Curriculum Map – Ware Public Schools – English Language Arts: Grade 5

Home , Igloo, Personal Call, The Little Prince

Preliminary Edition – August 2013

Playing with Words

Unit 1 - Number of Weeks: 4 – September

Essential Question: How Why (and how) do we play with language?

Terminology: biography, dialogue, homonym, homophone, idiom/cliché, literal and figurative, language, poetic devices: rhyme scheme, meter, stanza, metaphors, similes, alliteration, onomatopoeia, spoonerism, theme (and variation)

and David Diaz) Narrative writing with a teacher/student RI.5.1: Quote Baseball Saved Us (Ken Mochizuki) AD 550L designed rubric accurately from a text My Teacher Likes to Say (Denise Brennan- when explaining what Nelson) Opinion Essay writing with a teacher/student the text says explicitly In a Pickle and Other Funny Idioms or Mad designed rubric and when drawing as a Wet Hen! And Other Funny Idioms “Why (and how) do we play with language?” inferences from the (Marvin Terban) text. What Are You Figuring Now? A Story of Vocabulary quizzes Benjamin Banneker (Creative Minds RI.5.4: Determine the Comprehension quizzes Biography) (Jeri Ferris) (910L) Spelling quizzes

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 1

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards meaning of general A Picture Book of George Washington Carver Assessment of spelling in writing academic and domain- (Picture Book Biography) (David Adler and Teacher observation & monitoring of skills specific words and Dan Brown) (830L) taught phrases in a text Frindle (Andrew Clements) (830L) Accelerated Reader quizzes relevant to a grade 5 What’s the Big Idea, Ben Franklin? (Jean Fritz) Teacher made worksheets/assessments topic or subject area. (830L) Homework Poems (Read Aloud) RF.5.3: Know and The Tree is Older than You Are: A Bilingual RESEARCH AND apply grade-level Gathering of Poems & Stories from Mexico INFORMATIVE/EXPLANATORY WRITING phonics and word with Paintings by Mexican Artists (Naomi Student’s design plan to be used during research analysis skills in Shihab Nye) involving 2 sources of information decoding words. Poems “Casey at the Bat” (Ernest Lawrence Thayer) Note-taking RF.5.3(a): Use (E) combined knowledge Joyful Noise: Poems for Two Voices (Paul RESEARCH/BIO-POEM of all letter-sound Fleischman and Eric Beddows) Select the most relevant and useful information for correspondences, “The Echoing Green” (William Blake) a chart in your journal that includes the following syllabication patterns, (E) open-ended research questions: and morphology (e.g., “Little Red Riding Hood and the Wolf” (Roald Name of the person roots and affixes) to Where he/she lived read accurately Dahl) (E) When he/she lived unfamiliar multisyllabic Youtube: “Little Red Riding Hood and the What did he/she do that made him/her words in context and Wolf” (Roald Dahl) famous? out of context. http://www.youtube.com/watch?v=Pq161aoLQ1A&fe ature=fvwrel What are some additional facts you found W.5.7: Conduct short interesting? research projects that “Eletelephony” (Laura Richards) Design a plan for your informational search. After use several sources to “My Shadow” (Robert Louis Stevenson) research is finished, create a bio-poem based on build knowledge Runny Babbit: A Billy Sook (Shel Silverstein) the person you chose. Make sure you can explain through investigation Carver: A Life in Poems (Marilyn Nelson) why you chose the words you put into the bio- of different aspects of poem, and create a digital presentation for both. a topic. INFORMATIONAL TEXTS RESEARCH AND Biographies INFORMATIVE/EXPLANATORY WRITING SL.5.1: Engage Tales of Famous Americans (Peter and Keep track of information in categories similar to effectively in a range Connie Roop) (740L) those in your journal (activity above). Select the of collaborative Who Was Ben Franklin? (Dennis Brindell most relevant and useful information gathered and discussions (one-on- Fradin) make a plan for presenting your findings in a short

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 2

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards one, in groups, and Who Was Thomas Alva Edison? (Margaret report that is logically ordered and cites at least two teacher-led) on grade Frith, John O’Brien, and Nancy Harrison) sources of information. Edit your writing for correct 5 topics and texts, (790L) use of conjunctions, prepositions, and interjections. building on others’ Who Was Albert Einstein? (Jess M. Brallier & Publish your report and insert a picture of the ideas and expressing Robert Andrew Parker) person (on the web). their own clearly. Who Was Jackie Robinson? (Gail Herman, Nancy Harrison, and John O’Brien) (670L) CLASS DISCUSSION SL.5.1(a): Come to Who Was William Shakespeare? (Celeste “How are the scientists and inventors that you have discussions prepared, Mannis) read about similar? How are they different? How having read or studied Who Was Dr. Seuss? (Janet Pascal and and why do scientists and inventors “play”? required material; Nancy Harrison) (820L) explicitly draw on that Who Was Pablo Picasso? (True Kelley) Compare and contrast the presentation of a topic in preparation and other (700L) two different formats, such as baseball in “Casey at information known Who Was Louis Armstrong? (Yona Zeblis the Bat” to We Are the Ship: the Story of the Negro about the topic to McDonough, John O’Brien, and Nancy League Baseball, drawing on specific details from explore ideas under Harrison) (780L) the text. discussion. Who Was Steve Jobs? (Pam Pollack, Meg POETIC DEVICES Belviso, John O'Brien and Nancy Harrison) SL.5.1(b): Follow Find examples of similes, metaphors, alliteration, (660L) agreed-upon rules for and onomatopoeia in poems from this unit, and In Their Own Words: Thomas Edison discussions and carry mark them with coded sticky notes. Create a T- (George Sullivan) (670L) out assigned roles. chart in your journal that lists the poetic devices Alexander Graham Bell: An Inventive Life and includes examples of each. Write your own L.5.5: Demonstrate (Snapshots: Images of People and Places in poem that uses at least two of the devices found. understanding of History) (Elizabeth MacLeod) (890L) figurative language, Amelia to Zora: Twenty-Six Women Who NARRATIVE WRITING word relationships, Changed the World (Cynthia Chin-Lee, Write a humorous story or poem in which you and nuances in word Megan Halsey, and Sean Addy) incorporate figurative language or idioms learned. meanings. The World at His Fingertips: A Story about Joyful Noise: Memorize and recite a poem with a Louis Braille (Creative Minds Biographies) classmate. (Barbara O’Connor and Rochelle Draper) (1010L) Create a class book John Muir: Young Naturalist (Childhood of Illustrate the literal and figurative meaning of an Famous Americans) (Montrew Dunham) idiom – to be compiled into a class book. (890L) Rachel Carson: Pioneer of Ecology (Women VOCABULARY AND WORD STUDY of Our Time) (Kathleen V. Kudlinski) (770L) Keep an index card file of words and phrases

