English Language Arts

ENGLISH LANGUAGE ARTS

Grade 6 Honors

ABSTRACT

This full year course for grade 6 students is designed to incorporate all aspects of English language arts. The units of study focus on mastery of the Common Core State Standards (CCSS). This includes an in-depth study of literature, informational texts, writing, and language. Students’ study of literature will include mythology, folktales, and fables; classic and contemporary fiction and poetry; and literary nonfiction. They will come away with enduring understandings about growing up, courageously facing life’s challenges, and embracing America’s rich heritage. Students will continue to deepen their understanding of morphology, etymology, and word history throughout the year, building their own dictionaries of words they have investigated. Writing and language study will be mastered through the writing process and the writer’s workshop. With the help of their own writer’s notebook and process portfolio, students will monitor their growth as writers of narratives, literary responses, and reflective and argumentative compositions. Oral communication will also be important, as students learn to articulate their opinions and stories during writer’s workshop, literature circles, and formal multi-media presentations. By the end of the course students will be able to study literature with complex and challenging themes, as well as express those themes through writing and speaking.

APPROVED BY BOARD OF EDUCATION 1 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks

STAGE 1: DESIRED RESULTS ESTABLISHED GOALS: Common Core Common Core Common Core (NJ CCCS and/or CCS) R.L.6.1-10 R.L.6.1-10 R.L.6.1-10 R.I.6.1-10 R.I.6.1-10 R.I.6.1-10 W.6.1-10 W.6.1-10 W.6.1-10 SL.6.1-6 SL.6.1-6 SL.6.1-6 L.6.1-10 L.6.1-10 L.6.1-10 Technology Technology Technology 8.1 8.1 8.1 8.2 8.2 8.2 21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers 9.1.8.A.1-3 9.1.8.A.1-3 9.1.8.A.1-3 9.1.8.B.1 9.1.8.B.1 9.1.8.B.1 9.1.8.C.1-3 9.1.8.C.1-3 9.1.8.C.1-3 9.1.8.D.2-5 9.1.8.D.2-5 9.1.8.D.2-5 9.1.8.F.3 9.1.8.F.3 9.1.8.F.3 ENDURING UNDERSTANDINGS: • Growing up is a part of life that • Folklore, which includes myths, • There is always a lesson to be (Students will Understand that . . .) cannot be stopped. legends, and tall and pourquoi learned from one’s mistakes. • It is fairly common for authors tales, reveals information about • Students will understand and read to write about what they know world cultures – including our from a variety of texts and discuss and the experiences they have own. how to handle their mistakes and had. • Folklore provides a limited view how to learn lessons from them. • There is much we can learn of a culture. • Students will understand the

APPROVED BY BOARD OF EDUCATION 2 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks from characters in stories and • Many folklores from around the differences between historical the author’s who created them. world have commonalities in fiction and historical nonfiction. theme and structure. • Students will understand how to • Fables teach moral lessons. write an open-ended reflective • The literary or mythological epilogue that answers the hero/heroine always overcomes essential question. his/her flaws. ESSENTIAL QUESTIONS: 1. How can we learn from 1. How is folklore simultaneously 1. What can we learn and reveal (What provocative questions will foster characters and the authors who revealing and limiting? about ourselves through our inquiry, understanding, and transfer of wrote about them? 2. How do insights into characters, experiences? learning?) 2. How do different authors plot developments, and society 2. What is meant by the word present the theme of “growing in general provide insight into a “mistake”? up”? particular civilization? 3. How do stories provide insight 3. What does the phrase “I won’t 3. What does informational text into life’s experience? grow up” mean to you? tell you about a country/culture 4. What role do making mistakes 4. How much of an author’s that folklore does not? provide in learning something experience do you “see” after 4. What are the similarities and new? learning more about him/her? differences among myths, 5. How can we learn to appreciate 5. What elements of an original legends, tall tales, and pourquoi our similarities and differences work are important to maintain tales? through literature? in creating a prequel? 5. Why are stories that teach a 6. What are the connections lesson passed down through the between a prequel to another ages? story? 6. What do all heroes have in 7. How is listening to an common? audiobook similar/different 7. How does “knowing the story

APPROVED BY BOARD OF EDUCATION 3 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks from reading the book? behind the character” give you deeper insight into artwork? 8. How can word origins, or etymology, affect our understanding of the words? 9. How does knowing information enhance your understanding of the folklore from a particular country?

