Meade County S 6Th Grade Curriculum

Meade County’s 6th Grade Curriculum 2013-14

This document is a compilation of the various curriculum documents that have been created by teams of teachers within the district. This is an overview. More detailed information for instructional purposes is currently located on district teacher share –elementary curriculum- 2013-14 Pacing, Targets, IAs, and then by grade level for most content areas. There are separate folders for those areas in which a teacher is responsible for multiple grade levels (music, pe, library, counselors). The goal is to have all documents eventually housed on CIITS.

6th Reading Chunk #1 Reading Chunk #2 Reading Chunk # 3 Grade Aug. 9- Nov. 26 Dec. 2- March 14 March 17- end of year Key 6.RL.1 (cite text 6.RI.1 Cite text 6.RL.1 cite text evidence… 6.RI.1 cite text 4 weeks (April) Ideas Targeted instruction and evidence …explicit) evidence…explicit explicit & inferred evidence..explicit and Detai 6.RL.2 (theme) 6.RI.2 central idea inferred based on IA analysis. ls 6.RL.3 (characterization 6.RI.3 details – similar 6.RI.2 summary (25- & plot) to text structure; CIITS 30% STANDARD 10 By the on boxes with missing Test information end of the year, Bluep read and rint) comprehend Craft 6.RL.4 (figurative and 6.RI.4 (context clues, 6.RL.4 analyze impact of 6.RI.4 (context clues, literature, including and Struct connotative language) meanings) word choice; tone) meanings) stories, dramas, and ure 6.RI.5 (text structure) poetry, in the (20- 6.RL.6 (point of view)… 6.RI.6 (determine- point 6.RL.5 (structure of a text… 6.RI.6 determine & 25%) grades 6-8 text review from previous of view) development of theme, explain point of view complexity band grades setting, or plot) proficiently, with scaffolding as 6.RL.6 (point of view) needed at the high Integr 6.RI.7 different media 6.RL.9 genres(e.g.stories, 6.RI.8 (arguments & 6.RL.7 (in class) ation end of the range. of or formats poems, historical novels, claims) compare/contrast ...drama, Kno fantasy stories) in terms of poem, audio, video … wled approaches (modes of maybe district bank ge &Ide writing-CIITS) 6.RI.9 ONGOING…. Assessed as at the school from district (20- bank where each school 25% submits one or more assessments. Voca 6.L.4a (6.RL.4 & 6.RI.4) context clues 6.L.4a (6.RL.4 & 6.RI.4) context clues bular y 6.L.4b (Greek & Latin affixes) 6.L.4b (Greek & Latin affixes Acq 6.L.4c (reference materials) uisiti on 6.L.5b relationship of words 6.L.4d (verify meaning) and 6.L5a (figures of speech) 6.L.5c (denotation, connotation) Use (20- 25% ) -Fall Break- April 2-6 K-PREP Testing Oct. 1-5 Winter Break (Dec. 21-Jan1) Spring Break Last 14 days of school

May 22, 2013…Last day date of IA #1 week of Nov. 18 or 25th week of March 10 Final MAP before Spring Break. Send a completed data to Amy by Tues., Dec. 2 data to Amy by Tues., March 14 Superintendent Summary using MAP to Melissa G. the week after Spring Break.

6th Grade Reading Chunk #1 Aug. 9- Nov. 26 date of IA #1 week of Nov. 18 or 25th data to Amy by Tues., Dec. 2 Key Ideas and 6.RL1 Cite textual evidence to support analysis of what the text says explicitly RI1 Cite textual evidence to support analysis of what the text says Details as well as inferences drawn from the text. explicitly as well as inferences drawn from the text. (25-30% on Test Blueprint) 6.RL2 Determine a theme or central idea of a text and how it is conveyed RI2 Determine a central idea of a text and how it is conveyed through through particular details; provide a summary of the text distinct from personal particular details; provide a summary of the text distinct from personal opinions or judgments. opinions or judgments.

6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of 6.RI3 Analyze in detail how a key individual, event, or idea is episodes as well as how the characters respond or change as the plot moves introduced, illustrated, and elaborated in a text (e.g., through toward a resolution. examples or anecdotes).

Craft and 6.RL.4 Determine the meaning of words and phrases as they are used in a text, 6.RI.4 Determine the meaning of words and phrases as they are Structure including figurative and connotative meanings; analyze the impact of a specific used in a text, including figurative, connotative, and technical (20-25%) word choice on meaning and tone meanings.

