!!age!. A!; !tudent! if an) of them ;no4 4hat a rite of pa!!age i!. Allo4 for a fe4 different re!pon!e! 5efore re"ealing 4ho 4a! right, or if no one come! up 4ith the right an!4er, to tell them the actual definition. 'A rite of pa!!age i! !omething that mar;! an important change in oneP! life.* Sho4 picture! of a "ariet) of rite! of pa!!age from "ariou! culture!. %here are !e"eral of the!e on the internet. #a"e !tudent! 5rain!torm all the thing! the) can thin; of that 4ould 5e con!idered a rite of pa!!age in their li"e!. /rite their re!pon!e! on the 5oard ead to cla!!, A Bo) :alled Slo4. -n thi! 5oo;, Sitting Bull perform! a deed 4hich i! !o courageou! and !ignificant that it earn! him a ne4 and more re!pected name. #a"e !tudent! 4rite a5out !omething the) ha"e done or 4ould li;e to do that 4ould pro"e them 4orth) of lea"ing their childhood 5ehind and gaining a ne4 re!pect for them!el"e! 5) 5ecoming an adole!cent. %hi! could include thing! !uch a! !a"ing a cat that 4a! !tuc; in a tree, teaching a little 5rother or !i!ter ho4 to read, etc. #a"e !tudent! gi"e them!el"e! a name that de!cri5e! their 4orth) deed the) ha"e 4ritten a5out. #a"e !tudent! de!ign a po!ter 4ith their ne4 name and an illu!tration of their deed. #ome4or;+ Student! 4ill re!earch one ite of Pa!!age from another culture. :reate a "i!ual to !hare 4ith cla!!. Be prepared to pre!ent thi! to the cla!!. ESSENTIAL @UESTI,N: .o6 do 6 us t Atu!# vid n& to support our id !s in 6ritin+= TASK: Writin+ p!r!+r!phs
Georgia Department of Education Dr. John D. Barge, State School Superintendent April 2012 * Page < All ight! e!er"ed
Standard!+ E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 12+ Determine the meaning of 4ord! and phra!e! a! the) are u!ed in a te(t, including figurati"e and connotati"e meaning!K anal)Ge the impact of a !pecific 4ord choice on meaning and tone. E1A::< 19+ Anal)Ge ho4 a particular !entence, chapter, !cene, or !tanGa fit! into the o"erall !tructure of a te(t and contri5ute! to the de"elopment of the theme, !etting, or plot. E1A::<12+ Demon!trate command of the con"ention! of !tandard Engli!h capitaliGation, punctuation, and !pelling 4hen 4riting. 5. Spell correctl) E1A::<12+ Determine or clarif) the meaning of un;no4n and multiple8meaning 4ord! and phra!e! 5a!ed on grade < reading and content, choo!ing fle(i5l) from a range of !trategie!. a. I!e conte(t 'e.g., the o"erall meaning of a !entence or paragraphK a 4ordC! po!ition or function in a !entence* a! a clue to the meaning of a 4ord or phra!e c. :on!ult reference material! 'e.g., dictionarie!, glo!!arie!, the!auru!e!*, 5oth print and digital, to find the pronunciation of a 4ord or determine or clarif) it! preci!e meaning or it! part of !peech. -n!truction+ ead chapter! 11 and 12 in cla!!. Some !tudent! 4ill li!ten to the !tor) 5) profe!!ionall) produced audio "er!ion and follo4 along 4ith the te(t 4hile other! read independentl). -n de!cri5ing BrianC! acti"itie! in the 4ilderne!!, Gar) Paul!en repeatedl) u!e! the phra!e ,%here 4ere the!e thing! to do.. /h) doe! he u!e thi! phra!e and ho4 doe! it reflect BrianC! frame of mindH /or; in pair! to an!4er thi! =ue!tion. /rite a paragraph e(plaining thi! 4ith e"idence from the te(t to !upport )our re!pon!e. :omplete 4ord map! for 7 "oca5ular) 4ord! found in chapter! 11 and 12 e"ie4 literar) element! found in chapter! 11 and 12.+figurati"e language, tone, imager) Di!cu!! the!e 4ith partner! and ta;e note! for later u!e in 4riting #ome4or;+ :omplete narrati"e prompt+ -n the !tor) #atchet, Brian come! to term! 4ith hi! !ituation and i! realiGing that he mu!t get moti"ated to ma;e the 5e!t of hi! !ituation. Aoti"ation i! 4hat 4ill help Brian !ur"i"e. #e remem5er! the ad"ice of a teacher 4ho al4a)! told him that moti"ation 4a! "er) important. E"er)one need! moti"ation to help them in difficult time!. %hin; a5out the po!iti"e thing! in )our life that moti"ate )ou. Are the!e thing! intrin!ic or e(trin!icH :ould negati"e e(perience! moti"ate )ou a! 4ellH :on"e) an e(perience 4hen )ou had to moti"ate )our!elf to do !omething )ou did not thin; )ou could do. -nclude fla!h5ac;! in )our narrati"e. ESSENTIAL @UESTI,N: .o6 do s th d v #op" nt o$ #it r!r) # " nts &onv ) " !nin+= TASK: R &o+ni>in+ $$ &ts o$ #it r!r) # " nts( !n!#)> &on$#i&t Standard!+ E1A::<19+ Demon!trate under!tanding of figurati"e language, 4ord relation!hip!, and nuance! in 4ord meaning!. a. -nterpret figure! of !peech 'e.g., per!onification* in conte(t. E1A::< 12+ Determine the meaning of 4ord! and phra!e! a! the) are u!ed in a te(t, including figurati"e and connotati"e meaning!K anal)Ge the impact of a !pecific 4ord choice on meaning and tone. E1A::<12+ Demon!trate command of the con"ention! of !tandard Engli!h capitaliGation, punctuation, and !pelling 4hen 4riting. a. I!e punctuation 'comma!, parenthe!e!, da!he!* to !et off nonre!tricti"e3parenthetical element!. * E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution
-n!truction+ #a"e !tudent! !hare their narrati"e that the) 4rote for home4or;. ead chapter! 1081<. %he pa!t i! con!tantl) plaguing Brian throughout the 5oo;, through hi! da) dreaming, hi! !leeping dream!, and hi! fla!h5ac;!. #o4 doe! Gar) Paul!en incorporate the pa!t into the pre!entH emind !tudent! that thi! i! a literar) de"ice ;no4n a! flashback. #a"e !tudent! 4or; 4ith a partner to locate e(ample! of thi! throughout the te(t. /h) doe! the author u!e fla!h5ac;! throughout the te(tH Doe! thi! help the reader under!tand the meaning of the te(t 5etterH e"ie4 literar) element!+ diction, !)nta(, tone, figurati"e language, and !entence !tructure the author u!e!. #o4 doe! thi! help under!tand the !tor)H ESSENTIAL @UESTI,N: .o6 do s p rson!# r spons to #it r!tur &ontri%ut to und rst!ndin+= TASK: Annot!t t At Standard!+ E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 12+ Determine a theme or central idea of a te(t and ho4 it i! con"e)ed through particular detail!K pro"ide a !ummar) of the te(t di!tinct from per!onal opinion! or Judgment!. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. E1A::< 19+ Anal)Ge ho4 a particular !entence, chapter, !cene, or !tanGa fit! into the o"erall !tructure of a te(t and contri5ute! to the de"elopment of the theme, !etting, or plot. E1A::<S11+ Engage effecti"el) in a range of colla5orati"e di!cu!!ion! 'one8on8one, in group!, and teacher8led* 4ith di"er!e partner! on grade < topic!, te(t!, and i!!ue!, 5uilding on other!C idea! and e(pre!!ing their o4n clearl). a. :ome to di!cu!!ion! prepared ha"ing read or !tudied re=uired materialK e(plicitl) dra4 on that preparation 5) referring to e"idence on the topic, te(t, or i!!ue to pro5e and reflect on idea! under di!cu!!ion. -n!truction+ Di!cu!! iron) a! a literar) de"ice. Di!cu!! ho4 Paul!en u!e! it in :hpt.16 'finding !ur"i"al pac; e"en though he ha! learned to !ur"i"e on hi! o4n, almo!t d)ing to get the !ur"i"al pac; out of the plane and then 5eing re!cued.* Di!cu!! BrianC! reaction! to the content! of the !ur"i"al pac;. #o4 do the!e reaction! tell )ou a5out the change! he ha! undergone !ince he left the ci"iliGed 4orldH #o4 do )ou thin; )ou 4ould react if )ou 4ere in BrianC! po!itionH Student! 4ill 4or; in pair! to di!cu!! and ta;e note! /hat doe! thi! =uote tell )ou a5out BrianC! feeling! a5out the rifle+ It was a strange feeling! holding the rifle. It somehow removed him from everything around him. &ithout the rifle he had fit in! to be part of it all! to understand it and use it'''the woods! all of it. &ith the rifle! suddenly! he didn(t have to know: did not have to get close to a foolbird to kill it) didn(t have to know how it would stand if he didn(t look at it and* moved off to the side. ead epilogue aloud to cla!!. #a"e !tudent! 5rain!torm the rea!on for thi! literar) de"ice. #o4 i! thi! 4ritten compared to the no"elH /h) do author! !ometime! include epilogue! at the end of a no"elH Pre!ent 4riting prompt to !tudent!. E(amine all part! of the prompt !o that the !tudent! 4ill 5e a4are of 4hat information the) 4ill need to complete 4riting. #a"e !tudent! 5egin to organiGe their note! according to 4hat i! needed on the 4riting prompt.