STAGE 2: ASSESSMENT EVIDENCE PERFORMANCE TASKS: Literature reflection journal Literature reflection journal Literature reflection journal (Through what authentic performance Reader’s theater Reader’s theater Reader’s theater tasks will students demonstrate the Writer’s notebook Writer’s notebook Writer’s notebook desired understandings?) Film criticism Film criticism Film criticism (By what criteria will performances of Original poetry Original poetry Original poetry Rubrics Rubrics Rubrics understanding be judged?) Oral Presentations Oral Presentations Oral Presentations Debates Debates Debates Literature circles Literature circles Literature circles Document-based responses Document-based responses Document-based responses

OTHER EVIDENCE: • Reports • Reports • Reports (Through what other evidence (e.g. • Compositions/Essays • Compositions/Essays • Compositions/Essays quizzes, tests, academic prompts, • Homework • Homework • Homework observations, homework, journals) will • Think Alouds • Think Alouds • Think Alouds

APPROVED BY BOARD OF EDUCATION 4 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks students demonstrate achievement of • Tests/Quizzes • Tests/Quizzes • Tests/Quizzes the desired results?) • Discussions • Discussions • Discussions (How will students self-assess their • Notebook assignments • Notebook assignments • Notebook assignments learning?) • Peer evaluations • Peer evaluations • Peer evaluations • Bulletin boards of exemplars • Bulletin boards of exemplars • Bulletin boards of exemplars • Daily Oral Language • Daily Oral Language • Daily Oral Language RESOURCES: Literary Texts: Literary Texts Literary Texts Stories Greek and Roman Myths Stories • "Eleven" (Sandra Cisneros) • Greek Myths • Time to Tell 'Em Off! • Peter Pan (J.M. Barrie) • http://www.historyforki (Deanna Miller) • The Lion, the Witch, and the ds.org/learn/greeks/relig o www.obooko.com Wardrobe (C.S. Lewis) ion/greekrelig.htm • Leah (J. M. Reep) • The Magician’s Nephew Roman Myths www.obooko.com • o (C.S. Lewis) • http://www.angelfire.co Poems • James and the Giant Peach m/geek/romanmyth/myt • “Poems” (Langston Hughes) (Roald Dahl) hs/index.html http://www.crmvet.org/poetry • Charlie and the Chocolate • Persephone (Alice Low) /fhughes.htm Factory (Roald Dahl) • The Twelve Labors of Audiobooks Hercules (Walker Brents) Informational Texts • Peter Pan (BBC Radio • Black Ships Before Troy: Autobiographies Presents) (Random House The Story of the ‘Iliad’ • National Center for Missing Audio) (Rosemary Sutcliff) and Exploited Children • Peter and the Starcatchers • Heroes, Gods and Monsters o http://www.netsmartz.o (Audiobook CD) (Brilliance of the Greek Myths (Bernard rg/RealLifeStories Audio) Evslin) Articles • James and the Giant Peach • The Lightning Thief: Percy • 25 Costliest Mistakes in

APPROVED BY BOARD OF EDUCATION 5 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks (Audiobook CD) (Puffin Jackson and the Olympians: History Books) Book 1 (Rick Riordan) o http://www.businessins • The Lion, the Witch, and the • Women Warriors: Myths ider.com/worst- Wardrobe (CD) and Legends of Heroic mistakes-in-history- Poems Women (Marianna Mayer 2011-4# • “Past, Present, Future” and Heller Julek) Internet Sources (Emily Bronte) Folktales • www.readwritethink.com • “A Birthday” (Christina • All Stories are Anansi’s • New York Times - to be used Rossetti) (Harold Courlander) with media literacy lessons Informational Texts • Pecos Bill (Mary Pope • www.bookrags.com Biographies Osbourne) Anthology • J.M. Barrie: The Magic • Doc Rabbit, Bruh Fox, and • Reading with Purpose, Behind Peter Pan (Susan Tar Baby (Virginia Course 1 Bivin Aller) Hamilton) • C.S. Lewis (Internet • The Toad and the Donkey sources) (Toni Cade Bambara) Autobiographies Short Stories • Boy: Tales of Childhood • The King of Mazy May (Roald Dahl) (Jack London) Articles • Aunt Millicent (Mary • C.S. Lewis Foundation Steele) • http://www.cslewis.org/reso Fables urces/coned.html • Aesop’s Fables • http://www.discovery.org/cs Poems lewis/articles/ • "Twelfth Song of Thunder" Additional Resources (Navajo, Traditional)