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 3

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards We Are the Ship: the Story of Negro League learned from the stories and poems in this unit, Baseball (Kadir Nelson) (E) esp. homonyms and homophones. (metaphor) Sort the words by prefix, suffix, root words, Meet the Authors and Illustrators Volume 1: meaning, spelling feature, etc. (NOTE: this is an 60 Creators of Favorite Children’s Books Talk ongoing activity for the year) About Their Work (Gr. K-6) (Deborah Kovacs and James Preller) MUSICAL APPRECIATION Visual and Performing Artists (Women in Listen to the Young Person’s Guide to the Profile) (Shaun Hunter) Orchestra as a class. Discuss how the ideas of Musicians (Women in Profile) (Leslie “theme and variations” are expressed through Strudwick) music. Discuss the similarities and differences in writing. REFERENCE Scholastic Dictionary of Idioms (Revised) Do visual artists “play” with materials the way (Marvin Terban) other artists do? Examine the works of Joseph Cornell. ART, MUSIC, and MEDIA What do you notice about his assemblages? What Art types of objects did he use? Are Cornell’s boxes Joseph Cornell visual poems? L’Egypte de Mlle Cleo de Merode, cours élémentaire d’histoire naturelle (1940) Object (Roses des Vents) (1942-1953) Cassiopeia 1 (1960) Untitled (Solar Set) (1956-1958) Music and Songs Benjamin Britten, The Young Person’s Guide to the Orchestra, Opus 34 (1946) Jack Norworth, “Take Me Out to the Ballgame” (1908) Media Bud Abbott and Lou Costello, “Who’s on First?” (c. 1936) http://www.youtube.com/watch?v=sShMA85pv8M&fe ature=related

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 4

Preliminary Edition – August 2013

Curriculum Map – Ware Public Schools – English Language Arts: Grade 5

Renaissance Thinking

Unit 2 - Number of Weeks: 6 – Oct.-mid Nov.

Essential Question: How does creativity change the world?

Terminology: bibliography, fiction, nonfiction, paraphrase, character development, primary source document

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming RL.5.9: Compare and ANCHOR TEXTS Pretest/s contrast stories in the Starry Messenger: Galileo Galilei (Peter Sis) Class participation & contributions to group same genre (e.g., (830L) discussion mysteries and Self-reflection/evaluation adventure stories) on LITERARY TEXTS Journal note-taking their approaches to Stories Exit Cards similar themes and Leonardo: Beautiful Dreamer (Robert Byrd) Explain the characteristics of historical topics. (1120L) fiction. Leonardo da Vinci (Diane Stanley) Compare a piece of fiction and nonfiction. RI.5.2: Determine two Michelangelo (Diane Stanley) Compare and contrast historical fiction or more main ideas of The Invention of Hugo Cabret (Brian Selznick) story elements. a text and explain how (820L) (Note: This book illustrates the Essay Writing with a teacher/student they are supported by creative process beautifully, but is not set in designed rubric key details; the Renaissance.) summarize the text. Vocabulary quizzes Midnight Magic (Avi) (to include – inventor, invention, venue, Fine Print: A Story about Johann Gutenberg RI.5.9: Integrate innovator, innovate, new, etc.) (Creative Minds) (Joann Johansen Burch and Comprehension quizzes information from Kent Alan Aldrich) several texts on the Spelling quizzes The Apprentice (Pilar Molina Llorente and same topic in order to Assessment of spelling in writing Juan Ramon Alonso) write or speak about Teacher observation & monitoring of skills The Children’s Shakespeare (Edith Nesbit the subject taught and Rolf Klep)

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 5

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards knowledgably. Poems (See Addendum B) Accelerated Reader quizzes “Time” (Valerie Bloom) Teacher made worksheets/assessments RF.5.4: Read with Riddles from Chapter Five, “Riddles in the Homework sufficient accuracy Dark,” The Hobbit (J. R. R. Tolkien) Short report/s on nonfiction texts and fluency to support INFORMATIONAL TEXTS comprehension. RESEARCH AND Informational Books INFORMATIVE/EXPLANATORY WRITING Toys! Amazing Stories Behind Some Great RF.5.4(b): Read on- Conduct research and develop/present a Inventions (Don L. Wulffson and Laurie Keller) level prose and poetry multimedia presentation that integrates the (E) orally with accuracy, information from more than one source (e.g., on The New How Things Work (David MaCaulay appropriate rate, and an inventor of choice). (Create a PowerPoint) and Neil Ardley) (1180L) expression on successive readings. So You Want to be an Inventor? (Judith St. Describe the value of a primary source document George and David Small) (840L) when studying a historical period, such as the W.5.2: Write The Usborne Book of Inventors from DaVinci Renaissance. informative/explanator to Biro (Straun Reid, Patricia Fara, and Ross y texts to examine a Watton) (1010L) THE INVENTION OF HUGO CABRET topic and convey Women Inventors (series) (Jean F. Blashfield) Usually pictures enhance a story, but sometimes ideas and information Telescopes: The New Book of Knowledge pictures are part of the story. How do pictures tell clearly. (Scholastic) (Colin A Ronan) (E) a story? Justify your answer by citing specific About Time: A First Look at Time and Clocks pages from the text. SL.5.1: Engage (Bruce Koscielniak) (E) effectively in a range Where Do You Get Your Ideas? Favorite INFORMATIVE/EXPLANATORY ESSAY of collaborative Authors Reveal Their Writing Secrets (Sandy “How has inventive thinking, as revealed in fiction discussions (one-on- Asher and Susan Hellard) (770L) and nonfiction, changed the world?” one, group, and Amazing Leonardo da Vinci Inventions You Give at least three reasons/examples. teacher-led) on grade Can Build Yourself (Build It Yourself Series) 5 topics and texts, (Maxine Anderson) GRAMMAR AND USAGE building on others’ Leonardo da Vinci: A Nonfiction Companion to Form and use of the perfect tense - ideas and expressing Monday with a Mad Genius (Magic Tree practice with cloze their own ideas House Research Guide) (Mary Pope Osborne, activities clearly. Natalie Pope Boyce, and Sal Murdocca) ART/CLASS DISCUSSION Michelangelo (Getting to Know the World’s Compare Raphael’s School of Athens with da SL.5.1(c): Pose and Greatest Artists) (Mike Venezia) 840L Vinci’s The Last Supper respond to specific Outrageous Women of the Renaissance (Vicki How does each artist create a narrative? questions by making Leon) Discuss ideas of composition – how does the comments that

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 6

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards contribute to the Science in the Renaissance (Renaissance artist organize the painting and the story it tells? discussion and World) (Lisa Mullins) (1100L) Identify the central figures in each story. elaborate on the Renaissance Artists Who Inspired the World Examine the way each artist chose to focus remarks of others. (Explore the Ages) (Gregory Blanch and viewer’s attention on these figures and then move Roberta Stathis) the eye around the scene. SL.5.1.(d): Review the About Time: First Look at Time and Clocks What details did the artist include that help tell key ideas expressed (Bruce Koscielniak) their story? and draw conclusions The Renaissance (History Opens Windows) in light of information (Jane Shuter) Compare and contrast da Vinci’s Mona Lisa and and knowledge gained You Wouldn’t Want to Be Mary Queen of Donatello’s St. George. from the discussions. Scots: A Ruler Who Really Lost Her Head How has the artist captured the subject’s essence (Fiona MacDonald and David Antram) in the portrait? L.5.1: Demonstrate The Renaissance (Understanding People in Both portraits are believed to be of real people. command of the the Past) (Mary Quigley) How did each artist seem to take this into conventions of Who Was Leonardo da Vinci? (Robert consideration in their portrayal? Standard English Edwards) grammar and usage when writing or ART, MUSIC, and MEDIA speaking. Art Leonardo da Vinci, Mona Lisa (c. 1503-1506) L.5.1(a): Explain the Michelangelo, Sistine Chapel Ceiling (1508- function of 1512) conjunctions, Michelangelo, Dome of St. Peter’s Basilica prepositions, and (1506-1626) interjections in general Raphael, School of Athens (1510-1511) and their function in Donatello, St. George (c.1416) particular sentences. Peter Bruegel, Peasant Wedding (1567) Leonardo da Vinci, The Last Supper (1495- L.5.1(b): Form and 1498) use the perfect (e.g., I Music and Songs (See Addendum B) had walked; I have Traditional, possibly Henry VIII of England, walked; I will have “Greensleeves” (1580) walked) verb tenses. Canadian Brass, “English Renaissance Music” The King’s Singers, Madrigals

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 7

Preliminary Edition – August 2013

Curriculum Map – Ware Public Schools – English Language Arts: Grade 5

Animals are Characters, Too: Characters who Gallop, Bark and Squeak

Unit 3 - Number of Weeks: 6 – mid Nov.-Dec.