6.RL6 Explain how an author develops the point of view of the narrator or 6.RI.6 Determine an author’s point of view or purpose in a text speaker in a text. and explain how it is conveyed in the text.

Integration of 6.RI.7 Integrate information presented in different media or formats Knowledge (e.g., visually, quantitatively) as well as in words to develop a coherent &Ideas (20- 25% understanding of a topic or issue.

Vocabulary 6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a words’ position or function in a sentence) as a clue to the meaning of a word or Acquisition phrase. and Use (20- 6.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 25%) 6.L.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning. 6.L5a Interpret figures of speech (e.g., personification) in context. 6.L5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6th Grade Reading Chunk #2 Dec. 2- March 14 week of March 10 data to Amy by Tues., March 11 Key Ideas and 6.RL1 Cite textual evidence to support analysis of what the text says explicitly as 6RI1 Cite textual evidence to support analysis of what the text says Details (25-30% on well as inferences drawn from the text. explicitly as well as inferences drawn from the text. Test Blueprint) 6RI2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Craft and 6.RL.4 Determine the meaning of words and phrases as they are used in a text, 6.RI.4 Determine the meaning of words and phrases as they are Structure (20-25%) including figurative and connotative meanings; analyze the impact of a specific used in a text, including figurative, connotative, and technical word choice on meaning and tone meanings.

6RL5 Analyze how a particular sentence, chapter, scene or stanza fits into the 6RI5 Analyze how a particular sentence, paragraph, chapter, or overall structure of a text and contributes to the development of the theme, section fits into the overall structure of a text and contributes to the setting, or plot. development of the ideas.

6.RL6 Explain how an author develops the point of view of the narrator or speaker in a text. 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Integration of 6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and 6.RI.8 Trace and evaluate the argument and specific claims in a Knowledge &Ideas (20- poems; historical novels and fantasy stories) in terms of their approaches to similar text, distinguishing claims that are supported by reasons and 25% themes and topics. evidence from claims that are not.

Vocabulary 6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a words’ position or function in a sentence) as a clue to the meaning of a word or Acquisition phrase. and Use (20- 6.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 25%) 6.L4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 6.L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6th Grade Language Pacing This is a list of language topics based on standards, teachers will use the actual standards to plan instruction. Standard 3: Knowledge of language Below is the suggested sequence for the initial instruction of language mechanics. There will be on-going work embedded in instruction where students will “use knowledge of language and its conventions when writing, speaking, reading, or listening.” Each elementary school will develop a plan to assess student proficiency in these standards. This plan is not restricted to a paper/pencil test but could include learning stations, projects, or a variety of activities which allow the teacher to monitor and adjust instruction. G  Pronouns- proper case (subjective,  Pronoun  Intensive pronouns  Punctuation to set off  Tone- consistency  ??? 6.L.1e ra objective, possessive) 6.L.1a s and (e.g. myself, ourselves) nonrestrictive/ 6.L.3b d antecede 6.L.1b parenthetical nts elements (extra info. e  Vary sentence patterns 6.L3a 6.L.1d that is not essential 6  Shifts in to the meaning of the pronoun sentence –set off by number commas, dashes, or and parenthesis) 6.L2a person 6.L1c

6th Grade Writing Pacing Each school will create their own pacing for writing including the order in which they teach opinion writing (standard 1), informative/explanatory texts (standard 2), and narrative writing (standard 3). There will be common district on-demand prompts for each of these types of writing throughout the year. Each school will determine the order of the prompts for the “entire school.” (If a school chooses to give the narrative prompt first, it will be given to ALL students in all grades in the school, not just one grade level.) Students will write to the prompt in 1 sitting not over extended days (K-5 up to 30 minutes; 6th up to 40 minutes). Common rubrics will be used to score on-demand writing. A summary of results will be sent to the district.