Georgia Department of Education Dr. John D. Barge, State School Superintendent April 2012 * Page > All ight! e!er"ed
Gi"e !tudent! ru5ric for final 4riting a!!e!!ment. e"ie4 grammatical concept! included in thi! !tud) 'pronoun!, comma u!age, !pelling, * ESSENTIAL @UESTI,N: Wh) do dir &tors o$ $i#"s o$t n &h!n+ th ori+in!# t At= TASK: Co"p!r !nd &ontr!st $i#" v rsion o$ ! nov # Standard!+ E1A::< 17+ :ompare and contra!t the e(perience of reading a !tor), drama, or poem to li!tening to or "ie4ing an audio, "ideo, or li"e "er!ion of the te(t, including contra!ting 4hat the) ,!ee. and ,hear. 4hen reading the te(t to 4hat the) percei"e 4hen the) li!ten or 4atch. E1A::<S11+ Engage effecti"el) in a range of colla5orati"e di!cu!!ion! 'one8on8one, in group!, and teacher8led* 4ith di"er!e partner! on grade < topic!, te(t!, and i!!ue!, 5uilding on other!C idea! and e(pre!!ing their o4n clearl). c. Po!e and re!pond to !pecific =ue!tion! 4ith ela5oration and detail 5) ma;ing comment! that contri5ute to the topic, te(t, or i!!ue under di!cu!!ion. -n!truction+ After the 5oo; ha! 5een completed, a!; the !tudent! to thin; a5out a time 4hen the) read a 5oo; and then !a4 a mo"ie 5a!ed upon that 5oo;. ' ead/rite%hin; acti"it)* -nform !tudent! that !ince the) ha"e Ju!t fini!hed the 5oo;, the) are going to 4atch a mo"ie 5a!ed upon it. During the mo"ie the) 4ill con!ider ho4 4ell the mo"ie honor! the idea! pre!ented in the 5oo;. e"ie4 item! in the 5oo; column of the ?ocu!ed eading and Qie4ing Guide a! a cla!!, and a!; !tudent! to 4atch for the!e element! during the mo"ie A!; !tudent! to recall the ;ind! of thing! that the) thought a5out a! the) 4atched the mo"ie. Student! 4ill re!pond 4ith idea! that !ugge!t the) 4ere comparing the 5oo; to the mo"ie and mentall) noting !imilaritie! and difference!. /atch the film "er!ion of #atchet 4hich i! titled+ :r) in the /ild ESSENTIAL @UESTI,N: Wh) do dir &tors o$ $i#"s o$t n &h!n+ th ori+in!# t At= TASK: Co"p!r !nd &ontr!st $i#" v rsion o$ ! nov #( &r !t DBD &ov r Standard!+ E1A::<S12+ -nterpret information pre!ented in di"er!e media and format! 'e.g., "i!uall), =uantitati"el), orall)* and e(plain ho4 it contri5ute! to a topic, te(t, or i!!ue under !tud). E1A::< 17+ :ompare and contra!t the e(perience of reading a !tor), drama, or poem to li!tening to or "ie4ing an audio, "ideo, or li"e "er!ion of the te(t, including contra!ting 4hat the) ,!ee. and ,hear. 4hen reading the te(t to 4hat the) percei"e 4hen the) li!ten or 4atch. -n!truction E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. After "ie4ing the film, go o"er !tudent!C re!pon!e! to the film !ection of the ?ocu!ed eading and Qie4ing Guide. Pa!! out copie! of the Boo; and Ao"ie :ompari!on3:ontra!t Guide, 4hich a!;! them to determine ho4 different element! of the !tor) are ali;e and different, and a!; !tudent! to complete the guide in pair! or !mall group!. #a"e !tudent! !hare their o5!er"ation! 4ith the cla!!. A! a clo!ure acti"it), a!; !tudent! to !hare 4h) the) thin; !ome of the element! are different and 4hether it i! important for mo"ie! to remain identical to the no"el! on 4hich the) are 5a!ed E(plain that !tudent! 4ill 5e creating a ne4 DQD co"er for the mo"ie adaptation the cla!! ha! "ie4ed. %o prepare for the ta!;, re"ie4 the Boo; and Ao"ie :ompari!on3:ontra!t Guide. I!ing the handout a! a guide, a!; !tudent!, independentl) or in !mall group!, to di!cu!! the change! the) li;e mo!t and lea!t a! 4ell a! the a!pect! of
the film that remained true to the te(t that 4ere mo!t !ati!f)ing. -f nece!!ar), reference A Ba!ic Glo!!ar) of ?ilm %erm! for appropriate cinematic terminolog). Pa!! out copie! of the %hin;ing :riticall) a5out a Ao"ie Adaptation+ Preference! and Effect! handout. A!; !tudent! to ran; their re!pon!e! in term! of their o"erall enJo)ment of the film on the %hin;ing :riticall) a5out a Ao"ie Adaptation+ Preference! and Effect! handout, follo4ing the!e guideline!+ #a"e !tudent! determine one change or !imilarit) that 4a! crucial to their o"erall opinion of the film, and di!cu!! it in the fir!t ro4. ESSENTIAL @UESTI,N: .o6 do 6 us t Atu!# vid n& to support our id !s in 6ritin+= TASK: Cr !t +r!phi& or+!ni> r Standard!+ E1A::<S12+ -nterpret information pre!ented in di"er!e media and format! 'e.g., "i!uall), =uantitati"el), orall)* and e(plain ho4 it contri5ute! to a topic, te(t, or i!!ue under !tud). E1A::<S11+ Engage effecti"el) in a range of colla5orati"e di!cu!!ion! 'one8on8one, in group!, and teacher8led* 4ith di"er!e partner! on grade < topic!, te(t!, and i!!ue!, 5uilding on other!C idea! and e(pre!!ing their o4n clearl). a. :ome to di!cu!!ion! prepared ha"ing read or !tudied re=uired materialK e(plicitl) dra4 on that preparation 5) referring to e"idence on the topic, te(t, or i!!ue to pro5e and reflect on idea! under di!cu!!ion. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. -n!truction+ Sho4 !tudent! a "ariet) of painting! 4hich are li!ted in re!ource!. #a"e the !tudent di!cu!! the tone of the painting! and ho4 it compare! to the tone that 4a! u!ed in the no"el 5a!ed on !etting de!cription. Di!cu!! and re"ie4 all of the element! of plot of the no"el. %hi! 4ill act a! a re"ie4 for !tudent! 5efore the) 4rite their final 4riting a!!e!!ment for thi! module. #a"e !tudent! complete a !tor) map on chart paper 4hich include! all element! of plot. %hi! ma) 5e done in !mall group!. Each group 4ill pre!ent their map and teacher 4ill correct and di!cu!! each element of the plot. Student! 4ill organiGe their note! from the no"el in preparation for final 4riting a!!ignment. ESSENTIAL @UESTI,N: .o6 do 6 us t Atu!# vid n& to support our id !s in 6ritin+= TASK: -in!# 6ritin+ !ss ss" nt Standard!+ E1A::</2+ /rite informati"e3e(planator) te(t! to e(amine a topic and con"e) idea!, concept!, and information through the !election, organiGation, and anal)!i! of rele"ant content. a. -ntroduce a topicK organiGe idea!, concept!, and information, u!ing !trategie! !uch a! definition, cla!!ification, compari!on3contra!t, and cau!e3effectK include formatting 'e.g., heading!*, graphic! 'e.g., chart!, ta5le!*, and multimedia 4hen u!eful to aiding comprehen!ion. 5. De"elop the topic 4ith rele"ant fact!, definition!, concrete detail!, =uotation!, or other information and e(ample!. c. I!e appropriate tran!ition! to clarif) the relation!hip! among idea! and concept!.