Essential Question: How does literature provide insight into a culture?

Terminology: culture, perspective, personification, point of view, sound imagery, trickster tale

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming RL.5.1: Quote ANCHOR TEXTS Pretest/s accurately from a text A Boy Called Slow (Joseph Bruchac and Class participation & contributions to group when explaining what Rocco Bavier) AD (760L) discussion the text says explicitly Self-reflection/evaluation and when drawing Exit Cards inferences from the Find similarities and differences in text. LITERARY TEXTS stories (e.g., trickster tales) from various Note: the list of Native American nations is cultures. RI.5.1: Quote illustrative, not comprehensive. Journal note-taking accurately from a text Compare and contrast historical fiction when explaining what Stories (story elements) the text says explicitly Comprehension quizzes and when drawing The Birchbark House (Louise Erdrich) (970L) Spelling quizzes inferences from the Game of Silence (Louise Erdrich) (900L) Assessment of spelling in writing text. Porcupine Year (Louise Erdrich) (840L) Teacher observation & monitoring of skills Knots on a Counting Rope (John taught RI.5.7: Draw on Archambault, Bill Martin, Jr., and Ted Rand) Essay writing – “How does literature information from (480L) provide clues to a culture?” multiple print or digital Dreamcatcher (Audrey Osofsky and Ed Discuss how trickster stories can reveal sources, Young) NC (1160L) insights into a culture different from your demonstrating the Walk Two Moons (Sharon Creech) (770L) ability to locate an own. Guests (Michael Dorris) (850L)

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 8

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards answer to a question Julie of the Wolves (Jean Craighead George Explain why characters are often quickly or to solve a and John Schoenherr) (860L) personifications and not human. What problem efficiently. Island of the Blue Dolphins (Scott O’Dell) impact does culture have on the tale? (1000L) Word Study and Vocabulary RF.5.4: Read with High Elk’s Treasure (Virginia Driving Hawk (define related words and identify their parts sufficient accuracy Sneve) (820L) of speech, – e.g., nation, national, and fluency to support Sign of the Beaver (Elizabeth George nationality, nationwide, culture, cultural, comprehension. Speare) (770L) etc.) Little House on the Prairie (Laura Ingalls Accelerated Reader quizzes RF.5.4(c): Use context Wilder and Garth Williams) (EA) (850) Teacher made worksheets/assessments to confirm or self- Black Cowboy, Wild Horses (Julius Lester) (660L) Homework correct word recognition and Trickster Tales OPINION WRITING understanding, Consider the speech of Chief Joseph the Younger rereading as Trickster Tales: Forty Fold Stories from (“I will fight no more forever”). In your opinion do necessary. Around the World (World Storytelling) you think he needed to be consoled or encouraged

(Josepha Sherman) to go on? W.5.1: Write opinion How Rabbit Tricked Otter: and Other pieces on topics or Cherokee Trickster Stories (Gayle Ross and Summaries texts, supporting a Murv Jacob) (870) point of view with A Ring of Tricksters: Animal Tales from North RESEARCH WRITING – reasons and Conduct research and develop/present a information. America, the West Indies, and Africa (Virginia Hamilton and Barry Moser) (EA) (540) multimedia presentation that integrates the information from more than one source (e.g., on a SL.5.3: Summarize Raven: A Trickster Tale from the Pacific Northwest (Gerald McDermott) Native American nation of choice based on fiction, the points a speaker nonfiction, art, or other media). makes and explain Coyote: A Trickster Tale from the American Southwest (Gerald McDermott) how each claim is Compare a piece of fiction and nonfiction about a supported by reasons Poems (See Addendum C) specific topic (e.g., Native American nations during and evidence. pioneer times in America) and quote accurately

“Dreamcatchers” (Ojibway, Traditional) from the text. Compare pioneer life from different perspectives – “You Are Part of Me” (Cherokee, Lloyd Carle L.5.1: Observe Native American perspective v. Pioneer Owle) conventions of perspective. grammar and usage when writing or ART/WRITING speaking.

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 9

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards INFORMATIONAL TEXTS After viewing Rose’s and Curtis’s photographs, L.5.1(c): Use verb Informational Books along with Indian Village, Alaska, “What can we tense to convey A History of US: the New Nation, 1789-1850 learn about these tribes through images of their various times, (Joy Hakim) (E) housing?” sequences, states, A History of US: First Americans, Prehistory – Why do we believe each tribe has a different form and conditions. 1600 (Joy Hakim) (E) of home? If You Were a Pioneer on the Prairie (If L.5.1(d): Recognize You…Series) (Anne Kamma and James Essay: “Describe what you have learned by and correct Watling viewing Rose’s and Curtis’s photographs” inappropriate shifts in “Pioneer Girl Growing Up on the Prairie” verb tense. (Andrea Warren) (960L) ART/CLASS DISCUSSION Children of the West (Russell Freedman) Compare the Haida mask with the Kachina doll – L.5.4: Determine and (1010L) colors, fabrics, and textures. clarify the meaning of Black Frontiers: A History of African- What is the purpose of each of these objects? unknown and multiple- American Heroes in the Old West (Lillian Discuss the use of pattern in each of these two meaning words and Schlissel) works. phrases based on If You Lived with the Cherokees (If grade 5 reading and You…Series) (Peter and Connie Roop and content, choosing Kevin Smith) flexibly from a range of If You Lived with the Sioux Indians strategies. (If You…Series) (Ann McGovern and Jean

Syverud Drew) L.5.4(c): Consult You Wouldn’t Want to be an American reference materials Pioneer! A Wilderness You’d Rather Not (e.g., dictionaries, Tame (You Wouldn’t Want to Series) glossaries, (Jacqueline Morley, David Sslariya, and thesauruses), both David Antram) print and digital, to find the pronunciation and The Nez Perce (Stephanie Takacs) determine or clarify Sequoyah: The Cherokee Man Who Gave the precise meaning of His People Writing (Robert F. Sibert) key words and phrases.