6th Grade Pacing Math Instruction using Every Day Math (Ekron) Hands-On Equations is taught in grades 4 (Level 1 Red book), 5 (Level 2 Blue book), and 6 (Level 3 Green book). This is not reflected on the IAs. Each school will determine when it is taught. Learning Chunk Learning Chunk Learning Chunk Learning Chunk Learning Chunk #5 Learning Chunk #1 #2 #3 #4 Feb. 17-March 28 #6 Aug. 7-Sept.16 Sept. 16- Nov 1 Nov.4-Dec. 20 Jan. 6-Feb.13 April 7-May 16 Aug. 7-9 (3 days) Week of Sept. 16-20 Nov. 4-8 (4 days) Jan. 6-10 (5 days) Feb. 17-21 (4 days) April 7-11 (5 days) Pre-Assessment Pre-Assessment Pre-Assessment Pre-Assessment Pre-Assessment Computation Check Review of Basic Skills 2.4, 2.5 4.1, 4.2, 4.3 Computation Check 8.6, 8.7, 8.8 Review- varies from 6.1 school to school based on IA data. Aug. 12-16 (5 days) Sept. 23-27 (5 days) Nov.11-15 (5 days) Jan. 7-11 (5 days) Feb. 24-28 (5 days) April 14-18 (5 days) Computation Check 2.6, 2.7, 2.8 4.4, NS4, 4.5, 4.6 6.2, 6.3, 6.4, 6.5, NS7C 8.9, 8.10, 8.11, 8.12 Review- varies from school Review of Basic Skills to school based on IA data. Aug. 19-23 (5 days) Sept. 30-Oct. 4 Nov. 18-22 (5 days) Jan. 13-17 (5days) March 3-7 (5 days) April 21-25 (5 days) 1.1, 1.2, 1.3, 1.4, 1.5, 2.9, 2.10, CH 2 Review 4.7, 4.8, 4.9, 4.11 NS7D, 6.6, 6.7, 6.8 CH8 Review and (State testing… 5 days and Assessment Assessment, within the last 14 days of 9.1, 9.2, 9.3 the school year.) Aug. 26-30 (5 days) Oct 7-11 Nov. 25 - 26 (2 days) Jan. 20-24( 4 days) March 10-14 (5 days) April 28 - May 2 1.6, 1.7, Box and Whisker Fall Break Thanksgiving Break 6.9, 6.10, 6.11 9.4, 9.5, 9.6 State Testing Plots (SP4) 1.12 Sept. 2-6 (4 days) Oct 14-18 (5 days) Dec. 2-6 (5 days) Jan. 27- 31 (5 days) March 17-21 (5 days) May 5-9 (5 days) Ch1 Review and Assessment 3.1 , 3.2, 3.3, 3.4 Ch4 Review and 6.12, CH 6 Review and 9.8, 9.9, 9.10, 9.11 State Testing SP1 , Mean Absolute Assessment, 5.4 Assessment, 8.1 Deviation Sept. 9-13 (5 days) Oct. 21-25 (5 days) Dec 9-13 (5 days) Feb.3-7 (5 days) March 24-28 (5 days) May 12-16 (5 days) (SP5c-d), 3.5, 3.6, 3.7, 3.8 5.5, 5.6, CH 5 Review and 8.2, 8.3, 8.4, 8.5 IA#5 State Testing Last 10 days 2.1, 2.2, 2.3 Quiz CH 9 Review and Assessment of school calendar Week of Sept. 16-20 Oct. 28-Nov. 1 (IA#2) Dec. 16-20 (3 days) Week of Feb.10-13 (4 days) Spring Break Review 3.9, 3.10, CH3 Review and (IA#3) Review March 31 – April 4 (IA#1) Assessment IA#4

IA#1 week of Sept. 16 IA#2 week of Oct. 28 IA#3 week of Dec. 16 IA#4 week of Feb. 10 IA#5 week of March 24 Data to Amy 9/19 Data to Amy 11/1 Data to Amy 12/19 Amy Feb.2/12 Data to Amy March 28 Data Analysis 9/20 (PD) Data Analysis 11/5 (PD) Data Analysis 1/3 PD Data Analysis 2/14 (PD) Data Analysis…school decision Winter Break Mar 31– Apr 4 Spring Break ***Chunk 3 – Supplement lessons with more problem solving and using variables to solve word problems. Bold Print indicates not tested content—Lesson 2.8 Make into line plot instead of a bar graph (Lesson found in 5th Grade Coach Crosswalk book)—Lesson 6-7 add questions to address 4.MD.7—Units 7 and 9 were grouped together so fractions were together—Lesson 8.5 Supplement area and perimeter with additional lessons. (It was also recommended to break the two different concepts apart.)- Conversion and elapsed time lessons needed to supplement EM—Introduce/review elapsed time throughout the year. – Lesson 2.9 Supplement by focusing on number names and expanded form. (last revision May 2012)