d. I!e preci!e language and domain8!pecific "oca5ular) to inform a5out or e(plain the topic. e. E!ta5li!h and maintain a formal !t)le. f. Pro"ide a concluding !tatement or !ection that follo4! from the information or e(planation pre!ented. -n!truction+ I!ing their note!, the te(t and referring to the prompt and the ru5ric pro"ided, !tudent! 4ill 5egin the 4riting proce!! to produce an e!!a) that dra4! e"idence form the te(t to !upport their anal)!i!. Student! 4ill complete their graphic organiGer and rough draft in cla!!. %he final e!!a) 4ill 5e due at the 5eginning of the ne(t cla!! period and 4ill 5e fini!hed a! home4or;. %hi! e!!a) 4ill 5e di!cu!!ed, re"ie4ed 5) peer!, and graded. -t 4ill 5ecome part of the !tudentC! <th grade 4riting portfolio ASSESS/ENT 2: integrating reading selections from the unit into a writing task Issu s o$ r!& !r ;uit &o""on in Eudor! W #t)?s $i&tion* /u&h o$ h r $i&tion is s t in /ississippi durin+ th 39<Cs !nd 394Cs* A$t r r !din+ 8Th Worn P!th19 !nd r s !r&hin+ r!& r #!tions in this r! in our &ountr)1 id nti$) th r!&i!# issu s th!t Pho niA D!&'son $!& s on h r Eourn ) !nd ho6 th ) !r indi&!tiv to 6h!t th r!&i!# issu s !nd !ttitud s 6 r durin+ this r!* Wh!t &h!r!&t r tr!its did Pho niA poss ss th!t &ontri%ut d to h r % in+ !%# to "!' this Eourn )= Wh!t A!"p# s o$ s)"%o#is" did W #t) us to &onv ) h r v!rious stru++# s= In&#ud vid n& $ro" %oth th short stor) !s 6 ## !s $ro" )our r s !r&h* SKILL 7UILDILNG TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. anguage! "oundations! and #peaking$ istening standards must be incorporated so that all standards are ade%uately addressed throughout the year. ESSENTIAL @UESTI,N: .o6 &!n 6 d t r"in th !uthor?s purpos $or 6ritin+= TASK: Pr di&tin+( introdu&in+ t At Standard!+ E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate. E1A::</>+ Gather rele"ant information from multiple print and digital !ource!K a!!e!! the credi5ilit) of each !ourceK and =uote or paraphra!e the data and conclu!ion! of other! 4hile a"oiding plagiari!m and pro"iding 5a!ic 5i5liographic information for !ource!. E1A::<S12+ -nterpret information pre!ented in di"er!e media and format! 'e.g., "i!uall), =uantitati"el), orall)* and e(plain ho4 it contri5ute! to a topic, te(t, or i!!ue under !tud). E1A::< 12+ Determine the meaning of 4ord! and phra!e! a! the) are u!ed in a te(t, including figurati"e and connotati"e meaning!K anal)Ge the impact of a !pecific 4ord choice on meaning and tone. E1A::<19+ Demon!trate under!tanding of figurati"e language, 4ord relation!hip!, and nuance! in 4ord meaning!. a. -nterpret figure! of !peech 'e.g., per!onification* in conte(t. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information. E1A::<S12+ -nterpret information pre!ented in di"er!e media and format! 'e.g., "i!uall), =uantitati"el), orall)* and e(plain ho4 it contri5ute! to a topic, te(t, or i!!ue under !tud). -n!truction+ E(plain that !tudent! 4ill 5e reading a !tor) from the Great Depre!!ion era called ,A /orn Path. 5) Eudora /elt) #a"e !tudent! conduct re!earch to locate information that pertain! to the hi!torical !etting of the time! and the difficultie! that people faced. Prior to 4atching an inter"ie4 4ith the author, !tudent! !hould 4rite at lea!t three =ue!tion! that the) hope 4ill 5e an!4ered in thi! inter"ie4. After 4atching the inter"ie4 '10 minute! on Mou%u5e* !tudent! 4ill di!cu!! 4hat the) ha"e learned a5out the author and 4hich =ue!tion! 4ere an!4ered.
ead !tor) aloud in cla!!. -dentif) area! in the !tor) that correlate to 4hat the author di!cu!!ed in the inter"ie4. /atch a dramatic interpretation of the !tor) 'on Mou%u5e*. Di!cu!! the difference! in the "er!ion! and pa) careful con!ideration to 4h) the) 5elie"e the!e change! 4ere made. 'character! made )ounger or older, !etting or time period changed, part! of !tor) added or remo"ed* Pla) profe!!ionall) produced audio "er!ion of the !tor) read 5) Eudora /elt). A!; !tudent! to di!cu!! ho4 her "oice create! tone and mood. /h) doe! !he u!e the !outhern dialect in thi! !tor)H /hat effect doe! thi! ha"e on the !tor)H Di!cu!! 4hat the connotation of a 4ord mean!. A!; !tudent! to identif) an) 4ord! that ha"e either a negati"e or po!iti"e connotation and compare it to another 4ord that 4ould 5e !ame in definition 5ut neutral in connotation. #o4 doe! the author u!e !imile! to ma;e "i"id compari!on! that help the reader form a picture in their mindH ESSENTIAL @UESTI,N: .o6 do !uthors d v #op &h!r!&t rs= TASK: R s !r&h( A!"in &h!r!&t r tr!its Standard!+ E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate. E1A::</>+ Gather rele"ant information from multiple print and digital !ource!K a!!e!! the credi5ilit) of each !ourceK and =uote or paraphra!e the data and conclu!ion! of other! 4hile a"oiding plagiari!m and pro"iding 5a!ic 5i5liographic information for !ource!. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information E1A::<S11+ Engage effecti"el) in a range of colla5orati"e di!cu!!ion! 'one8on8one, in group!, and teacher8led* 4ith di"er!e partner! on grade < topic!, te(t!, and i!!ue!, 5uilding on other!C idea! and e(pre!!ing their o4n clearl). a. :ome to di!cu!!ion! prepared ha"ing read or !tudied re=uired materialK e(plicitl) dra4 on that preparation 5) referring to e"idence on the topic, te(t, or i!!ue to pro5e and reflect on idea! under di!cu!!ion. 5. ?ollo4 rule! for collegial di!cu!!ion!, !et !pecific goal! and deadline!, and define indi"idual role! a! needed. -n!truction! Student! 4ill !hare their tree map! from the pre"iou! le!!on 4ith the cla!! and a! the) do thi!, the teacher 4ill create one on chart paper 4ith their re!pon!e!. Student! 4ill u!e computer! to re!earch racial i!!ue! during the 1620!816<0! in the !outh and ta;e note! that 4ill 5e u!ed for the !econd module 4riting a!!e!!ment. %he Journe) that Phoeni( ta;e! !ho4! the reader a great deal a5out her character. %he author re"eal! the characterC! trait! through the characterC! thought!, 4ord! and action!. %ell !tudent! that the!e trait! are !ometime! !tated and !ometime! implied 5) the author. eader! often ha"e to dra4 their o4n conclu!ion! 5a!ed on the authorC! de!cription. Student! ma) 4or; alone, 4ith partner! or in !mall cooperati"e group!. Gi"e them a % chart graphic organiGer to fill out. Along 4ith the title and author of the 5oo;, the) !hould 4rite Phoeni(C! name at the top. %hen tell them to find a! man) trait! a! the) can a5out her character. $n the left !ide of the %, 4rite trait, and on the right !ide, 4rite e"idence. #ere the) are to find and 4rite do4n the page num5er and the pa!!age 4hich illu!trate! that trait.
%he) 4ill then create a montage 4hich depict! Phoeni(. %hi! 4ill 5e created 4ith magaGine! and other art !upplie!. Each !tudent 4ill pre!ent and e(plain ho4 their montage repre!ent! Phoeni(. Some !tudent! ma) ha"e the option of 4riting a detailed character !;etch of Phoeni(.