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 10

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards ART, MUSIC, AND MEDIA

Apache Edward S. Curtis, Apache Still Life (1907) Artist Unknown, San Juan, A Mescalero Apache Chief (no date) Noah H. Rose, View of two Native American Apache women outside their cloth-covered wickiups in a camp in Arizona (1880)

Hopi Wooden Hopi Kachina doll (1925) Hopi Girl with Jar (no date) Edward Curtis, East Side of Walpi (1921)

Haida Haida Mask (1879) Bill Hupe, Dedication Potlach: The Honoring of Ancient Traditions (2006) Indian Village, Alaska (artist unknown, 1897)

Music Thomas Vennum, Ojibway Music from Minnesota: A Century of Song for Voice and Drum

Media Will Fight No More (video of the speech of Chief Joseph)

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 11

Preliminary Edition – August 2013

Curriculum Map – Ware Public Schools – English Language Arts: Grade 5

America in Conflict

Unit 4 - Number of Weeks: 9 – Jan.-mid March

Essential Question: How are fictionalized characters and real people changed through conflict?

Terminology: ballad, cause and effect characterization, conflict, poetic terms: meter, rhyme scheme, metaphor, simile, symbolism

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming RL.5.6: Describe how ANCHOR TEXTS Begin building background knowledge of the Civil a narrator’s or “The Gettysburg Address (Abraham Lincoln) War period with the picture books: Follow the speaker’s point of view (E) (Note: The Gettysburg Address is a Drinking Gourd or Sweet Clara and the Freedom influences how events CCSS exemplar text for grades 9-10.) Quilt are described. LITERARY TEXTS Art: How is war depicted through art? View RI.5.3: Explain the President Abraham Lincoln in the tent of General relationships or Picture Books George B. McClellan After the Battle of Antietam. interactions between for the Introductory Activity Discuss what the image teaches viewers about the two or more Follow the Drinking Gourd (Jeanette Winter) Civil War, even before learning facts and reading individuals, events, Sweet Clara and the Freedom Quilt (Deborah literature from that time period. ideas, or concepts in a Hopkins) historical, scientific, or Stories Continue the Poetic Devices Chart begun in Unit 1 technical text based Bull Run (Paul Fleischman) that includes similes, metaphors, alliteration, and on specific information Maritcha: A Nineteenth-Century American onomatopoeia in poems from this unit. Students in the text. Girl (Tonya Bolden) (1190L) memoir write their own poem about America that uses at Ballad of the Civil War (Mary Stoltz and least two of the techniques found. Sergio Martinez) (680) RI.5.5: Compare and Across Five Aprils (Irene Hunt) (1100L) Pretest/s contrast the overall A Picture of Freedom: The Diary of Clotee, a structure (e.g., Slave Girl, Belmont Plantation, Virginia, 1859

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 12

Preliminary Edition – August 2013

Focus Suggested Works/Resources Sample Activities and Assessment Standards chronology, (Dear America Series) (Patricia C. CLASS/GROUP DISCUSSION comparison, McKissack) (790L) e.g., How do the symbols of America (e.g., the cause/effect, Underground Man (Milton Meltzer) Statue of Liberty, the American flag, the bald eagle, problem/solution) of Steal Away…to Freedom (Jennifer etc.) provide strength during times of conflict? events, ideas, Armstrong) (690L) Students give examples from the poems and concepts, or Dear Austin: Letters from the Underground stories read. information in two or Railroad (Elvira Woodruff and Nancy more texts. Carpenter) Self-reflection/evaluation A Light in the Storm: The Civil War Diary of RF.5.4: Read with Amelia Martin, Fenwick Island, Delaware, Exit Cards sufficient accuracy 1861 (Dear America Series) (Karen Hesse) and fluency to support (850L) Journal note-taking comprehension. When Will This Cruel War be Over? The Civil For example while reading Bull Run, keep an War Diary of Emma Simpson, Sordonsville, ongoing list of words to describe the main RF.5.4(a): Read on- Virginia, 1864 (Dear America Series) (Barry character/s. After finishing the book, choose the level text with purpose Denenberg) (1140L) best adjectives to describe the character’s internal and understanding. After the Rain: Virginia’s Civil War Diary, responses and external behaviors in response to Book Two (Mary Pope Osborne) (EA) conflicts experienced. W.5.3: Write A Time to Dance: Virginia’s Civil War Diary, narratives to develop Book Three (Mary Pope Osborne) (EA) Read and compare what you learn about slavery in real or imagined America from fiction and nonfiction text. How does The Journal of James Edmond Pease: A Civil experiences or events knowing the historical information enhance your War Union Soldier, Virginia, 1863 (Dear using effective understanding of the fictional story? America Series) (Jim Murphy) (EA) (1070L) technique, descriptive Comprehension quizzes Just a Few Words, Mr. Lincoln (Jean Fritz) details, and clear Spelling quizzes (390L) event sequences. Assessment of spelling in writing Charley Skedaddle (Patricia Beatty) (870L) Teacher observation & monitoring of skills taught SL.5.4: Report on a Vocabulary quizzes topic or text or present Poems Accelerated Reader quizzes an opinion, “The New Colossus” (Emma Lazarus) (E) Teacher made worksheets/assessments sequencing ideas “The Eagle” (Alfred Lord Tennyson) Homework logically and using “I Hear America Singing” (Walt Whitman) appropriate facts and (EA) relevant, descriptive “I, Too, Sing America” (Langston Hughes) (E) details to support main ideas or themes; speak clearly at an

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Focus Suggested Works/Resources Sample Activities and Assessment Standards understandable pace. INFORMATIONAL TEXTS INFORMATIVE WRITING – Informational Books Keep a chart of information (class) about the Civil L.5.4: Determine or You Wouldn’t Want to be a Worker on the War period learned from a variety of fiction and clarify the meaning of Statue of Liberty! A Monument You’d Rather nonfiction. unknown and multiple- Not Build (You Wouldn’t Want to…series) Why does this conflict occur? meaning words and (John Malam and David Antram) Who is involved on each side of the phrases based on You Wouldn’t Want to be a Civil War Soldier: conflict? grade 5 reading and A War You’d Rather Not Fight (You Wouldn’t How is the conflict resolved? content, choosing Want to…series) (Thomas Ratliff and David How does this conflict affect our lives flexibly from a range of Antram) today? strategies. A History of US: War, Terrible War, 1855- Students write a summary of the conflicts studied. 1865 (Joy Hakim) (E) L.5.4(b): Use “Underground Railroad”: The New Book of RESEARCH/MULTIMEDIA PRESENTATION common, grade- Knowledge (Henrietta Buckmaster) (E) Write a research essay about an event from the appropriate Greek and If You Lived at the Time of the Civil War (If Civil War, highlighting the causes and effects of the Latin affixes and roots You…series) (Kay Moore and Anni Matsick) conflict. Part of your essay should explain the as clues to the If You Traveled on the Underground Railroad relationships or interaction between individuals or meaning of a word (If You…series) (Ellen Levine and Larry events. Essay must be logically ordered with at (e.g., photograph, Johnson) least two to three resources of information cited. photosynthesis). If You Lived When There was Slavery in America (If You…series) (Anne Kamma and Person or event Pamela Johnson) Where this took place The Abraham Lincoln You Never Knew What is the historical significance of the (James Lincoln Collier and Greg Copeland) event? Sojourner Truth: Ain’t I a Woman? (Frederick From whose point of view is this account McKissack and Patricia C. McKissack) written? The Abolitionist Movement (Cornerstones of What other significant information did you Freedom) (Elaine Landau) read about this person or event? Your Travel Guide to the Civil War (Passport Notes about story structure (chronology, to History) (Nancy Day) cause/effect, etc.) I Lift My Lamp: Emma Lazarus and the Statue of Liberty (Nancy Smiler Levin) At the end of the unit, compare the lives of different characters, real and fictional, during the Civil War and discuss how they grew because of the conflict they experienced.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards ART, MUSIC, AND MEDIA Art Alexander Gardner, President Abraham Lincoln in the tent of General George B. McClellan After the Battle of Antietam (October 3, 1862) Media Rock and Revolution, “Too Late to Apologize” (2010)

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 5

Exploration, Real and Imagined

Unit 5 - Number of Weeks: 5 – mid March-April

Essential Question: What do people, both real and imagined, learn from exploring their world?