APPROVED BY BOARD OF EDUCATION 6 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks • “Classic story flies in many Audiobooks forms” (A Peter Pan • Just So Stories (Rudyard timeline) (Bob Kipling) (Harper Collins) Minzesheimer, USA Today, • The Lightning Thief: Percy 9/1/2004) Jackson and the Olympians: Art, Music, and Media Book 1 (Rick Riordan and Music Jesse Bernstein) (Listening • Moose Charlap and Carolyn Library) Leigh, “I Won’t Grow Up” Informational Text (1954) • The Usborne Internet- Media Linked Encyclopedia of • Peter Pan (Cathy Rigby World History (Jane version) (2000) Bingham) • The Chronicles of Narnia: • The Hero Schliemann: The The Lion, The Witch, and Dreamer Who Dug For the Wardrobe (2005) Troy (Laura Amy Schlitz • James and the Giant Peach and Robert Byrd) (1996) • Greeks Internet Linked • Charlie and the Chocolate (Illustrated World History) Factory (1971) (Susan Peach, Anne • Charlie and the Chocolate Millard, and Ian Jackson) Factory (2005) • Romans: Internet Linked Internet Sources (Illustrated World History) • www.readwritethink.com (Anthony Marks) • New York Times - to be • Golden Tales: Myths, used with media literacy Legends, and Folktales from lessons Latin America (Lulu APPROVED BY BOARD OF EDUCATION 7 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks • www.bookrags.com Delacre) (Note: This title Anthology also includes folktales.) Reading with Purpose, Course 1 • First Americans: Story of Where They Came From and Who They Became (Anthony F. Aveni and S.D. Nelson) • A Mason-Dixon Memory (Personal Essay) (Clifton Davis) Internet Sources • www.readwritethink.com • New York Times - to be used with media literacy lessons • www.bookrags.com Anthology Reading with Purpose, Course 1

STAGE 3: LEARNING PLAN SKILLS AND TOPICS: • Read and compare the original • Read, compare, and contrast • Define the word “mistake” and (What knowledge and skills will The Lion, the Witch, and the myths, legends, and tall and review the word “experience.” students know and do as a result of the Wardrobe to its prequel, The pourquoi tales from a variety of • Read and compare historical unit?) Magician’s Nephew. countries/cultures. fiction and nonfiction about life • Compare and contrast the text of • Identify and explain the experiences. a story, such as The Lion, the differences between myths, • Analyze multiple accounts of life

APPROVED BY BOARD OF EDUCATION 8 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks Witch, and the Wardrobe, to its legends, and tale and pourquoi stories and describe important audio version. tales in writing or in speech. similarities and differences in the • Write an argument in writer’s • Compare and contrast one details they provide. journal about your preference to author’s presentation of events • Interview family members and reading the book or listening to with that of another. conduct research on family the audiobook. • Using the writer’s workshop, members’ life experiences. • Read an original story and its write a variety of responses to • Present orally to the class the prequel and take notes about the literature and informational text. research conducted on family following in writer’s journal: • Using the writer’s workshop, member. o Setting write myth, legend, tall tale, or • Discuss in groups the o List of characters and pourquoi tale. experiences of own family traits • Perform a scene from a myth or members to the stories (both o The characters’ internal legend for classmates. fiction and nonfiction) read in responses and external • Conduct research on a country class. behaviors to events in of choice, and integrate that • Using the writer’s workshop, the story knowledge with folklore from compare and contrast in writing o The events that lead up the same country. the experiences of your family to to climax, and • Participate in group discussions. those that you read about in class. ultimately the • Analyze the similarities between • Write and perform original poetry character’s one author’s presentation of and/or songs on the subject of development. events with that of another. learning from one’s mistakes. o “I won’t grow up” – • Respond to a variety of • Continue word study by adding to How do the characters literature and informational text. index file of words studied in this live up to this? Or don’t • Develops and explain a personal unit. they? global perspective on a country • Understand and articulate how • Discuss the elements of setting of choice, and integrates that life experiences are portrayed in (e.g., time, place, environment) knowledge with folklore from historical fiction versus APPROVED BY BOARD OF EDUCATION 9 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks with classmates and find the same country. Present to the nonfiction texts. examples of how time, place, class via multi-media resources. • Using the writer’s workshop, and environment are used in • Continue word study by adding write an essay response to the stories read from this unit. to index file of words studied in following essential question: Create a three-column chart this unit. o What can we learn from (one column for each element of • Using the writer’s workshop and our mistakes? setting) in journal to write MLA format, write an essay • Using the writer’s workshop and examples. response to one of the below elements of narrative writing, • Create a character map of one of questions: write a personal narrative on a the characters from the novel o What makes a hero? mistake made and the lessons read, citing specific examples o How is folklore learned from it. from the text. simultaneously • Mini-lessons on language • Discuss as a class the revealing and limiting? (grammar, mechanics, usage). similarities and differences in • Mini-lessons on language how the characters developed in (grammar, mechanics, usage). the story, and discuss how we learn from characters. • Research authors through biographies, autobiographies, and copies of interviews; present findings to the class. • Using the writer’s workshop, write a variety of responses to literature, poetry, and informational text. • Using the writer’s workshop, write a prequel to a novel APPROVED BY BOARD OF EDUCATION 10 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks studied in this unit or one of your choice. • Choose a scene from one of the books read that you find humorous or touched you in some way. Work with classmates to present the scene as a dramatic reading. • Read poems and short stories about growing up and write down thoughts prior to class discussion. • Keep an index card file of words studied while reading the literature from this unit. • Using the writer’s workshop, write an essay response to the essential question below and be prepared to publish it as an audio recording: o “How can we learn from characters and the authors who wrote about them?” • Mini-lessons on language (grammar, mechanics, usage).