ESSENTIAL @UESTI,N: .o6 do s point o$ vi 6 !$$ &t th " !nin+ o$ ! stor)= TASK: Corr &t us o$ pronouns( int rpr tin+ point o$ vi 6 Standard!+ E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information. E1A::<11+ Demon!trate command of the con"ention! of !tandard Engli!h grammar and u!age 4hen 4riting or !pea;ing. 5. I!e inten!i"e pronoun! 'e.g., m)!elf, our!el"e!*. c. ecogniGe and correct inappropriate !hift! in pronoun num5er and per!on. * E1A::< 1<+ E(plain ho4 an author de"elop! the point of "ie4 of the narrator or !pea;er in a te(t. -n!truction+ Di!cu!! !tor) map 4ith !tudent!. :reate one large !tor) map for cla!!room di!pla) after collecting information from !tudent!. e"ie4 pronoun! 4hich 4ere taught at 5eginning of module one. #a"e !tudent! u!e grammar 5oo; to re"ie4 inten!i"e pronoun!. 1oo; for e(ample! in te(t. A!; !tudent! to identif) the point of "ie4 5a!ed on the pronoun! the author u!e! in the fir!t 10 page!. A!; !tudent! for e(ample! that indicate that the !hort !tor) i! 5eing told from a third8per!on limited point of "ie4. E(plain to the !tudent! that thi! point of "ie4 allo4! the reader to empathiGe 4ith Phoeni( 5ecau!e her thought! and action! are !ho4n. -n third8per!on, the reader i! allo4ed to "ie4 Phoeni( from a di!tance, and there5) !ee her a! other! !ee her. #a"e !tudent! find e(ample! in Phoeni(C! monologue! that !ho4 inappropriate !hift! in pronoun num5er. Di!cu!! 4h) thi! !t)le i! 5eing u!ed in thi! !tor). #ome4or;+ ?ind ten e(ample! of incorrect pronoun u!age in te(t and re4rite !entence! grammaticall) correct. #o4 4ould thi! change the !t)le of /elt)C! 4ritingH ESSENTIAL @UESTI,N: .o6 do s 'no6in+ th histori&!# &ont At o$ #it r!r) 6or's h #p us &o"pr h nd t Ats % tt r= TASK: R !d po "( !n!#)> ton Standard!+ E1A::< 1<+ E(plain ho4 an author de"elop! the point of "ie4 of the narrator or !pea;er in a te(t. E1A::< 12+ Determine the meaning of 4ord! and phra!e! a! the) are u!ed in a te(t, including figurati"e and connotati"e meaning!K anal)Ge the impact of a !pecific 4ord choice on meaning and tone. E1A::< 17+ :ompare and contra!t the e(perience of reading a !tor), drama, or poem to li!tening to or "ie4ing an audio, "ideo, or li"e "er!ion of the te(t, including contra!ting 4hat the) ,!ee. and ,hear. 4hen reading the te(t to 4hat the) percei"e 4hen the) li!ten or 4atch. E1A::< 16+ :ompare and contra!t te(t! in different form! or genre! 'e.g., !torie! and poem!K hi!torical no"el! and fanta!) !torie!* in term! of their approache! to !imilar theme! and topic!. E1A::<12+ Determine or clarif) the meaning of un;no4n and multiple8meaning 4ord! and phra!e! 5a!ed on grade < reading and content, choo!ing fle(i5l)
from a range of !trategie!. a. I!e conte(t 'e.g., the o"erall meaning of a !entence or paragraphK a 4ordC! po!ition or function in a !entence* a! a clue to the meaning of a 4ord or phra!e. E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate. E1A::</>+ Gather rele"ant information from multiple print and digital !ource!K a!!e!! the credi5ilit) of each !ourceK and =uote or paraphra!e the data and conclu!ion! of other! 4hile a"oiding plagiari!m and pro"iding 5a!ic 5i5liographic information for !ource!. -n!truction+ -ntroduce poet Edgar Gue!t. Gi"e !tudent 5rief 5iographical !;etch of poet. A!; !tudent! to predict 4hat the poem ,See it %hrough. might 5e a5out. ead poem ,See it %hrough. 5) Edgar Gue!t. Di!cu!! the tone of the poem and ho4 it i! !imilar to the theme in #atchet. /hat 4ord choice! create the ESSENTIAL @UESTI,N: .o6 &!n su""!ri>in+ !nd p!r!phr!sin+ h #p us % tt r und rst!nd t Ats= TASK: D t r"inin+ th " ( su""!ri>in+ opinions !nd Eud+" nts Standard!+ E1A::</6+ Dra4 e"idence from literar) or informational te(t! to !upport anal)!i!, reflection, and re!earch. a. Appl) grade < eading !tandard! to literature 'e.g., ,:ompare and contra!t te(t! in different form! or genre! Ne.g., !torie! and poem!K hi!torical no"el! and fanta!) !torie!O in term! of their approache! to !imilar theme! and topic!.*. E1A::< 12+ Determine a theme or central idea of a te(t and ho4 it i! con"e)ed through particular detail!K pro"ide a !ummar) of the te(t di!tinct from per!onal opinion! or Judgment!. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. E1A::< 16+ :ompare and contra!t te(t! in different form! or genre! 'e.g., !torie! and poem!K hi!torical no"el! and fanta!) !torie!* in term! of their approache! to !imilar theme! and topic!. E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. -n!truction+ Direct -n!truction on 4riting a !ummar) for a narrati"e te(t. ead a fe4 !ummarie! of no"el! the !tudent! are familiar 4ith. -n narrati"e te(t, the authorC! purpo!e i! to tell a !tor) or gi"e an account of a !e=uence of e"ent!. -t u!uall) contain! the follo4ing element!+ :haracter, %heme, Dialogue, Setting, :onflict+ -nternal, E(ternal, Plot+ i!ing Action, :lima(, ?alling Action, e!olution3Denouement %eacher 4ill pro"ide the !tudent! 4ith the follo4ing narrati"e frame =ue!tion! to an!4er prior to 4riting a !ummar) for either #atchet or ,A /orn Path. Larrati"e ?rame Rue!tion!+ 1. /ho are the main character!, and 4hat di!tingui!he! them from other!H 2. /hen and 4here did the !tor) ta;e placeH /hat 4ere the circum!tance!H
0. /hat prompted the action in the !tor)H 2. #o4 did the character! e(pre!! their feeling!H 9. /hat did the main character! decide to doH Did the) !et a goal, and, if !o, 4hat 4a! itH <. #o4 did the main character! tr) to accompli!h their goal'!*H ESSENTIAL @UESTI,N: .o6 !r th " s in di$$ r nt t sts si"i#!r= TASK: An!#)> &o""on # " nts in th " s o$ v!rious t Ats E1A::<12+ Determine or clarif) the meaning of un;no4n and multiple8meaning 4ord! and phra!e! 5a!ed on grade < reading and content, choo!ing fle(i5l) from a range of !trategie!. a. I!e conte(t 'e.g., the o"erall meaning of a !entence or paragraphK a 4ordC! po!ition or function in a !entence* a! a clue to the meaning of a 4ord or phra!e. E1A::<19+ Demon!trate under!tanding of figurati"e language, 4ord relation!hip!, and nuance! in 4ord meaning!. a. -nterpret figure! of !peech 'e.g., per!onification* in conte(t. 5. I!e the relation!hip 5et4een particular 4ord! 'e.g., cau!e3effect, part34hole, item3categor)* to 5etter under!tand each of the 4ord!. c. Di!tingui!h among the connotation! 'a!!ociation!* of 4ord! 4ith !imilar denotation! 'definition!* 'e.g., !ting), !crimp), economical, un4a!teful, thrift)* -n!truction+ Di!cu!! the characteri!tic! of Phoeni( Jac;!onC! !peech. #o4 doe! her language relate to her !ocioeconomic cla!!, ho4 !he i! percei"ed 5) other!, and ho4 !he i! percei"ed 5) the readerH Di!cu!! thi! in group! and !hare finding! 4ith the cla!!. A!; !tudent! if the) ha"e e"er made a Judgment a5out !omeone 5a!ed on the 4a) the) !pea;. Student! 4ill anal)Ge the commonalitie! of theme in the pa!t three te(t! that the) ha"e !tudied+ #atchet, ,A /orn Path,. and ,See it %hrough.. /or;ing in !mall group!, !tudent! 4ill compare and contra!t the te(t! u!ing a %ree Aap '%hin;ing Aap* Student! 4ill include the follo4ing in the compari!on+ %heme I!e of 4ord choice St)le %one ?igurati"e language u!ed to con"e) theme Sentence !tructure in each te(t and the affect it ga"e Student! 4ill pre!ent information form group to the cla!!
ESSENTIAL @UESTI,N: .o6 do s ! 6rit r us #!n+u!+ d vi& s $or sp &i$i& $$ &ts in short stori s= TASK: Lo&!t " t!phors !nd A!"p# s o$ s)"%o#is" Standard!+ E1A::<19+ Demon!trate under!tanding of figurati"e language, 4ord relation!hip!, and nuance! in 4ord meaning!.
a. -nterpret figure! of !peech 'e.g., per!onification* in conte(t. 5. I!e the relation!hip 5et4een particular 4ord! 'e.g., cau!e3effect, part34hole, item3categor)* to 5etter under!tand each of the 4ord!. E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 12+ Determine a theme or central idea of a te(t and ho4 it i! con"e)ed through particular detail!K pro"ide a !ummar) of the te(t di!tinct from per!onal opinion! or Judgment!. E1A::< 16+ :ompare and contra!t te(t! in different form! or genre! 'e.g., !torie! and poem!K hi!torical no"el! and fanta!) !torie!* in term! of their approache! to !imilar theme! and topic!. E1A::</6+ Dra4 e"idence from literar) or informational te(t! to !upport anal)!i!, reflection, and re!earch. 5. Appl) grade < eading !tandard! to literar) nonfiction 'e.g., ,%race and e"aluate the argument and !pecific claim! in a te(t, di!tingui!hing claim! that are !upported 5) rea!on! and e"idence from claim! that are not.*. -n!truction+ e"ie4 4hat a metaphor i!. Be !ure !tudent! ;no4 the difference 5et4een a !imile and a metaphor. Di!cu!! ho4 to identif) a metaphor and di!cu!! 4h) author! u!e thi! literar) de"ice. Student! 4ill 4or; in group! and 4ill identif) metaphor! in their a!!igned te(t. Each group 4ill 5e re!pon!i5le for anal)Ging a different te(t that 4e ha"e read in cla!!. Student! 4ill read article ./elt)C! /orn Path. 5) Denni! S);e! '1e(ile +11101* After reading the article, the) 4ill identif) 9 e(ample! of !)m5oli!m that Eudora /elt) u!ed in ,%he /orn Path.. A! !tudent! !hare their e(ample!, the teacher 4ill complete a large chart 4ith their re!pon!e! and di!pla) in the cla!!room. ESSENTIAL @UESTI,N: .o6 do 6 $$ &tiv #) &r !t ! th sis st!t " nt $or our ss!)=
TASK: Cr !t th sis st!t " nt Standard!+ E1A::</2+ Produce clear and coherent 4riting in 4hich the de"elopment, organiGation, and !t)le are appropriate to ta!;, purpo!e, and audience. 'Grade8 !pecific e(pectation! for 4riting t)pe! are defined in !tandard! 180 a5o"e.* E1A::</>+ Gather rele"ant information from multiple print and digital !ource!K a!!e!! the credi5ilit) of each !ourceK and =uote or paraphra!e the data and conclu!ion! of other! 4hile a"oiding plagiari!m and pro"iding 5a!ic 5i5liographic information for !ource!. -n!truction Direct in!truction on 4riting the!i! !tatement!. -ntroduce 4hat a the!i! !tatement i!. Go through Po4erPoint pre!entation entitled+ %he %he!i! Statement+ A oadmap for )our E!!a). %hi! ha! !e"eral practice !lide! for the cla!! to e(periment 4ith. Point out that a the!i! !tatement can 5e one of the greate!t unif)ing force! in an e!!a). A good the!i! hold! together the "ariou! part! of a paper 5) pre!enting )our particular intere!t in the !u5Ject and pointing to4ard! the paperC! de"elopment. $ften a the!i! !tatement 4ill 5e e(pre!!ed in a !entence or t4o at the end of the introduction and 4ill act a! a map of the e!!a) to come. %he the!i! tell! the reader 5oth 4here )ou are going and 4h) )ou 4ant to go there. /or;ing in !mall group!, gi"e each group a li!t of 0 or 2 !trong the!i! !tatement!. Each group 4ill ta;e the !tatement! and outline ho4 the) 4ould approach 4riting an e!!a) 5a!ed on the !tatement!. /hat e"idence 4ould the) need to pro"e their the!i!H Sample %he!i! Statement!+ 1. :ompared to the 1670!, eating di!order! ha"e reached epidemic proportion! among adole!cent! toda). 2. Inle!! the Ini"er!it) admini!tration enforce! a !trong anti8haGing polic) in fraternitie! and !ororitie!, the 4ell 5eing of man) of it! !tudent! 4ill 5e endangered.