Terminology: metaphor, nonsense literature, paradox, parody, style, symbol

Focus Suggested Works/Resources Sample Activities and Standards Assessment Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works identified as (IG) Illustrated Guide http://lexile.com/fab/ exemplar (NC) Non-Conforming RL.5.5: Explain how a Introductory Activity Pretest/s series of chapters, Class participation & contributions to scenes, or stanzas fits Introduce ways we learn ways we can learn from group discussion together to provide the characters’ experiences by reviewing characters in old Self-reflection/evaluation overall structure of a favorites – such as The Little Red Hen and Lon Po Po or Exit Cards particular story, The Three Little Pigs and the True Story of the Three Little Journal note-taking drama, or poem. Pigs. Comprehension quizzes Talk about characters’ point of view as well as the Spelling quizzes RL.5.7: Analyze how sequence of events experienced – the interrelationship Assessment of spelling in writing visual and multimedia among these and other elements in the story. Teacher observation & monitoring of elements contribute to skills taught the meaning, tone, or ANCHOR TEXT Vocabulary quizzes beauty of a text (e.g., Alice’s Adventures in Wonderland (Lewis Carroll) a graphic novel, (E) 860L Accelerated Reader quizzes multimedia Alice in Wonderland (Campfire Graphic Novel) Teacher made presentation of fiction, (Lewis Carroll, adapted by Louis Helfand and worksheets/assessments folktale, myth, or Rajesh Nagulakonda) Homework poem). LITERARY TEXTS RL.5.8: Explain how Stories an author uses Down the Rabbit Hole: An Echo Falls Mystery reasons and evidence (Peter Abrahams) (680L)

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Focus Suggested Works/Resources Sample Activities and Standards Assessment to support particular The Nursery “Alice” (Lewis Carroll and John Alice’s Adventures in Wonderland points in a text, Tenniel) Literature Response – identifying which The Little Prince (Antoine de Saint-Exupéry) (E) What does Alice think she will find when she reasons and evidence 710L jumps down the rabbit hole? If you were support which point/s. The End of the Beginning: Being Adventures of a Alice, would you have done this? Small Snail (and an Even Smaller Ant) (Avi and RF.5.4: Read with Tricia Tusa) (620L) Recall characters you have read about so far sufficient accuracy this year and compare them to the characters and fluency to support Poems from this text. For example, compare Alice’s comprehension. “Words Free as Confetti” (Pat Mora) encounter in Wonderland with the Red Queen “Against Idleness and Mischief” (Isaac Watts) to another literary character that encounters a W.5.3: Write “The Star” (Ann and Jane Taylor) tyrant. What can you learn from Alice? narratives to develop “The Spider and the Fly” (Mary Howitt) real or imagined To see Alice and its illustrations in a different “Queen of Hearts” (Mother Goose, anonymous) experiences or events light – introduce the poetry and graphic novel. “How Doth the Little Crocodile” (from Alice’s using effective Discuss the similarities and differences. Adventures in Wonderland) (Lewis Carroll) technique, descriptive details, and clear “Twinkle, Twinkle, Little Bat” (from Alice’s Summarize each chapter by answering the event sequences. Adventures in Wonderland) question: “What does Alice learn from her (Lewis Carroll) experiences in Alice’s Adventures in W.5.5: With guidance “Tis the Voice of the Lobster” (“Lobster Quadrille”) Wonderland?” and support from (from Alice’s Adventures in Wonderland) Cite specific examples. adults and peers, (Lewis Carroll) develop and The Little Prince strengthen writing as Quotations Literature Response - needed by planning, “Grown-ups never understand anything by What does the little prince or the pilot learn revising, editing, themselves, and it is exhausting for children to about himself by exploring the world and rewriting, or trying a have to provide explanations over and over again.” thinking about his adventures? new approach. (Antoine de Saint-Exupéry, The Little Prince) “It is only with the heart that one can see rightly; Symbols and metaphors are present what is essential is invisible to the eye.” (Antoine throughout this story. Do these make it SL.5.2: Summarize a de Saint-Exupéry, The Little Prince) easier or harder for you to understand the written text read aloud story? Why? or information presented in diverse Summarize every 3-4 chapters by answering media and formats, the question: “What does the pilot learn from including visually, the little prince? What does the little prince

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Focus Suggested Works/Resources Sample Activities and Standards Assessment quantitatively, and INFORMATIONAL TEXTS learn from the pilot?” Cite examples from the orally. Informational Books text. My Librarian is a Camel: How Books are Brought to L.5.5: Demonstrate Children Around the World (Margriet Ruurs) (E) General understanding of Camels (Nature Watch) (Cherie Winner) 880L After reading My Librarian is a Camel, has figurative language, Desert Mammals (True Books) (Elaine Landau) your perspective about the school library and word relationships, 900L access to books changed? What are some and nuances in word Deserts (True Books: Ecosystems) (Darlene R. ways that the author influenced your meanings. Stille) 670L thinking? Cite examples. Deserts (Seymour Simon) 1020L Journal Writing: “What did you learn from this Who is Neil Armstrong? (Roberta Edwards, Nancy text?” Harrison, and Stephen Marchesi) 810L Who Was Daniel Boone? (Sydelle Kramer) 620L Research Essay – Research a famous explorer, using 2-3 Who Was Ferdinand Magellan? (S.A. Kramer, sources. Nancy Harrison, and Elizabeth Wolf) 710L

Who Was Marco Polo? (Joan Holub, John O’Brien, Narrative Writing – and Nancy Harrison) 780L Write your own exploration story about a real Kids During the Age of Exploration (Kids or fictional character. Your story should have Throughout History) (Cynthia MacGregor) a moral or lesson to be learned. You must Women Explorers of North and South America use at least 5 new exploration vocabulary Series (Margo McLoon-Basta) 590L words. Women Who Dare – Women Explorers (Sharon M. Hannon) Informative/Explanatory Writing - “What do State-by-State Guide (United States of America) people, both real and imagined, learn from (Millie Miller and Cyndi Nelson) exploring their world?”