6th grade Pacing for enVisions Math with KCAS (Payneville, DTW, FES) Learning Chunk Learning Chunk Learning Chunk Learning Chunk Learning Chunk Learning Chunk #1 #2 #3 #4 #5 #6 Aug. -mid Sept. mid Sept. –end Nov.- Winter Jan. –early Feb. earlyFeb.-end April – school end Oct Break March 6.NS.2 REVIEW – adding, 6.NS.1 6.RP.1 6.SP.1 6.NS.3 subtracting, and 6.NS.5 6.RP.2 6.SP.2 6.NS.4 multiplying fractions and 6.NS.6 abc 6.RP.3 6.SP.3 mixed numbers. 6.NS.7c 6.NS.7 abcd 6.Sp.4 6.NS.8 6.SP.5 6.EE.1 6.NS.1 6.EE.1 6.EE.5 6.G.1 6.EE.2 6.NS.4 6.EE.7 6.G.2 6.EE.3 6.EE.8 6.G.3 6.EE.5 6.EE.9 6.G.4 6.EE.7

**Constructed Response should be happening throughout the year. 6th Grade Pacing Calendar for Science Instruction

Learning Learning Chunk Learning Chunk Learning Chunk Learning Chunk Learning Chunk Chunk #2 #3 #4 #5 #6 #1 (mid. Sept - early Nov.) early Nov.-W. break Jan.-mid Feb. mid Feb. – Sp. Break Spring Break- end (Aug.-mid Sept.) Science

IA#1 when IA#2 when instruction is IA#3 when instruction is IA#4 when instruction is IA#5 when instruction is Grades K-2: when instruction is complete; send data to complete; send data to complete; send data to complete; send data to instruction is complete; complete; send data Givans/Tabor Givans/Tabor Givans/Tabor Givans/Tabor send data to to Givans/Tabor Givans/Tabor. 6th Grade Financial Literacy In March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher share National Personal Finance Standards 6th Grade (Lesson/Activity Options) Financial Responsibility and Decision Making Standard 1: Take responsibility for Financial Football (on-line game) http://www.practicalmoneyskills.com/games/trainingcamp/ personal financial decisions PDF explaining Financial Football lessons & assessments & http://www.practicalmoneyskills.com/games/trainingcamp/ff/inc/lang/en/modules/web_modules/ROOKIE.pdf Standard 6: Control personal information. Standard 2: Find and evaluate financial Admongo: Lessons 1, 2, 4 http://ftc.gov/bcp/edu/microsites/admongo/ information from a variety of sources. Content: Reading Federal Trade Commission Advertising and Marketing(PDF) & 4 on-line Games (Choose…West Terrace) http://www.ftc.gov/bcp/edu/microsites/youarehere/pages/parents_and_teachers.html Standard 3: Summarize major Federal Trade Commission: Privacy and Identity Theft(PDF) consumer protection laws. 4 on-line Games (Choose…Security Plaza) http://www.ftc.gov/bcp/edu/microsites/youarehere/pages/parents_and_teachers.html

Standard 4: Make financial decisions by The Bean Game systematically considering alternatives http://extension.usu.edu/utah/files/uploads/Finance/THE%20BEAN%20GAME.pdf and and consequences. Jump Start Reality Check on-line activity http://jumpstart.org/reality-check.html Standard 5: Develop communication Budget for College Students (Lesson 4) OR Wallpaper Woes (Lesson 2) strategies for discussing financial issues. http://www.treasurydirect.gov/indiv/tools/tools_moneymath.pdf Content: Math Income and Careers Counselors work with “careers” including working on the ILP with 6th grade students. Standard 1 Explore Career Options. Standard 2 Identify sources of personal income. Standard 3 Describe factors affecting take-hope may. 6th Grade Financial Literacy In March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher share National Personal Finance Standards 6th Grade (Lesson/Activity Options) Planning and Money Management Standard 1: Develop a plan for spending and saving. reading RI9