APPROVED BY BOARD OF EDUCATION 11 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks CROSS-CURRICULAR AND • Report writing • Report writing • Report writing DIFFERENTIATION: • ELA Skills • ELA Skills • ELA Skills (What cross-curricular (e.g. writing, o Literary devices o Literary devices o Literary devices literacy, math, science, history, 21st o Poetic devices o Poetic devices o Poetic devices century life and careers, technology) o Language skills o Language skills o Language skills Analytical skills Analytical skills Analytical skills learning activities are included in this o o o • Current events • Current events • Current events unit that will help achieve the desired • Tiered Lessons • Tiered Lessons • Tiered Lessons results?) • Learning style adaptation • Learning style adaptation • Learning style adaptation • R.A.F.T • R.A.F.T • R.A.F.T • Project Based learning • Project Based learning • Project Based learning • Compacting • Compacting • Compacting • Multimedia presentations • Multimedia presentations • Multimedia presentations • Open-ended writing responses • Open-ended writing responses • Open-ended writing responses • Conclusions and analysis of • Conclusions and analysis of • Conclusions and analysis of exploratory activities exploratory activities exploratory activities • Research reports • Research reports • Research reports • Applicable career options are • Applicable career options are • Applicable career options are discussed as they arise discussed as they arise discussed as they arise throughout throughout the course. throughout the course. the course. Differentiated Instruction: Differentiated Instruction: Differentiated Instruction: Special Education: Special Education: Special Education: • Modifications as dictated in • Modifications as dictated in • Modifications as dictated in the student’s IEP. the student’s IEP. the student’s IEP. • Collaboration with resource • Collaboration with resource • Collaboration with resource teacher and parent. teacher and parent. teacher and parent. • Teacher-created templates • Teacher-created templates • Teacher-created templates for APPROVED BY BOARD OF EDUCATION 12 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks for complex content. for complex content. complex content. • Positive reinforcement. • Positive reinforcement. • Positive reinforcement. • Modify lesson as needed • Modify lesson as needed • Modify lesson as needed according to ability (i.e. according to ability (i.e. according to ability (i.e. provide a kinesthetic learner provide a kinesthetic learner provide a kinesthetic learner the option to create a the option to create a the option to create a physical physical representation of physical representation of representation of the content the content instead of a 2D the content instead of a 2D instead of a 2D essay). essay). essay). LEP: LEP: LEP: • Use cooperative grouping • Use cooperative grouping • Use cooperative grouping • Provide written and oral • Provide written and oral • Provide written and oral instructions in a variety of instructions in a variety of instructions in a variety of ways (SDAIE). ways (SDAIE). ways (SDAIE). • Encourage support from • Encourage support from • Encourage support from native language speakers who native language speakers native language speakers are more proficient in who are more proficient in who are more proficient in English. English. English. • Extend time for completing • Extend time for completing • Extend time for completing assignments. assignments. assignments. • Enlist parental support. • Enlist parental support. • Enlist parental support. Gifted and Talented Gifted and Talented Gifted and Talented • Create a blog about their unit • Create a sequel blog. • Create a blog about their experience. • Keep a daily classroom blog unit experience. • Incorporate an additional about their unit experience. • Incorporate an additional poem to compare and contrast • Research more challenging poem to compare and with on essay portion or poetry with the theme of contrast with on essay suggest a more challenging APPROVED BY BOARD OF EDUCATION 13 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 1: Unit 2: Unit 3: (Title, Month(s), Number of Days) Growing Up Folklores, Fables & Heroes What Can We Learn From Our Eight Weeks Mistakes? Eight Weeks “(not) growing up.” portion or suggest a more poem to be analyzed. • Write original poem about challenging poem to be • Write original poem and growing up and perform the analyzed. perform the poem as a skit or poem as a skit or miniature • Write original poem and miniature play instead of an play instead of an oral perform the poem as a skit oral recitation. recitation. or miniature play instead of • Assessment is conducted in a • Assessment is conducted in an oral recitation. culminating personal a culminating poetry • Assessment is conducted in narrative performance that is recitation performance that a culminating poetry video recorded, placed on is video recorded, placed on recitation performance that CD, and uploaded to the class CD, and uploaded to the is video recorded, placed on website for parents and peers class website for parents and CD, and uploaded to the to view. peers to view. class website for parents and peers to view.