Biographies Listen to the song “The Little Prince” by Steve René Magritte (Getting to Know the World’s Schuch. Read the lyrics. Discuss the Greatest Artists) (Mike Venezia) (840L) similarities and differences between the song Salvador Dali (Artists in Their Time) (Robert and the book. Anderson) (1000L) Onward Photobiography of African American Art – Consider what the artists might be Explorer Henson (National Geographic trying to communicate about the figure/s or Photographer Series) (Dolores Johnson) the setting through their juxtaposition of I, Matthew Henson: Polar Explorer (Carole Boston imagery and/or use of distortion. What role Weatherford) (1070L) does color play in the work? Use the list to

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Focus Suggested Works/Resources Sample Activities and Standards Assessment Mae Jemison: Space Scientist (Picture-Story write a short story based on the work, Biography Series) (Gail Sakurai) (880L) referring back to it as the story is developed. Is the story similar to a dream? ART, MUSIC, AND MEDIA The suggested works in this unit belong to Art two related schools of art – Dadaism and Wilfredo Lam, Untitled, (1947) Surrealism. Duchamp’s Bicycle Wheel is Roberto Matta, Psychological Morphology (1938) considered a Dadaist work. Dadaists created Giorgio de Chirico, The Disquieting Muses (1916) “anti-art” that attempted to go against long- Salvador Dalí, The Persistence of Memory (1931) established ideas of what art looked like. René Magritte, The False Mirror (1928) Duchamp made a series of works he called René Magritte, Time Transfixed (1938) “readymades,” which paired or simply presented commonplace objects in an art Marcel Duchamp, Bicycle Wheel (1913) setting. Jean (Hans) Arp, Mountain, Navel, Anchors, Table Jean Arp was also a Dadaist. In her work, (1925) Time Transfixed there is a dreamlike quality

in her work and features found in Surrealism. Illustrations (Margritte worked as a Surrealist, an Sir John Tennial, Alice’s Adventures in Wonderland approach to art making that developed out of Antoine de Saint-Exupéry, The Little Prince (1943) Dadaism).

Music Danny Elfman, Alice in Wonderland Soundtrack (2010) (Walt Disney Records) Steve Schuch, The Little Prince (1997) (Night Heron Music)

Film Stanley Donen, dir., The Little Prince (1974) Lewis Carroll’s Alice in Wonderland (Broadway Theater Archive) (1983)

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 5

Coming of Age

Unit 6 - Number of Weeks: 6 – May-June

Essential Question: How can literature help us understand what it means to “grow up”?

Terminology: Dialogue, foreshadowing, idioms - such as, “act your age”, “at a tender age of…“ripe old age”

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works identified (IG) Illustrated Guide http://lexile.com/fab/ as exemplar (NC) Non-Conforming RL.5.3: Compare and ANCHOR TEXTS Pretest/s contrast two or more The Golden Lion Tamarin Comes Home (George Class participation & contributions to characters, settings, or Ancona) (1040L) group discussion events in a story or Bud, Not Buddy (Christopher Paul Curtis) (E) Define the term coming-of-age novel. drama, drawing on (950L) Self-reflection/evaluation specific details in the Exit Cards text (e.g., how LITERARY TEXTS Journal note-taking – Main character, characters interact). Stories Obstacles faced, Characteristics that Where the Mountain Meets the Moon (Grace Lin) enable him/her to overcome obstacles RI.5.6: Analyze (E) 820L Events that lead up to the climax and, multiple accounts of M. C. Higgins, the Great (Virginia Hamilton) (E) ultimately the character’s growth the same event or (620L) Notes about varieties of English topic, noting important Tuck Everlasting (Natalie Babbitt) (E) (770L) (dialects, registers) or other literary similarities and The Secret Garden (Frances Hodgson Burnett) techniques used in the novel differences in the point (E) (970L) Create a coming-of-age comic strip that of view they represent. Then Again, Maybe I Won’t (Judy Blume) (590L) outlines the key events and supporting

Flying with the Eagle, Racing the Great Bear: details that the main character went RF.5.4: Read with Stories from Native North America (Joseph through to grow up. sufficient accuracy Bruchac) (810L) and fluency to support Comprehension quizzes Cat with a Yellow Star: Coming of Age in Terezin comprehension. Spelling quizzes (Susan Goldman Rubin and Ela Weissberger) Assessment of spelling in writing (800L) Teacher observation & monitoring of

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Focus Suggested Works/Resources Sample Activities and Assessment Standards W.5.6: With some The Wall: Growing Up Behind the Iron Curtain skills taught guidance and support (Peter Sis) (E) (950L) Vocabulary quizzes from adults, use Blue Willow (Doris Gates) (920L) Accelerated Reader quizzes technology, including Walk Two Moons (Sharon Creech) (770L) Teacher made the Internet, to Maniac Magee (Jerry Spinelli) worksheets/assessments produce and publish “My Side of the Mountain” Homework writing as well as to (HM excerpt) (Jean Craighead George) (700L) interact and Drylongso (Virginia Hamilton) (530L) Compare the treatment of coming of age in a collaborate with A Long Way From Chicago (Richard Peck) variety of novels. others; demonstrate (750L) sufficient command of A Year Down Yonder (Richard Peck) 610L Compare and contrast novels and their film keyboarding skills to Rose’s Journal: The Story of a Girl in the Great versions. type a minimum of two pages in a single Depression (Marissa Moss) (820L) The Journal of C. J. Jackson: A Dust Bowl Compare and contrast two or more characters, sitting. settings, or events across novels, drawing on Migrant, Oklahoma to CA, 1935 (Dear America Series) (William Durbin) specific information from each novel. W.5.8: Recall relevant Write a personal response: Survival in the Storm: The Dust Bowl Diary of information from What did you learn about yourself from these Grace Edwards, Dalhart, Texas, 1935 (Dear experiences or gather characters? America Series) (990L) relevant information (Katelan Janke) from print and digital Compare and contrast how characters in a Christmas After All: The Great Depression Diary sources; story respond to challenges and what they of Minnie Swift, Indianapolis, Indiana, 1932 (Dear Summarize or learn from their experiences. America Series) (Kathryn Lasky) paraphrase information in notes Out of the Dust (Karen Hesse) NP Compare and contrast the experiences of real and finished work, and people during different historical time periods. provide a list of Poems sources. “Freedom” (William Stafford) Pair with a partner who read a different coming- “I’m Nobody! Who Are You?” (Emily Dickinson) of-age novel than you did. Collectively generate SL.5.5: Include (EA) interview questions, keeping track of them in a multimedia “Dreams” (Nikki Giovanni) (EA) shared spreadsheet, and then participate in components (e.g., mock interviews where you pretend to be the graphics, sound) and main character in the book you read (such as visual displays in INFORMATIONAL TEXTS Mary Lennox from The Secret Garden, Sal presentations when Informational Books (Read Aloud) from Walk Two Moons, or Mayo Cornelius from appropriate to Children of the Great Depression (Russell M.C. Higgins, the Great). enhance the Freedman) (EA) (1170L)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards development of main Children of the Dust Bowl: The True Story of the Write about what you learned from your ideas and themes. School of Weedpatch Camp (Jerry Stanley) interview, and then have your partner check it (1120L) for accuracy. L.5.3: Use knowledge Dust to Eat: Drought and Depression in the of language and its 1930’s (Michael L. Cooper) RESEARCH ESSAY WRITING - conventions when Citing three sources of information; include writing, speaking, Informational Books visual displays. reading, or listening. The Kid’s Guide to Money: Earning It, Saving It, Part of coming of age means moving into Spending It, Growing It, Sharing It (Steve adulthood and getting a job. Read L.5.3(a): Expand, Otfinsoki) (E) 970L informational text about people who followed combine, and reduce Setting Career Goals (Stuart Schwartz and Craig their interests and turned them into careers, sentences for Conley) (520L) such as Lisa Dabek in Quest for the Tree meaning, Getting Ready for a Career As…(Series) (820- Kangaroo. reader/listener 960L) What challenges did they encounter as part of interest, and style. Gorilla Doctors: Saving Endangered Great Apes their work? (Scientists in the Field) (Pamela S. Turner) Research the steps that would be involved in L.5.3(b): Compare (910L) turning a hobby or interest into a career; and contrast the Michelle Kwan, Heart of a Champion (Michelle communicate findings. varieties of English Kwan) (740L) (e.g., dialects, The Great Depression (Cornerstones of registers) used in Freedom) (Elaine Landau) (1010L) stories, dramas, or Kids During the Great Depression (Kids poems. Throughout History) (Lisa A. Wroble) IG730L