Georgia Department of Education Dr. John D. Barge, State School Superintendent April 2012 * Page 1< All ight! e!er"ed
0. A )oung 4oman in the Aiddle Age! had fe4 option! for marriage, freedom, and per!onal pri"ac). 2. %hrough pla)ing "iolent "ideo game!, !uch a! Grand %heft Auto, teenager! are learning to 5eha"e li;e criminal!. ESSENTIAL @UESTI,N: .o6 do I $$ &tiv #) sho6 6h!t I h!v # !rn d in this t At stud)= TASK: Writin+ !ss ss" nt rou+h dr!$t Standard!+ E1A::</2+ /rite informati"e3e(planator) te(t! to e(amine a topic and con"e) idea!, concept!, and information through the !election, organiGation, and anal)!i! of rele"ant content. a. -ntroduce a topicK organiGe idea!, concept!, and information, u!ing !trategie! !uch a! definition, cla!!ification, compari!on3contra!t, and cau!e3effectK include formatting 'e.g., heading!*, graphic! 'e.g., chart!, ta5le!*, and multimedia 4hen u!eful to aiding comprehen!ion. 5. De"elop the topic 4ith rele"ant fact!, definition!, concrete detail!, =uotation!, or other information and e(ample!. c. I!e appropriate tran!ition! to clarif) the relation!hip! among idea! and concept!. d. I!e preci!e language and domain8!pecific "oca5ular) to inform a5out or e(plain the topic. e. E!ta5li!h and maintain a formal !t)le. f. Pro"ide a concluding !tatement or !ection that follo4! from the information or e(planation pre!ented. E1A::</2+ Produce clear and coherent 4riting in 4hich the de"elopment, organiGation, and !t)le are appropriate to ta!;, purpo!e, and audience. 'Grade8 !pecific e(pectation! for 4riting t)pe! are defined in !tandard! 180 a5o"e.* -n!truction+ Student! 4ill collect and organiGe all of their note! and thin;ing map!. Student! 4ill create an outline for their upcoming 4riting a!!e!!ment Student! 4ill complete their the!i! !tatement from pre"iou! le!!on. :omplete rough draft at home. ESSENTIAL @UESTI,N: .o6 do I $$ &tiv #) sho6 6h!t I h!v # !rn d in this t At stud)= TASK: -in!# 6ritin+ !ss ss" nt St!nd!rds: E1A::</2+ /rite informati"e3e(planator) te(t! to e(amine a topic and con"e) idea!, concept!, and information through the !election, organiGation, and anal)!i! of rele"ant content. a. -ntroduce a topicK organiGe idea!, concept!, and information, u!ing !trategie! !uch a! definition, cla!!ification, compari!on3contra!t, and cau!e3effectK include formatting 'e.g., heading!*, graphic! 'e.g., chart!, ta5le!*, and multimedia 4hen u!eful to aiding comprehen!ion. 5. De"elop the topic 4ith rele"ant fact!, definition!, concrete detail!, =uotation!, or other information and e(ample!. c. I!e appropriate tran!ition! to clarif) the relation!hip! among idea! and concept!. d. I!e preci!e language and domain8!pecific "oca5ular) to inform a5out or e(plain the topic. e. E!ta5li!h and maintain a formal !t)le. f. Pro"ide a concluding !tatement or !ection that follo4! from the information or e(planation pre!ented. E1A::</2+ Produce clear and coherent 4riting in 4hich the de"elopment, organiGation, and !t)le are appropriate to ta!;, purpo!e, and audience. 'Grade8 !pecific e(pectation! for 4riting t)pe! are defined in !tandard! 180 a5o"e.* -n!truction+ I!ing their note!, the te(t and referring to the prompt and the ru5ric pro"ided, !tudent! 4ill 5egin the 4riting proce!! to produce an e!!a) that dra4! e"idence form the te(t to !upport their anal)!i!.
Student! 4ill complete their graphic organiGer and rough draft in cla!!. %he final e!!a) 4ill 5e due at the 5eginning of the ne(t cla!! period and 4ill 5e fini!hed a! home4or;. %hi! e!!a) 4ill 5e di!cu!!ed, re"ie4ed 5) peer!, and graded. -t 4ill 5ecome part of the !tudentC! <th grade 4riting portfolio
ASSESS/ENT F: integrating reading selections from the unit into a writing task /i&h # /ont!i+n 6rot th!t1 8Th +r !t st thin+ in th 6or#d is to 'no6 ho6 to % #on+ to ours #v s*9 A$t r r !din+ th short stori s1 8Into th Tunn #91 !nd 87roth rs !r th S!" 9 !nd .!t&h t1 A!"in th t Ats to d t r"in ho6 th !uthors &onv ) d this th " !s th ) d v #op d !&h o$ th "!in &h!r!&t rs* Dis&uss !&h !uthor?s st)# !nd 6ord &hoi& * Wh!t &h!r!&t r tr!its did !&h prot!+onist n d to d v #op in ord r to !&hi v his o6n id ntit)= Gou "ust in&#ud vid n& $ro" !## t Ats in )our ss!)* SKILL 7UILDILNG TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. anguage! "oundations! and #peaking$ istening standards must be incorporated so that all standards are ade%uately addressed throughout the year. ESSENTIAL @UESTI,N: .o6 do s %!&'+round 'no6# d+ h #p in &o"pr h ndin+ th t At= TASK: Pr di&tin+1 r s !r&h Standard!+ E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate. E1A::</>+ Gather rele"ant information from multiple print and digital !ource!K a!!e!! the credi5ilit) of each !ourceK and =uote or paraphra!e the data and conclu!ion! of other! 4hile a"oiding plagiari!m and pro"iding 5a!ic 5i5liographic information for !ource!. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information. E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. -n!truction+ Di!pla) the =uote 5) Aichel Aontaigne, ,%he greate!t thing in the 4orld i! to ;no4 ho4 to 5elong to our!el"e!.. A!; !tudent! 4hat the) thin; thi! =uote mean!. Di!cu!! a! a cla!!. #a"e !tudent! 5rain!torm character trait! that one mu!t ha"e in order to accompli!h thi!. -ntroduce the !tor) ,Brother! are the Same. 5) Ber)l Aar;ham. A Aa!ai tri5e!man i! going through a traditional lion8;illing to pro"e hi! o4n tran!ition into adulthood. I!ing the computer, ha"e !tudent! 4or; in pair! or !mall group! and conduct re!earch to identif) ite! of Pa!!age! from other culture!. Each group 4ill collect note! and create a Po4erPoint 4ith graphic! on a ite of Pa!!age Each group 4ill pre!ent thi! to the cla!!. Di!cu!! ite of Pa!!age! that the) ha"e gone through and 4ill go through. 'dri"ing at 1<, graduation from high !chool, marriage* ESSENTIAL @UESTI,N: .o6 do s %!&'+round 'no6# d+ h #p in &o"pr h ndin+ ! t At= TASK: R s !r&h( und rst!ndin+ vo&!%u#!r) to +!in " !nin+ $ro" t At Standard!+ E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate.