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks APPROVED BY BOARD OF EDUCATION 14 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks

STAGE 1: DESIRED RESULTS ESTABLISHED GOALS: Common Core Common Core Common Core (NJ CCCS and/or CCS) R.L.6.1-10 R.L.6.1-10 R.L.6.1-10 R.I.6.1-10 R.I.6.1-10 R.I.6.1-10 W.6.1-10 W.6.1-10 W.6.1-10 SL.6.1-6 SL.6.1-6 SL.6.1-6 L.6.1-10 L.6.1-10 L.6.1-10 Technology Technology Technology 8.1 8.1 8.1 8.2 8.2 8.2 21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers 9.1.8.A.1-3 9.1.8.A.1-3 9.1.8.A.1-3 9.1.8.B.1 9.1.8.B.1 9.1.8.B.1 9.1.8.C.1-3 9.1.8.C.1-3 9.1.8.C.1-3 9.1.8.D.2-5 9.1.8.D.2-5 9.1.8.D.2-5 9.1.8.F.3 9.1.8.F.3 9.1.8.F.3 ENDURING UNDERSTANDINGS: • There is a natural sense of • It is important to articulate their • The skills and themes studied in (Students will Understand that . . .) fairness in society. basis for predictions, including this course throughout this year • Acts of courage have a lasting why and when they revised are cumulative. effect on people. those predictions and the • Personal qualities and • Courage permits one to face strategies they engage to solve a experiences influence who they extreme dangers and difficulties variety of problems. are in life. without fear. • Divergent approaches to similar • There is a connection between • Outward displays of courage are problems are encouraged. people and the work they sometimes not as important as • There is a language and undertake to make their dreams

APPROVED BY BOARD OF EDUCATION 15 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks quiet displays by people behind vocabulary specific to mysteries come true. the scenes. and problem-solving. • Knowledge of specific words is key to uncovering connections made in texts. ESSENTIAL QUESTIONS: 1. How are acts of courage and 1. How are strategies for solving 1. How do literature and (What provocative questions will foster what’s fair and what’s not fair math, science, etc. problems informational text reveal likes and inquiry, understanding, and transfer of revealed in literature and similar to and different from dislikes and the experiences and learning?) informational text? strategies for solving mysteries? influences that make us who we 2. What is meant by the word 2. How do you figure out what are? “courage”? words mean when they don’t 2. What did you learn about a 3. What obstacles do the characters really exist? particular character that surprised overcome and how do they 3. When do you use inductive you? overcome them? reasoning? When do you use 3. After a discussion of characters 4. How does the protagonist deductive reasoning? Why? studied, how are their stories respond to different events? 4. What is the thought process alike? Different? What traits do 5. What/who is the antagonist? used to solve problems? they have in common? 6. Does the character grow in the 5. How does a particular scene fit 4. After responding to a quote from novel, or was he/she always into the overall structure of the the perspective of a character that “courageous”? text? How does it contribute to you have studied, would he/she 7. What does the protagonist learn your understanding of the plot? agree with what you wrote? Why about him/herself? 6. How is listening to a mystery, or why not? 8. How do the stories from this such as The Mysterious unit provide insight into the Adventures of Sherlock Holmes, courageous characters? How are similar to/different from reading their stories alike? Different? the book? 9. The differences between 7. What types of “problems” do APPROVED BY BOARD OF EDUCATION 16 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks courageous and cowardly artists and musicians face? How characters seem obvious, but are do they solve them? there ways in which these characters are similar? 10. Does courage always require overt acts of bravery? What are other ways of thinking about courageous characters?