Orphan Train Rider: A True Story (Andrea Warren) (960L)

ART, MUSIC, AND MEDIA

Art Edward Hopper, House by the Railroad (1925) Dorothea Lange, Migrant Mother (1936) Hugo Gellert, The Working Day, no. 37 (c. 1933) Conrad A. Albrizio, The New Deal (1934) Blanche Grambs, No Work (1935) Bernard Joseph Steffen, Dust Plowing (c.1939)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Music Marsha Norman and Lucy Simon, The Secret Garden (musical) (1991) Artie Shaw and His New Music, “Whistle While You Work” (no date) Jack Yellen and Milton Ager, “Happy Days Are Here Again” (1929) E. Y. “Yip” Harburg and Jay Gorney, “Brother, Can You Spare a Dime?” (1931) Duke Ellington and Irving Mills, “It Don’t Mean a Thing (If It Ain’t Got that Swing)” (1931) Jerome Kern and George Gard “Buddy” DeSylva, “Look for the Silver Lining” 1920

Film Doug Atchison, dir., Akeelah and the Bee (2006) Robert Stevenson, dir., Old Yeller (1957) Victor Fleming, dir., The Wizard of Oz (1939)

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Addendum A- Unit 1

Casey At The Bat

Written By Ernest Lawrence Thayer, circa 1888

The outlook wasn't So, upon that stricken brilliant for the Mudville multitude grim nine that day; meloncholy sat, There was ease in Casey's manner as he stepped into The score stood four to For there seemed but little his place; two with but one inning chance of Casey's getting left to play; to the bat. There was pride in Casey's bearing and a smile on And then, when Cooney Casey's face, died at first, and Barrows did the same, But Flynn let drive a single, And when, responding to to the wonderment of all, the cheers, he lightly A sickly silence fell upon doffed his hat, the patrons of the game. And Blake, the much despised, tore the cover No stranger in the croud A straggling few got up to off the ball, could doubt `twas Casey at go, in deep despair. The the bat. rest And when the dust had lifted and men saw what Clung to that hope which had occurred, "springs eternal in the Ten thousand eyes were human breast;" There was Jimmy safe at on him as he rubbed his second, and Flynn a- hands with dirt; They thought, If only huggin' third. Casey could but get a Five thousand tounges whack at that, applauded as he wiped them on his shirt. We'd put up even money Then from five thousand now, with Casey at the throats and more threr Then, while the writhing bat. rose a lusty yell, pitcher ground the ball into his hip, It rumbled through the valley, it rattled in the dell, Defiance gleamed in But Flynn procede Casey, Casey's eye, a sneer curled as did also Jimmy Blake, It knocked upon the Casey's lip. mountain and recoiled And the former was a no- upon the flat, good and the latter was a fake; For Casey, mighty Casey, was advancing to the bat.

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And now the leather- "That ain't my style," said "Kill him; kill the umpire!" covered sphere came Casey. "Strike one," the shouted someone from hurtling through the air, umpire said. the stand;--

And Casey stood a- And it's likely they'd have watching it in haughty killed him had not Casey grandeur there, From the benches, black raised his hand. with people, there went Close by the sturdy up a muffled roar, batsman the ball unheeded sped -- Like the beating of the storm waves on a stern and distant shore.

But one scornful look from And now the air is Casey, and the multitude shattered by the force of With a smile of Christian was awed. Casey's blow. charity great Casey's visage shone; The saw his face grow stern and cold; they saw He stilled the rising his muscles strain, Oh! somewhere in this tumult; he bade the game favored land the sun is go on; And they knew that Casey shining bright; wouldn't let that ball go by He signaled to the pitcher, again. The band is playing and once more the somewhere, and spheroid flew; somewhere hearts are light. But Casey still ignored it, The sneer is gone from and the umpire said, Casey's lip; his teeth are And somewhere men are "Strike two." clenched in hate; laughing, and somewhere children shout; He pounds with cruel violence his bat upon the But there is no joy in "Fraud," cried the plate. Mudville -- mighty Casey maddened thousands, and has Struck Out. the echo answered And now the pitcher holds "Fraud," the ball, and now he lets it go,

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The Echoing Green

The sun does arise, And soon they all say: And make happy the skies. ‘Such, such were the joys The merry bells ring When we all, girls and boys, To welcome the spring. In our youth-time were seen The skylark and thrush, On the echoing green.’ The birds of the bush, Sing louder around, Till the little ones weary To the bells’ cheerful sound, No more can be merry; While our sports shall be seen The sun does descend, On the echoing green. And our sports have an end. Round the laps of their mother Old John with white hair Many sisters and brothers, Does laugh away care, Like birds in their nest, Sitting under the oak, Are ready for rest; Among the old folk. And sport no more seen They laugh at our play, On the darkening green. William Blake (1757-1827)

Eletelephony by Laura Elizabeth Richards

Once there was an elephant, Howe'er it was, he got his trunk Who tried to use the telephant— Entangled in the telephunk; No! no! I mean an elephone The more he tried to get it free, Who tried to use the telephone— The louder buzzed the telephee— (I fear I'd better drop the song (Dear me! I am not certain quite Of elephop and telephong!) That even now I've got it right.)

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Little Red Riding Hood and the Wolf by Roald Dahl

As soon as Wolf began to feel "What great big eyes you have, Grandma." That he would like a decent meal, said Little Red Riding Hood. He went and knocked on Grandma's door. "All the better to see you with," When Grandma opened it, she saw the Wolf replied. The sharp white teeth, the horrid grin, He sat there watching her and smiled. And Wolfie said, "May I come in?" He thought, I'm going to eat this child. Poor Grandmamma was terrified, Compared with her old Grandmamma, "He's going to eat me up!" she cried. She's going to taste like caviar. And she was absolutely right. He ate her up in one big bite. Then Little Red Riding Hood said, " But Grandmamma was small and tough, But Grandma, what a lovely great big And Wolfie wailed, "That's not enough! furry coat you have on." I haven't yet begun to feel That I have had a decent meal!" "That's wrong!" cried Wolf. He ran around the kitchen yelping, "Have you forgot "I've got to have a second helping!" To tell me what BIG TEETH I've got? Ah well, no matter what you say, Then added with a frightful leer, I'm going to eat you anyway." "I'm therefore going to wait right here Till Little Miss Red Riding Hood The small girl smiles. One eyelid flickers. Comes home from walking in the wood." She whips a pistol from her knickers. She aims it at the creature's head, He quickly put on Grandma's clothes, And bang bang bang, she shoots him dead. (Of course he hadn't eaten those). He dressed himself in coat and hat. He put on shoes, and after that, A few weeks later, in the wood, He even brushed and curled his hair, I came across Miss Riding Hood. Then sat himself in Grandma's chair. But what a change! No cloak of red, No silly hood upon her head. In came the little girl in red. She said, "Hello, and do please note She stopped. She stared. And then she said, My lovely furry wolfskin coat." "What great big ears you have, Grandma." "All the better to hear you with," the Wolf replied.