Georgia Department of Education Dr. John D. Barge, State School Superintendent April 2012 * Page 1> All ight! e!er"ed
E1A::</>+ Gather rele"ant information from multiple print and digital !ource!K a!!e!! the credi5ilit) of each !ourceK and =uote or paraphra!e the data and conclu!ion! of other! 4hile a"oiding plagiari!m and pro"iding 5a!ic 5i5liographic information for !ource!. E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information c. :on!ult reference material! 'e.g., dictionarie!, glo!!arie!, the!auru!e!*, 5oth print and digital, to find the pronunciation of a 4ord or determine or clarif) it! preci!e meaning or it! part of !peech. E1A::<12+ Determine or clarif) the meaning of un;no4n and multiple8meaning 4ord! and phra!e! 5a!ed on grade < reading and content, choo!ing fle(i5l) from a range of !trategie!. a. I!e conte(t 'e.g., the o"erall meaning of a !entence or paragraphK a 4ordC! po!ition or function in a !entence* a! a clue to the meaning of a 4ord or phra!e c. :on!ult reference material! 'e.g., dictionarie!, glo!!arie!, the!auru!e!*, 5oth print and digital, to find the pronunciation of a 4ord or determine or clarif) it! preci!e meaning or it! part of !peech. -n!truction+ %he !tor) i! !et in the ea!tern part of Africa on the gra!!land ;no4n a! the Serengeti Plain. %he Serengeti i! home to man) of AfricaC! mo!t magnificent animal! and al!o home to the nomadic cattle8rai!ing Aa!ai people. Student! 4ill re!earch to find more information on the Aa!ai people. Student! 4ill 4or; in !mall group! and pre!ent information on the Aa!ai on a large po!ter and pre!ent to cla!!. Pro"ide !tudent! 4ith "oca5ular) li!t from ,Brother! are the Same. Student! 4ill 4or; in group! and complete 4ord map! on Qoca5ular). Student! 4ill 5e a!!igned to !mall group! and 4ill 5e gi"en 0 of the 4ord! that the) 4ill ha"e to create a !;it for. Student! 4ill perform their !;it! for the cla!! in a game of charade!. %hi! 4ill help them remem5er the 4ord!.
ESSENTIAL @UESTI,N: .o6 &!n 6 d "onstr!t our und rst!ndin+ o$ #it r!tur in s"!## !nd #!r+ +roup dis&ussions= TASK: R !din+ n 6 t At( !n!#)>in+ !nd !nnot!tin+ t At Standard!+ E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. -n!truction+ Student! 4ill read the !tor) independentl) or 4ith a partner. Some !tudent! ma) need to u!e an e8reader on the computer to a!!i!t them 4ith the pronunciation. A!; the !tudent! to notice a! the) read the ;ind! of conflict! that Aedoto and %ema! create for each other and ho4 each i! changed 5) it. Do )ou thin; the conflict 5et4een the t4o 4arrior! i! occurring 4ithin %ema!C! mind or i! actuall) happeningH :reate a conflict chart 4ith e(ample! from the te(t e(plaining each conflict. A! a cla!! di!cu!! the mood of the !tor) 4hen %ema! i! approaching the lion. /hat are the factor! contri5uting to the !u!pen!e and the outcome 5eing a4aitedH #o4 doe! the author increa!e the ten!ion 5et4een %ema! and AedotoH Di!cu!! in group! the detail! the author u!ed to portra) AedotoC! character a! %ema! "ie4ed itH #o4 do )ou thin; the lionC! choice complicate the plot of the !tor)H /a! it 4hat )ou thought 4ould happenH Di!cu!! cultural influence! in the !tor). A Aa!!ai 4arrior i! ne"er 4ithout hi! !pear. -t i! carried point up, or !tuc; in the ground at hi! !ide. Some 4arrior! 4ill not retreat from 5attle a! long a! the) ha"e their !pearK to do !o 4ould in!ult their 4eapon.
#o4 might lo!ing hi! !pear affect %ema!C! feeling! and mental a5ilit) to fightH #o4 doe! the 4a) the Aa!ai communit) re!pond! to it! "ictoriou! 4arrior! !a) a5out them a! a peopleH Do )ou agree or di!agree 4ith thi!H /hat character trait! did %ema! gain from hi! e(perienceH Did he ha"e the!e all alongH #o4 did %ema! de"elop from hi! e(perience! 4ith difficult ESSENTIAL @UESTI,N: .o6 do 6rit rs d v #op th " in ! short stor)= TASK: EAp#orin+ s ttin+( v!#u!tin+ &h!r!&t ri>!tion( A!"inin+ s)"%o#is" us d Standard!+ E1A::</7+ :onduct !hort re!earch proJect! to an!4er a =ue!tion, dra4ing on !e"eral !ource! and refocu!ing the in=uir) 4hen appropriate. E1A::< 16+ :ompare and contra!t te(t! in different form! or genre! 'e.g., !torie! and poem!K hi!torical no"el! and fanta!) !torie!* in term! of their approache! to !imilar theme! and topic!. E1A::<12+ Determine or clarif) the meaning of un;no4n and multiple8meaning 4ord! and phra!e! 5a!ed on grade < reading and content, choo!ing fle(i5l) from a range of !trategie!. a. I!e conte(t 'e.g., the o"erall meaning of a !entence or paragraphK a 4ordC! po!ition or function in a !entence* a! a clue to the meaning of a 4ord or phra!e. E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 12+ Determine a theme or central idea of a te(t and ho4 it i! con"e)ed through particular detail!K pro"ide a !ummar) of the te(t di!tinct from per!onal opinion! or Judgment!. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. -n!truction+ -n ,Brother! are the Same,. %ema! ha! no dou5t a5out hi! rite of pa!!age i! or 4hat hi! culture e(pect! of him. -n the !hort !tor) ,-n the %unnel,. thi! e(pectation i! not a! clear. -ntroduce the !etting of the !tor) ,-n the %unnel. #a"e !tudent! compare and contra!t the geographical !etting of ,Brother! are the Same,. and the upcoming !tor) that ta;e! place on the coa!t of England at one of the re!ort! 4here the Briti!h often go on. A!; them to thin; a5out the cultural difference! 5et4een 5oth !torie!. Sho4 !tudent! picture! from internet of the coa!tal land!cape in England a! it i! "er) different from the coa!t of Georgia. %ell !tudent! that a! the) read ,-n the %unnel. 5) Dori! 1e!!ing, the) need to ma;e note of Jerr)C! important action! and decide 4hich of the three influence! i! affecting him the mo!t. e"ie4 !)m5oli!m 4ith the cla!!. A!; them to 5rain!torm e(ample! of !)m5oli!m in our culture. Each group 4ill illu!trate 0 e(ample! of !)m5oli!m and di!pla) in room. %ell the !tudent to loo; for clue! that tell them 4hat the 5a) and the e"ent! that ta;e place there !)m5oliGe to Jerr). Student! 4ill complete 4ord map! on the identified "oca5ular) for the !tor) prior to reading. ESSENTIAL @UESTI,N: .o6 do r !d rs &r !t short stori s th!t n+!+ th r !d r= TASK: Stor) # " nts( in&#udin+ !## # " nts o$ p#ot Standard!+ E1A::< 12+ Determine a theme or central idea of a te(t and ho4 it i! con"e)ed through particular detail!K pro"ide a !ummar) of the te(t di!tinct from per!onal opinion! or Judgment!. -n!truction+
#a"e a cla!! di!cu!!ion 4ith !tudent! a5out ta;ing ri!;! or dare! and 4hat the!e repre!ent. #a"e !tudent! create a 5alance chart. /rite do4n 4hat )ou did in the triangle, dra4 a line o"er the triangle and dra4 t4o 5o(e!. -n one of the 5o(e! 4rite do4n 4hat )ou ri!;ed, in the other 5o( 4rite do4n 4hat )ou hoped to pro"e. %hen e"aluate 4hether the ri!; 4a! 4orth it. ESSENTIAL @UESTI,N: .o6 &!n 6 us &ont At &#u s to d t r"in th &onnot!tion o$ 6ord &hoi& = TASK: R &o+ni> n +!tiv 1 positiv !nd n utr!# 6ord &onnot!tions Standard!+ E1A::<19+ Demon!trate under!tanding of figurati"e language, 4ord relation!hip!, and nuance! in 4ord meaning!. c. Di!tingui!h among the connotation! 'a!!ociation!* of 4ord! 4ith !imilar denotation! 'definition!* 'e.g., !ting), !crimp), economical, un4a!teful, thrift)*. -n!truction+ E(plain to !tudent! that a 4riter choo!e! 4ord! carefull) to communicate hi! or her purpo!e of 4riting. Student! can determine a 4riterC! purpo!e 5) loo;ing at !tor) detail! and thin;ing a5out their denotation! 'literal meaning* and connotation! '!et of idea! a!!ociated 4ith the 4ord*. /ord! can ha"e po!iti"e, negati"e or neutral connotation!, 4hich are often !pecific to a culture or particular to the 4riterC! o4n e(perience. #a"e cla!! 5rain!torm a li!t of 4ord! and the connotation! that are a!!ociated 4ith them #a"e !tudent! 4or; in pair! and create a li!t of 4ord! from the !tor) that ha"e po!iti"e, negati"e or neutral connotation!. %he) 4ill complete a chart 4ith the 4ord, the denotation, and the connotation.