APPROVED BY BOARD OF EDUCATION 17 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks students demonstrate achievement of • Tests/Quizzes • Tests/Quizzes • Tests/Quizzes the desired results?) • Discussions • Discussions • Discussions (How will students self-assess their • Notebook assignments • Notebook assignments • Notebook assignments learning?) • Peer evaluations • Peer evaluations • Peer evaluations • Bulletin boards of exemplars • Bulletin boards of exemplars • Bulletin boards of exemplars • Daily Oral Language • Daily Oral Language • Daily Oral Language RESOURCES: Literary Texts Literary Texts Literary Texts Stories Stories Stories • April Morning (Howard Fast) Math • One More River to Cross: The • General Courage • The Westing Game (Ellen Stories of Twelve Black • Slavery/Overcoming It Raskin) Americans (Scholastic Bullying G is for Googol: A Math • • Biography) (Jim Haskins) • Holocaust Alphabet Book (David M. • As Long as the Rivers Flow: The • Shipwrecks Schwartz and Marissa Moss) Stories of Nine Native Americans Poems Mysteries (Scholastic Biography) (Paula • “If” (Rudyard Kipling) (EA) • The Mysterious Adventures of Gunn Allen and Patricia Clark • Lives: Poems about Famous Sherlock Holmes (Arthur Conan Smith) Americans (Lee Bennet Hopkins Doyle) • Esperanza Rising (Pam Munoz and Leslie Staub) • Three Act Tragedy (Agatha Ryan) • “Casabianca” (Felicia Dorothea Christie) • Project Mulberry (Linda Sue Hemans) • 39 Clues series (Rick Riordan) Park) Informational Texts • The Mysterious Benedict Society • Weedflower (Cynthia Kadohata) Biographies/Autobiographies (Trenton Lee Stewart and • Escape from Saigon: How a • The Story of Ruby Bridges Carson Ellis) Vietnam War Orphan Became an (Robert Coles) • The Name of this Book is Secret American Boy (Andrea Warren) • Shattered Crystals (Mia Kanner (Secret Series) (Pseudonymous • “On Discovering America” (Pearl & Eve Kugler ) Bosch) APPROVED BY BOARD OF EDUCATION 18 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks o www.obooko.com • Chasing Vermeer (Blue Balliet S. Buck) (Survey Graphic Articles (on) and Brett Helquist) Magazine) • Slavery/Overcoming It Poems • One Eye Laughing, the Other Eye • Bullying • "Jabberwocky" (Lewis Carroll) Weeping: The Diary of Julie • Holocaust (E) Weiss, Vienna, Austria to New • Shipwrecks • Math Talk: Mathematical Ideas York, 1938 (Dear America Series) o Titanic in Poems for Two Voices (Barry Denenberg) o You Wouldn't Want to Sail (Theoni Pappas) • Something About America (Maria on the Titanic!: One Voyage • Poetry for Young People: Testa) You'd Rather Not Make Edward Lear (Edward Lear, • Journey of the Sparrows( Fran (You Wouldn’t Want Edward Mendelson, ed., and Leeper Buss) To…Series) (David Evelyn Laura Huliska-Beith) • Behind the Mountain (First Stewart, David Salariya, and • Poetry for Young People: Edgar Person Fiction) (Edwidge David Antram) Allan Poe (Edgar Allen Poe, Danticat) o Exploring the Titanic: How Brod Bagert, ed., and Carolynn • An Indian in Cowboy Country: the Greatest Ship Ever Cobleigh) Stories from an Immigrant’s Life Lost—Was Found (Robert Audiobooks (Pradeep Anand) D. Ballard) • The New Adventures of Sherlock Lyrics o Shipwreck at the Bottom of Holmes (Arthur Conan Doyle) • “Coming to America” (Neil the World: The (Anthony Boucher) Diamond) Extraordinary True Story of • The Essential Agatha Christie Informational Texts Shackleton and the Stories: Agatha Christies Best Articles (on) Endurance (Jennifer Short Sleuths Crack Twenty- • Immigration Armstrong) Two Famous Cases (Agatha • US History (Read Aloud) Christie) (BBC Audiobooks • Genealogy • Up Before Daybreak: Cotton America) (Read Aloud) and People in America • 39 Clues Book 1: The Maze of APPROVED BY BOARD OF EDUCATION 19 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks (Deborah Hopkinson) Bones (Rick Riordan) • Colors of Freedom: Immigrant Art, Music, and Media (Scholastic Audio Books) Stories (Janet Bode) Music Informational Texts Internet Sources • Spirituals • The Number Devil: A • www.readwritethink.com o Traditional, possibly Wallis Mathematical Adventure (Hans • New York Times - to be used Willis, “Swing Low, Sweet Magnus Enzensberger and with media literacy lessons Chariot” Rotraut Susanne Berner, and • www.bookrags.com o Traditional, “Nobody Michael Henry Heim, trans.) (E) Anthology Knows the Trouble I’ve • Go Figure!: A Totally Cool Reading with Purpose, Course 1 Seen” Book About Numbers (Johnny o Find additional spirituals Ball) here: • The $1.00 Word Riddle Book http://afgen.com/spirituals3. (Marilyn Burns and Martha html Weston) • Traditional, “Cotton Mill Girls” Picture Books (as sung by Michèle Welborne) Problem Solving in Math Internet Sources • Math-terpieces: The Art of • www.readwritethink.com Problem Solving (Greg Tang • New York Times - to be and Greg Paprocki) used with media literacy • Grapes of Math: Mind- lessons Stretching Math Riddles (Greg • www.bookrags.com Tang and Harry Briggs) Anthology Art, Music, and Media Reading with Purpose, Course 1 • Illustrations from The Mysteries of Harris Burdick (Chris Van Allsburg) • Balthus, The Mountain (1936- APPROVED BY BOARD OF EDUCATION 20 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks 37) • Balthus, The Living Room (1942) • Balthus, The Street (1933-35) • Balthus, Solitare (1943) Internet Sources • www.readwritethink.com • New York Times - to be used with media literacy lessons • www.bookrags.com Anthology Reading with Purpose, Course 1