http://www.practicalmoneyskills.com/avengers/ compare with sesame street http://www.econedlink.org/interactives/index.php?iid=164 Standard 2: Develop a system for keeping and using financial records. Standard 3: Describe how to use different payment methods. Standard 4: Apply consumer skills to purchase decisions. Standard 5:Consider charitable giving. Standard 6: Develop a personal financial plan. Standard 7 Will not be addressed in elem. Grades. Credit and Debt Standard 1: Identify the costs and benefits of various types of credit. Standard 2: Explain the purpose of a credit record and identify borrowers’ credit report rights. Standard 3: Describe ways to avoid or correct credit problems. Standard 4: Not addressed until middle grades. Risk Management Standard 1: Identify common types of risks and basic risk management methods. Standard 2: Not addressed until middle grades. Standard 3: Explain the purpose and importance of health, disability, and life insurance protection. Saving and Investing Standard 1: Discuss how saving contributes to financial well- being. Standard 2: Explain how investing builds wealth and helps meet financial goals. Standard 3: Evaluate investment alternatives. Standard 4: Describe how to buy and sell investments.

6th Grade A/H Pacing A public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments, will begin in January 2014. The current project timeline includes a release date of March 2014, for the complete and finished standards. The Kentucky Board of Education would then consider adoption. Sixth Grade Visual Arts (sample draft created summer 2010) The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content. Elements of Art I can… Color Create a color wheel showing primary, secondary, and intermediate colors. Color Schemes/ Groups Create a piece of art using a monochromatic color scheme which means using only one color and its many tints and shade. Value

Shape Compare/contrast the different elements (color, value, shape, form, line, space, texture) used to create various pieces of art. Form Line Space Texture Create a piece of art showing different textures. Principles of Design Analyze a work of art, identify the focal point/emphasis, and tell what strategies the artist used to create this emphasis Emphasis (focal point) contrast Location Isolation Convergence Use of the unusual Contrast

Balance Identify and create works of art with symmetrical, asymmetrical, and radial balance.

Pattern Look at a piece of art and give examples of how the artist used repetition of lines, shapes, or colors to create a visual beat or rhythm.

Media & Processes Use elements of art and principles of design to create representational (landscape, portrait, still life) or nonrepresentational (abstract, nonobjective) works of art. Use different processes to create works of art. Identify the subject matter, media or Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking medium, and process I used to create a Three-dimensional – ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, work of art. quilting) medium: Two-dimensional- crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel Three-dimensional - clay, papier-mâché, found objects (assemblages)

Exploration of art will include a look at art from diverse cultures and time periods.

Music Pacing Learning Chunks for Special Areas are similar to but do not exactly match other content areas since actual minutes of instruction with students may vary from school to school. Learning Chunk #1 Learning Chunk #2 Learning Chunk #3 Learning Chunk #4 Learning Chunk #5 Learning Chunk #6

 Beat  melody  Native American songs Instrument families  Dynamics  Performance  Rhythm  harmony  Performance  Colonial/  Form AH-___-4.1.5  tempo AH-___-4.1.5 Appalachian/ African-  Music Styles American music  Colonial/ Appalachian/ African-American music

Physical Education Pacing Grade level, skill specific pacing is currently located on district teacher share. Learning Chunk 1 Learning Chunk 2 Learning Chunk 3 Learning Chunk 4 Learning Chunk 5 Learning Chunk 6 Students will Students will demonstrate Students will Students will demonstrate Students will demonstrate Students will demonstrate demonstrate basic Lifetime Physical Wellness demonstrate Lifetime Lifetime Physical Wellness psychomotor skills related Lifetime Physical psychomotor skills Skills Physical Wellness Skills Skills to DANCE. Wellness Skills (locomotor and (rules of game, rules of (rules of game, rules of (rules of game, rules of (rules of game, rules of nonlocomotor) play, practice, fitness, play, practice, fitness, play, practice, fitness, play, practice, fitness, benefits, sportsmanship) benefits, sportsmanship) benefits, sportsmanship) benefits, sportsmanship) Students will Students will demonstrate Students will Students will demonstrate Students will demonstrate demonstrate psychomotor skills related demonstrate psychomotor skills related psychomotor skills psychomotor skills in to soccer psychomotor skills to volleyball related to kickball soccer related to basketball Students will Students will demonstrate Students will Students will demonstrate demonstrate psychomotor skills related demonstrate psychomotor skills related psychomotor skills in to football psychomotor skills to racket sports …will probably be moved football related to handball to chunk 6 if more time is **In locations where required to adequately equipment is available, teach DANCE. intermediate students will Students will demonstrate be introduced to psychomotor skills related psychomotor skills related Students will demonstrate psychomotor skills related to baseball/softball/wiffle to archery, to jump rope ball 6th Drama - (sample draft created summer 2010) The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Media specialists will incorporate drama into their curriculum. Schools will determine the order and pacing in order allow for flexible integration of the content. Drama will be also be incorporated into reading and other content when possible. Reading and Writing Scripts I can improvise (AH-grade-1.3.3) to communicate content/information to peers. Students will make and write plays. I can read, comprehend, and determine the theme of literature, including dramas at or near my grade level. (new standards # 2 & 10) Acting (AH-06-4.3.1 create & perform AH-06-4.3.3 reflect historical times and culture…)I can perform in a Students will portray characters in formal presentations and dramatic activity that reflects historical times and cultures. improvisations. (from KY core content AH….4.3.1) I can perform in a play that includes literary, technical, and performance elements. Directing (Technical Theater) (from KY Core content AH-06- 1.3.3) I can work with a group to use drama(e.g. skit, role-play, Students will design and build environments for classroom scenario, puppet show, mimicry, storytelling,) as a way to communicate information to peers. dramatizations. Analyze & Respond I can describe the relationship among characters and settings in a script, scenario, or classroom Students will analyze and explain personal preferences dramatization.