ESSENTIAL @UESTI,N: .o6 do s point o$ vi 6 !$$ &t th " !nin+ o$ ! stor)= TASK: Und rst!nd !nd id nti$) point o$ vi 6 Standard!+ E1A::< 1<+ E(plain ho4 an author de"elop! the point of "ie4 of the narrator or !pea;er in a te(t. E1A::<S11+ Engage effecti"el) in a range of colla5orati"e di!cu!!ion! 'one8on8one, in group!, and teacher8led* 4ith di"er!e partner! on grade < topic!, te(t!, and i!!ue!, 5uilding on other!C idea! and e(pre!!ing their o4n clearl). a. :ome to di!cu!!ion! prepared ha"ing read or !tudied re=uired materialK e(plicitl) dra4 on that preparation 5) referring to e"idence on the topic, te(t, or i!!ue to pro5e and reflect on idea! under di!cu!!ion. -n!truction+ /hen !tudent! read it i! helpful to e(amine the relation!hip! 5et4een character!. elation!hip! are d)namicSthe) change according to feeling, e"ent!, or the pa!!age of time. /hen the) pa) attention to changing relation!hip!, the) can more clearl) !ee the theme! and me!!age! that the 4riter i! de"eloping. #a"e !tudent! loo; at the =uote, ,/h), 'Jerr)*, 4ould )ou rather not come 4ith meH. T.:ontrition !ent him running after her, and )et, a! he ran, he loo;ed 5ac; o"er hi! !houlder at the 4ild 5a). A!; !tudent! 4h) the) thin; Jerr) doe!nCt 4ant to hurt hi! motherC! feeling!H B) the end of the !tor), doe! Jerr) !till feel protecti"e of hi! motherH #o4 can the) tellH Di!cu!! in !mall group!. #a"e !tudent! 4or; in pair! to identif) e(ample! in the te(t of ,Brother! are the Same. and ,%hrough the %unnel. that pro"ide e"idence of ho4 5oth main character! relation!hip! 4ith other! 4ere affected. Di!cu!! third per!on omni!cient point of "ie4. %hi! i! the ,all ;no4ing. narrator. -n thi! !tor), the author u!e! third per!on omni!cient point of "ie4 to
de!cri5e the 5o)C! !urrounding! and to !ho4 the reader 5oth 4hat he and the other character! are thin;ing and 4hat i! happening around them. B) u!ing thi! point of "ie4, the author i! a5le to de!cri5e the !etting of the !tor), gi"e a detailed de!cription of the character!, and ma;e the theme "i!i5le. %he author i! a5le to do thi! 4ithout a 5ia!ed per!pecti"e. ESSENTIAL @UESTI,N: .o6 do s ! 6rit r d v #op ! &h!r!&t r= TASK: An!#)> &h!r!&t r tr!its Standard!+ E1A::< 11+ :ite te(tual e"idence to !upport anal)!i! of 4hat the te(t !a)! e(plicitl) a! 4ell a! inference! dra4n from the te(t. E1A::< 12+ Determine a theme or central idea of a te(t and ho4 it i! con"e)ed through particular detail!K pro"ide a !ummar) of the te(t di!tinct from per!onal opinion! or Judgment!. E1A::< 10+ De!cri5e ho4 a particular !tor)C! or dramaC! plot unfold! in a !erie! of epi!ode! a! 4ell a! ho4 the character! re!pond or change a! the plot mo"e! to4ard! a re!olution. E1A::<S12+ Pre!ent claim! and finding!, !e=uencing idea! logicall) and u!ing pertinent de!cription!, fact!, and detail! to accentuate main idea! or theme!K u!e appropriate e)e contact, ade=uate "olume, and clear pronunciation. E1A::<S19+ -nclude multimedia component! 'e.g., graphic!, image!, mu!ic, !ound* and "i!ual di!pla)! in pre!entation! to clarif) information. -n!truction+ Di"ide the cla!! into !mall group!. Each group 4ill find e"idence from #atchet, ,Brother! are the Same,. and ,%hrough the %unnel. that con"e) the character trait! that each protagoni!t ac=uired to 5e a5le to !ucce!!full) deal 4ith their internal conflict!. Student! 4ill 4or; in their !mall group! and create a "i!ual to !hare 4ith the cla!!. %hi! can 5e a Po4erPoint or !ome other t)pe of "i!ual !uch a! a po!ter or dra4ing. Student! pre!ent their finding!. $ther group! 4ill !core the pre!entation 5a!ed on pre!entation and !pea;ing !;ill!. A! a re"ie4 for the upcoming 4riting a!!e!!ment, the !tudent! 4ill 4or; in !mall group! and create =ue!tion! for a Jeopard) game. Each group 4ill ha"e a categor) to 4rite =ue!tion! for. ESSENTIAL @UESTI,N: .o6 &!n I $$ &tiv #) pr p!r $or ") $in!# 6ritin+ !ssi+n" nt= TASK: Pr :6ritin+ Standard! E1A::</2+ Produce clear and coherent 4riting in 4hich the de"elopment, organiGation, and !t)le are appropriate to ta!;, purpo!e, and audience. 'Grade8 !pecific e(pectation! for 4riting t)pe! are defined in !tandard! 180 a5o"e.* E1A::</9+ /ith !ome guidance and !upport from peer! and adult!, de"elop and !trengthen 4riting a! needed 5) planning, re"i!ing, editing, re4riting, or tr)ing a ne4 approach. 'Editing for con"ention! !hould demon!trate command of 1anguage !tandard! 180 up to and including grade <.* -n!truction+ Student! 4ill get in team! and 4ill participate in the cla!! 1iterar) Element! Jeopard) game that the) all helped create. Student! 4ill organiGe all of their graphic organiGer!, note!, and "oca5ular) Student! 4ill complete an outline for their 4riting a!!e!!ment %he teacher 4ill re"ie4 the ru5ric that 4ill 5e u!ed to e"aluate the 4riting a!!e!!ment Student! 4ill 4rite their rough draft. %hi! 4ill 5e completed for home4or; if not completed in cla!
ESSENTIAL @UESTI,N: .o6 &!n I $$ &tiv #) sho6 6h!t I h!v # !rn d in this t At stud)= TASK: Writin+ Ass ss" nt Standard!+ E1A::</2+ /rite informati"e3e(planator) te(t! to e(amine a topic and con"e) idea!, concept!, and information through the !election, organiGation, and anal)!i! of rele"ant content. a. -ntroduce a topicK organiGe idea!, concept!, and information, u!ing !trategie! !uch a! definition, cla!!ification, compari!on3contra!t, and cau!e3effectK include formatting 'e.g., heading!*, graphic! 'e.g., chart!, ta5le!*, and multimedia 4hen u!eful to aiding comprehen!ion. 5. De"elop the topic 4ith rele"ant fact!, definition!, concrete detail!, =uotation!, or other information and e(ample!. c. I!e appropriate tran!ition! to clarif) the relation!hip! among idea! and concept!. d. I!e preci!e language and domain8!pecific "oca5ular) to inform a5out or e(plain the topic. e. E!ta5li!h and maintain a formal !t)le. f. Pro"ide a concluding !tatement or !ection that follo4! from the information or e(planation pre!ented. E1A::</2+ Produce clear and coherent 4riting in 4hich the de"elopment, organiGation, and !t)le are appropriate to ta!;, purpo!e, and audience. 'Grade8 !pecific e(pectation! for 4riting t)pe! are defined in !tandard! 180 a5o"e.* -n!truction+ #a"e !tudent! 4rite final e!!a) on the follo4ing prompt+ Aichel Aontaigne 4rote that, ,%he greate!t thing in the 4orld i! to ;no4 ho4 to 5elong to our!el"e!.. After reading the !hort !torie!, ,-nto the %unnel., and ,Brother! are the Same. and #atchet, e(amine the te(t! to determine ho4 the author! con"e)ed thi! theme a! the) de"eloped each of the main character!. Di!cu!! each authorC! !t)le and 4ord choice. /hat character trait! did each protagoni!t need to de"elop in order to achie"e hi! o4n identit)H Mou mu!t include e"idence from all te(t! in )our e!!a).