STAGE 3: LEARNING PLAN SKILLS AND TOPICS: • Define courage and create a • Read and solve a variety of • Read a variety of fiction and (What knowledge and skills will class word map. Find examples mysteries, nonsense poems, nonfiction about what makes us students know and do as a result of the of courage in texts read during riddles, and math problems. who we are as a country and as a unit?) this unit. Add to class word • Compare and contrast mystery people. map. stories by a variety of authors. • Conduct research on a country of • While reading one of the stories • Distinguish between explicit your choice. Create a travel about a courageous character, clues and inferences drawn from brochure that entices people to keep notes in writer’s notebook, the text and use them to draw visit that country. Work with including page numbers of conclusions. peers to get feedback and relevant information. • Articulate to the class strategies improve brochure.

APPROVED BY BOARD OF EDUCATION 21 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks • Read a variety of literature and used when solving problems • Compare and contrast literature informational texts about (i.e., highlighting key with biographies of people with challenging events and information) and when figuring original videos. experiences. out mysteries (i.e., refining • Personalize immigration stories • Compare and contrast stories predictions as each chapter is by learning more about own with courageous characters. read). family’s genealogy through the • Create a diagram in writer’s • Using the writer’s workshop, Genealogy/Multimedia notebook of a courageous write a variety of responses to Generations Project: character compared with a non- literature and informational o Interview three family courageous, or cowardly, texts. members from different character. Discuss insights with • Using public speaking generations. a partner. strategies, recite poetry for o Ask questions about • Write a variety of responses to classmates. significant aspects of literature and informational • Compare and contrast the their respective texts. experience of reading a mystery childhoods and growing • Choose an emotional passage to listening to or viewing an up. from a story that exemplifies a audio, video, or live version. o Share what was learned character’s courageousness. • Use new vocabulary gained in a multimedia format Work with classmates to present from this year’s word study in with the class and upload it as a dramatic reading. written responses. to class webpage to • Using the writer’s workshop, • Participate in group discussions facilitate sharing with write about how a courageous about solving problems and family members far character in story from this unit writing mysteries. away. had “the courage to follow • Solve a variety of mysteries, • Using the writer’s workshop, his/her convictions.” Using nonsense poems, riddles, and write a variety of responses to MLA format cite specific math problems. literature and informational texts. examples from the text to justify • Describe orally for class the • Explain the experience of reading APPROVED BY BOARD OF EDUCATION 22 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks response. differences and similarities a text to watching it performed • Read a variety of stories and between mystery stories by a live. interviews from the same time variety of authors. • Perform an original skit about period. Discuss how the • Distinguish between explicit people and culture/heritage for accounts are similar and clues and inferences drawn from classmates. different. Discuss why accounts the text and how the author’s of • Participate in group discussions. of the same event vary. Trace mysteries use both to draw in • Analyze various accounts of and evaluate the specific claims the reader and make him/her immigrant experiences or cultural in a text, and decide if they are part of the story. heritage, then identify and sound and if there is sufficient • Articulates personal strategies distinguish among facts, opinions, evidence to support the claims. they use to solve problems and and reasoned judgments Share with classmates. share those strategies with a presented in texts. Use MLA • Read informational text to partner. format to cite evidence from provide a historical context for • Using the writer’s workshop, sources. the setting of a story with write a variety of responses to • Write a poem or song for two courageous characters. literature and informational voices about what makes you • Using the writer’s workshop, texts. who you are. The song or poem write an opinion paper about a • Continue year-long word study. should accurately reflect challenging event studied. • Utilize correctly new vocabulary historical or present-day • Continue word study by associated with mysteries in information. Work with defining relationships between written and oral responses. classmates to present the song or words (e.g., courage, • Mini-lessons on language poem as a dramatic reading. courageous, courageousness; (grammar, mechanics, usage). • Using the writer’s workshop and conviction, convince, etc.). incorporating literature and • Analyze the theme of courage in informational texts from this unit, literature of this unit and apply answer the following question: it to real-life experiences as part o What makes us who we APPROVED BY BOARD OF EDUCATION 23 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks of a class discussion. are? • Make personal connections to a o Be prepared to make an variety of literature and audio recording of your informational texts about essay and upload it as a challenging events and podcast to accompany experiences. Share these with a your partner or with