(from KY core content AH-06-1.3.1) I can identify or describe the use of elements of drama in dramatic works using drama/teatre terminology. Elements of drama:  Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy  Technical elements -Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design  Performance elements –Acting (e.g. character motivation and analysis), Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage) Comparing & Connecting I can improvise (AH-grade-1.3.3) to communicate content/information to peers. Students will compare and connect different forms of art. (plays, theatre, film, television, electronic media) and relate them to daily life, past and I can read, comprehend, and determine the theme of literature, including dramas at or near my present.. grade level. (new standards # 2 & 10) Exploration of art drama will include a look at art from diverse cultures and time periods.

5th Grade Library Pacing

Start of School – Fall Break Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School Genres Literary Elements Reference materials Poetry Literary elements Personification

6.RL.4 6.RL.2 6.RL.1 6.RL.7, 6.Ri.4 6.RL.3 6.RI.8 6.RL.10 OPAC IL.1.4 6.Ri.2 6.RI. 9 Internet IL.2.1 Dewey Decimal IL.1.5 Thesaurus IL.1.1 Atlas IL.1.4 Learning Targets Learning Targets Learning Targets Learning Targets  I can take good care of my library  I can take good care of my library  I can take good care of my library  I can take good care of my library books and return them on time. books and return them on time. books and return them on time. books and return them on time.  I can pick a book that is just right for  I can pick a book that is just right for  I can pick a book that is just right for  I can pick a book that is just right for me. me. me. me.  I can take good care of my  I can take good care of my  I can take good care of my  I can take good care of my library books and return them library books and return them library books and return them library books and return them on time. on time. on time. on time.  I can understand the meaning  I can define theme in a fiction  I can compare and contrast  I can read, view, and listen for of specific words and phrases book. two authors’ information on information presented in any in a nonfiction book.  I can write a summary using the same topic. format to understand the  I can respond to literature and key details in a fiction book.  I can determine fact from topic. ideas in various formats and  I can determine the element of opinion.  I can compare and contrast the genres. plot, and explain how  I can find, evaluate, and select mood and tone of similar  I can understand the meaning characters change throughout appropriate sources to find stories in various formats of specific words and phrases the story. information.  I can recognize when the story in a fiction book  I can use the Dewey Decimal  I can cite sources correctly, I’m reading is too easy or  I can use the library catalog to system to find a book. respecting copyright law. difficult for me. find a book.  I can use an almanac to find information.

Meade County Counselors’ PL/CS Curriculum- D-R-A-F-T (10/26/2012) This is a general view of content that counselors address. The length and frequency of counseling varies from school to school. Therefore, the depth at which a counselor covers each these standards may vary from school to school. This content will be reinforced in the classroom. 1st Semester 2nd Semester  Bullying/ Harassment  Career Education (career awareness, exploration, & planning; employability  Conflict resolution skills- 14 career clusters) Topi th  Drug and alcohol awareness  6 grade ILPs cs  Decision making skills  Character Ed.- (Imbedded in school-wide behavior expectations)  Character Ed.- (Imbedded in school-wide behavior expectations)