ASSESS/ENT <: integrating reading selections from the unit into a writing task SKILL 7UILDILNG TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. anguage! "oundations! and #peaking$ istening standards must be incorporated so that all standards are ade%uately addressed throughout the year. TASK: R s !r&h %!&'+round in$or"!tion( pr :r !din+ TASK: Id nti$) !nd !n!#)> $i+ur!tiv #!n+u!+ ( #o&!t d $inition $or n 6 vo&!%u#!r) !nd ho6 it i"p!&ts ton !nd voi& Standard!+ E1A::<12+ Determine or clarif) the meaning of un;no4n and multiple8meaning 4ord! and phra!e! 5a!ed on grade < reading and content, choo!ing fle(i5l) from a range of !trategie!. a. I!e conte(t 'e.g., the o"erall meaning of a !entence or paragraphK a 4ordC! po!ition or function in a !entence* a! a clue to the meaning of a 4ord or phra!e. 5. I!e common, grade8appropriate Gree; or 1atin affi(e! and root! a! clue! to the meaning of a 4ord 'e.g., audience, auditor), audi5le*. c. :on!ult reference material! 'e.g., dictionarie!, glo!!arie!, the!auru!e!*, 5oth print and digital, to find the pronunciation of a 4ord or determine or clarif) it! preci!e meaning or it! part of !peech. d. Qerif) the preliminar) determination of the meaning of a 4ord or phra!e 'e.g., 5) chec;ing the inferred meaning in conte(t or in a dictionar)*. E1A::<19+ Demon!trate under!tanding of figurati"e language, 4ord relation!hip!, and nuance! in 4ord meaning!. a. -nterpret figure! of !peech 'e.g., per!onification* in conte(t. 5. I!e the relation!hip 5et4een particular 4ord! 'e.g., cau!e3effect, part34hole, item3categor)* to 5etter under!tand each of the 4ord!. c. Di!tingui!h among the connotation! 'a!!ociation!* of 4ord! 4ith !imilar denotation! 'definition!* 'e.g., !ting), !crimp), economical, un4a!teful, thrift)*. E1A::< 12+ Determine the meaning of 4ord! and phra!e! a! the) are u!ed in a te(t, including figurati"e and connotati"e meaning!K anal)Ge the impact of a !pecific 4ord choice on meaning and tone. E1A::< 1<+ E(plain ho4 an author de"elop! the point of "ie4 of the narrator or !pea;er in a te(t. -n!truction+ Student! 4ill 5e gi"en a cop) of the poem, ,Aother to Son,. 5) 1ang!ton #ughe! %he teacher 4ill read aloud the poem completel) 5efore di!cu!!ion 5egin!. Student! 4ill li!ten to an audio reading of the poem and di!cu!! if thi! pre!entation ma;e! them feel the tone and "oice. Di!cu!! the compari!on 5et4een life and a !tair4a). Aa;e !ure all of the !tudent! can recogniGe the compari!on!. %hi! poem tell! u! 4hat life i! not. -n !mall group! the !tudent! 4ill an!4er the follo4ing =ue!tion!+ 1* /ho!e point of "ie4 i! thi! poem 4ritten fromH #o4 can )ou tellH 2* /hat emotion! color the motherC! !peech to her !onH 0* /hat feeling! are con"e)ed in the contra!t 5et4een the cr)!tal !tair and the !et of other image! that, a! the mother tell! u!, reall) characteriGe lifeH #a"e the !tudent! record e(ample! of voice that the) hear in the poem. A!; the !tudent! to find 4hat e"idence the poem pro"ide! a5out the time! in 4hich the poet li"ed. 'i.e., loo; for archaic language, o5Ject! 4e donCt ha"e toda), or 4hat o5Ject! are mi!!ing !uch a! electric lighting*
ESSENTIAL @UESTI,N: .o6 do po ts &r !t ton !nd voi& in po tr)= TASK: EAp#or ton !nd voi& in po tr) Standard!+ E1A::< 12+ Determine the meaning of 4ord! and phra!e! a! the) are u!ed in a te(t, including figurati"e and connotati"e meaning!K anal)Ge the impact of a !pecific 4ord choice on meaning and tone. E1A::<S11+ Engage effecti"el) in a range of colla5orati"e di!cu!!ion! 'one8on8one, in group!, and teacher8led* 4ith di"er!e partner! on grade < topic!, te(t!, Georgia Department of Education and i!!ue!, 5uilding on other!C idea! and e(pre!!ing their o4n clearl). Dr. John D. Barge, State School Superintendent c. Po!e and re!pond to !pecific =ue!tion! 4ith ela5oration and detail 5) ma;ing comment! that April 2012 * Page 22 contri5ute to the topic, te(t, or i!!ue under di!cu!!ion. d. e"ie4 the ;e) idea! e(pre!!ed and demon!trate under!tanding of multiple All per!pecti"e! through reflection and paraphra!ing. ight! e!er"ed
e"ie4 the meaning of voice and tone 5) dra4ing on 4hat the !tudent! alread) ;no4. ?rom a hat, ha"e !tudent! dra4 !lip! of paper on 4hich "ariou! !ituation! are 4ritten. E(ample!+ Mou are+ a coach during time8out of a 5a!;et5all game 4ith fi"e !econd! left to pla), and )our team i! lo!ing 5) one point Mou are+ Mour mom 4al;ing into )our me!!) room, after !he ha! a!;ed )ou !e"eral time! to clean it Mou are+ A police officer, !eeing a !mall child, alone in the par; cr)ing Mou are+ A !tudent 4ho forgot to do hi! home4or; and i! tr)ing to get a cla!!mate to let them cop) their home4or; Gi"e !tudent! 10 minute! to 4rite a! though the) 4ere the per!on in the !ituation. Be !ure the) under!tand that the) are to ta;e on the part of the other per!on, not them!el"e!. -n!truct them to imagine the !ituation and then to ,tal; on paper. ,%he) need to tr) and !ta) in one "oice. #a"e !tudent! !hare their e(ample! 4ithout telling the cla!! the !ituation, and then a!; the follo4ing t)pe! of =ue!tion!+ :an )ou gue!! 4ho the !pea;er i! and 4hat the !ituation i!H /hat are !ome 4ord! or phra!e! to de!cri5e the 4a) the !pea;er!C "oice! !ound to )ouH Encourage !tudent! to u!e !pecific adJecti"e!. ?or e(ample, for an angr) mother, replace ,madC 4ith ,fru!trated. or e"en more !pecific to ,ra!p) and irritated.. /rite all of the de!cripti"e 4ord! and phra!e! on the 5oard. 1et !tudent! tr) defining the literar) term tone. 1ead them to under!tand that tone i! the attitude of a !pea;er or of a 4riter to4ard hi! !u5Ject. #a"e the !tudent! li!ten to an audio "er!ion of the poem. Di!cu!! the "oice that come! through the poem. #a"e !tudent! come up 4ith their o4n !ituation! that call for gi"ing !omeone el!e ad"ice. #a"e them thin; a5out the follo4ing =ue!tion! 5efore 4ritingK %o 4hom are )ou gi"ing ad"iceH /hat i! the !ituationH /hat, !pecificall), do )ou need to tell themH /hat ;ind of "oice 4ould )ou u!eH #a"e !tudent! 4rite their poem! 4ithout tr)ing to ma;e them rh)me. Ad"i!e them to tr) 5rea;ing up their idea! into line! that ma;e !en!e to them. Student! 4ill !hare their poem! 4ith the cla!!. p n ") und rst!ndin+ o$ th t At=
ESSENTIAL @UESTI,N: .o6 do s 'no6# d+ o$ vo&!%u#!r) h #p d
TASK: R !din+ n 6 t At( i##ustr!tin+ vo&!%u#!r)( !n!#)>in+ !nd !nnot!tin+ t At Standard!+ E1A::<12+ Determine or clarif) the meaning of un;no4n and multiple8meaning 4ord! and phra!e! 5a!ed on grade < reading and content, choo!ing fle(i5l) from a range of !trategie!. a. I!e conte(t 'e.g., the o"erall meaning of a !entence or paragraphK a 4ordC! po!ition or function in a !entence* a! a clue to the meaning of a 4ord or phra!e. 5. I!e common, grade8appropriate Gree; or 1atin affi(e! and root! a! clue! to the meaning of a 4ord 'e.g., audience, auditor), audi5le*. c. :on!ult reference material! 'e.g., dictionarie!, glo!!arie!, the!auru!e!*, 5oth print and digital, to find the pronunciation of a 4ord or determine or clarif) it! preci!e meaning or it! part of !peech. d. Qerif) the preliminar) determination of the meaning of a 4ord or phra!e 'e.g., 5) chec;ing the inferred meaning in conte(t or in a dictionar)*. E1A::<19+ Demon!trate under!tanding of figurati"e language, 4ord relation!hip!, and nuance! in 4ord meaning!. a. -nterpret figure! of !peech 'e.g., per!onification* in conte(t. 5. I!e the relation!hip 5et4een particular 4ord! 'e.g., cau!e3effect, part34hole, item3categor)* to 5etter under!tand each of the 4ord! E1A::< 17+ :ompare and contra!t the e(perience of reading a !tor), drama, or poem to li!tening to or "ie4ing an audio, "ideo, or li"e "er!ion of the te(t, including contra!ting 4hat the) ,!ee. and ,hear. 4hen reading the te(t to 4hat the) percei"e 4hen the) li!ten or 4atch -n!truction+ -ntroduce poem ,-f. 5) ud)ard Bipling. %hi! !hould ha"e 5een mentioned earlier in module 4hen the !tudent! pre!ented 5ac;ground information on Bipling. A! e"idenced in the la!t line of ,-f,. the poem i! not addre!!ed to all children 5ut !pecificall) to 5o)!. %hi! reflect! the hi!torical attitude of earl) t4entieth centur) !ociet) to4ard 4omen. At the time, 4omen 4ere not allo4ed to "ote, hold pu5lic office, 4on propert), or ha"e an independent career. Gi"e !tudent! cop) of poem !o that the) can follo4 along a! it i! read orall). A!; them to highlight an) 4ord! or e(pre!!ion! that the) do not under!tand a! it i! 5eing read. %he!e 4ill 5e 4ritten do4n and then competed on a 4ord map for under!tanding. Georgia Department of Educationto choo!e from. #a"e !tudent! li!ten to an oral reading of the poem. %here are numerou! one! on Mou%u5e Dr. John D. Barge, State School Superintendent $nce poem ha! 5een read and li!tened to, a!; !tudent! to !hare "oca5ular) or e(pre!!ion! that the) highlighted. April 2012 * Page 29 Student! 4ill get 4ith a partner and go o"er all highlighted "oca5ular). All ight! e!er"ed %he teacher 4ill then ha"e !tudent! come 5ac; together a! a cla!! and go o"er cla!! "oca5ular) to en!ure that the !tudent! under!tand all needed "oca5ular) and e(pre!!ion!.

Ccgps Ela Grade 6 Unit 2

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Ccgps Ela Grade 6 Unit 2

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Georgia Department of Education Dr. John D. Barge, State School Superintendent April 2012 * Page 1 All ight! e!

ESSENTIAL @UESTI,N: .o6 do s 'no6# d+ o$ vo&!%u#!r) h #p d

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