the entire class Genealogy/Multimedia as part of a discussion. Generations Project. • Using the writer’s workshop, • Submit final word study write a response to literature and dictionary. informational texts. • Mini-lessons on language • Mini-lessons on language (grammar, mechanics, usage). (grammar, mechanics, usage). CROSS-CURRICULAR AND • Report writing • Math • Report writing DIFFERENTIATION: • ELA Skills o Problem solving • ELA Skills (What cross-curricular (e.g. writing, o Literary devices o Charts o Literary devices literacy, math, science, history, 21st o Poetic devices o Diagrams o Poetic devices century life and careers, technology) o Language skills • ELA Skills o Language skills Analytical skills Literary devices Analytical skills learning activities are included in this o o o • Current events o Poetic devices • Current events unit that will help achieve the desired • Tiered Lessons o Language skills • Tiered Lessons results?) • Learning style adaptation o Analytical skills • Learning style adaptation • R.A.F.T • Current events • R.A.F.T • Project Based learning • Tiered Lessons • Project Based learning • Compacting • Learning style adaptation • Compacting • Multimedia presentations • R.A.F.T • Multimedia presentations • Open-ended writing responses • Project Based learning • Open-ended writing responses APPROVED BY BOARD OF EDUCATION 24 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks • Conclusions and analysis of • Compacting • Conclusions and analysis of exploratory activities • Multimedia presentations exploratory activities • Research reports • Open-ended writing responses • Research reports • Applicable career options are • Conclusions and analysis of • Applicable career options are discussed as they arise exploratory activities discussed as they arise throughout throughout the course. • Research reports the course. Differentiated Instruction: • Applicable career options are Differentiated Instruction: Special Education: discussed as they arise Special Education: • Modifications as dictated in throughout the course. • Modifications as dictated in the student’s IEP. Differentiated Instruction: the student’s IEP. • Collaboration with resource Special Education: • Collaboration with resource teacher and parent. • Modifications as dictated in teacher and parent. • Teacher-created templates the student’s IEP. • Teacher-created templates for for complex content. • Collaboration with resource complex content. • Positive reinforcement. teacher and parent. • Positive reinforcement. • Modify lesson as needed • Teacher-created templates • Modify lesson as needed according to ability (i.e. for complex content. according to ability (i.e. provide a kinesthetic learner • Positive reinforcement. provide a kinesthetic learner the option to create a • Modify lesson as needed the option to create a physical physical representation of according to ability (i.e. representation of the content the content instead of a 2D provide a kinesthetic learner instead of a 2D essay). essay). the option to create a LEP: LEP: physical representation of • Use cooperative grouping • Use cooperative grouping the content instead of a 2D • Provide written and oral • Provide written and oral essay). instructions in a variety of instructions in a variety of LEP: ways (SDAIE). ways (SDAIE). • Use cooperative grouping • Encourage support from APPROVED BY BOARD OF EDUCATION 25 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks • Encourage support from • Provide written and oral native language speakers who native language speakers instructions in a variety of are more proficient in who are more proficient in ways (SDAIE). English. English. • Encourage support from • Extend time for completing • Extend time for completing native language speakers assignments. assignments. who are more proficient in • Enlist parental support. • Enlist parental support. English. Gifted and Talented Gifted and Talented • Extend time for completing • Create a sequel blog. • Create a sequel blog. assignments. • Keep a daily classroom blog • Keep a daily classroom blog • Enlist parental support. about their unit experience. about their unit experience. Gifted and Talented • Research more challenging • Research more challenging • Create a sequel blog. poetry with the theme of poetry with the theme of • Keep a daily classroom blog “(not) growing up.” “(not) growing up.” about their unit experience. • Write original poem about • Write original poem about • Research more challenging growing up and perform the growing up and perform the poetry with the theme of poem as a skit or miniature poem as a skit or miniature “(not) growing up.” play instead of an oral play instead of an oral • Write original poem about recitation. recitation. growing up and perform the • Assessment is conducted in a • Assessment is conducted in poem as a skit or miniature culminating multimedia a culminating poetry play instead of an oral project webpage, essay recitation performance that recitation. podcast, and song is video recorded, placed on • Assessment is conducted in performance that is video CD, and uploaded to the a culminating poetry recorded, placed on CD, and class website for parents and recitation performance that uploaded to the class website peers to view. is video recorded, placed on for parents and peers to view. CD, and uploaded to the APPROVED BY BOARD OF EDUCATION 26 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: Unit 4: Unit 5: Unit 6: (Title, Month(s), Number of Days) What’s Fair and What’s Not? Figure it Out What Makes You Who You Six Weeks Four Weeks Are? Six Weeks class website for parents and peers to view.

APPROVED BY BOARD OF EDUCATION 27 OCTOBER 16, 2012 ELMWOOD PARK PUBLIC SCHOOLS