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My Shadow By Robert Louis Stevenson

I have a little shadow that goes in and out with me,

And what can be the use of him is more than I can see.

He is very, very like me from the heels up to the head;

And I see him jump before me, when I jump into my bed.

The funniest thing about him is the way he likes to grow—

Not at all like proper children, which is always very slow;

For he sometimes shoots up taller like an india-rubber ball,

And he sometimes gets so little that there's none of him at all.

He hasn't got a notion of how children ought to play,

And can only make a fool of me in every sort of way.

He stays so close beside me, he's a coward you can see;

I'd think shame to stick to nursie as that shadow sticks to me!

One morning, very early, before the sun was up,

I rose and found the shining dew on every buttercup;

But my lazy little shadow, like an errant sleepy-head,

Had stayed at home behind me and was fast asleep in bed.

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Addendum B- Unit 2 Riddles In The Dark by J. R. R. Tolkien

Thirty white horses on a red hill Toothless bites

First they champ Mouthless mutters.

Then they stamp (Wind)

Then they stand still. —————------————

(Teeth) An eye in a blue face

—————------———— Said to an eye in a green face

A box without hinges, keys, or lid “That eye is like to this eye”

Yet inside golden treasure is hid. Said the first eye

(Egg) “But in a low place,

—————------———— Not a high place.”

What has roots as nobody sees (Sun on daisies)

Is —————------————

Up Up Up it goes It cannot be seen, cannot be felt

And yet never grows? Cannot be heard, cannot be smelt.

(Mountains) It lies behind stars and under hills

—————------———— And empty holes it fills.

Voiceless it cries It comes first and follows after

Wingless flutters Ends life, Kills laughter. (Darkness)

—————------————

The thing all things devours

Birds, beasts, trees, flowers

Gnaws iron, bites steel

Grinds hard stones to meal

Slays king, ruins town

And beats high mountain down!

(Time)

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Greensleeves (poss. Henry VIII of England, 1500's.)

Alas, my love, you do me wrong, If you intend thus to disdain, To cast me off discourteously. It does the more enrapture me, For I have loved you well and long, And even so, I still remain Delighting in your company. A lover in captivity. chorus

Chorus: My men were clothed all in green, And they did ever wait on thee; Greensleeves was all my joy All this was gallant to be seen, And yet thou wouldst not love me. Greensleeves was my delight, chorus Greensleeves was my heart of gold, Thou couldst desire no earthly thing, And who but my lady greensleeves. but still thou hadst it readily. Thy music still to play and sing; And yet thou wouldst not love me. chorus Your vows you've broken, like my heart, Oh, why did you so enrapture me? Well, I will pray to God on high, Now I remain in a world apart that thou my constancy mayst see, But my heart remains in captivity. And that yet once before I die, chorus Thou wilt vouchsafe to love me. chorus I have been ready at your hand, To grant whatever you would crave, Ah, Greensleeves, now farewell, adieu, I have both wagered life and land, To God I pray to prosper thee, Your love and good-will for to have. For I am still thy lover true, chorus Come once again and love me. Chorus

"Time" by Valerie Bloom

Time's a bird, which leaves its footprints At the corner of your eyes. Time's a jockey, racing horses, The sun and moon across the skies. Time's a thief, stealing your beauty, Leaving you with tears and sighs. But if you waste time trying to catch him, Time's a bird and time just flies.

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Addendum C- Unit 3

You Are Part Of Me Lloyd Carl Owle (Cherokee)

You are part of me now You touched me, With your kindness and love So enchanted. Your soft lips are kind. Your eyes glow with life. I'm glad you touched me, You're part of me now.

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Addendum D- Unit 4 The New Colossus

Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" Emma Lazarus

The Eagle

He clasps the crag with crooked hands; Close to the sun in lonely lands, Ring'd with the azure world, he stands.

The wrinkled sea beneath him crawls; He watches from his mountain walls, And like a thunderbolt he falls. By Alfred, Lord Tennyson 1809–1892

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I Hear America Singing by Walt Whitman

I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blithe and strong, The carpenter singing his as he measures his plank or beam, The mason singing his as he makes ready for work, or leaves off work, The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing as he stands, The wood-cutter's song, the ploughboy's on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, Each singing what belongs to him or her and to none else, The day what belongs to the day—at night the party of young fellows, robust, friendly, Singing with open mouths their strong melodious songs.

I, Too, Sing America by Langston Hughes I, too, sing America.

I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong.

Tomorrow,

I'll be at the table When company comes. Nobody'll dare Say to me, "Eat in the kitchen," Then.

Besides, They'll see how beautiful I am And be ashamed--

I, too, am America.

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Addendum E- Unit 5

Preliminary Edition – August 2013

Curriculum Map – Ware Public Schools – English Language Arts: Grade 6

I Won’t Grow Up

Unit 1 - Number of Weeks: 6 – Sept.-mid Oct.

Essential Question: What distinguishes childhood from adulthood?

Terminology: chapter development, character traits, elements of setting: place, time, environment, interviews, prequel

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RI.6.1: Cite textual ANCHOR TEXTS MCAS ELA Test Scores evidence to support The Secret Knowledge of Grown-Ups (David GRADE District Test Scores analysis of what the Wisniewski) (810L) DRA test says explicitly as Charlie and the Chocolate Factory ( Roald DIBELS well as inferences Dahl) (810L) Pretests drawn from the text. Class participation & discussion LITERARY TEXTS Self-reflection RL.6.7: Compare and Stories Exit Cards contrast the “Eleven” (Sandra Cisneros) (E) Vocabulary quizzes experience of reading Peter Pan (J.M.Barrie) (920L) Teacher made worksheets/assessments a story, poem, or Peter and the Starcatchers Dave Barry, drama to listening to Homework Ridley Pearson, and Greg Call) (770L) Teacher observation or viewing an audio, Peter and the Shadow Thieves (Dave Barry, video, or live version Ridley Pearson, and Greg Call)(780L) LITERATURE RESPONSE of the text, including When I Was Your Age, Volume Two Volume contrasting what they Reading the original and prequel versions of Peter Two: Original Stories about Growing Up Pan, take notes in your journal as to: setting, list of “see” and “hear” when (Amy Ehrlich, ed.) (930L) reading the text to characters and their traits, character’s internal James and the Giant Peach (Roald Dahl) what they perceive responses and external behaviors to events in the (870L) when they listen or story, events that lead up to climax and character Last Summer with Maizon (Jacqueline watch. development. Cite page numbers or use sticky Woodson) (620L) notes. Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 1

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Poetry “I Won’t Grow Up” – how do Peter Pan’s actions W.6.3: Write “Past, Present, Future” (Emily Brontë) reflect these famous words? narratives to develop “A Birthday” (Christina Rossetti) (EA) Create a character map – compare and contrast real or imagined differences. experiences or events using effective INFORMATIONAL TEXT Class Discussion technique, relevant Nonfiction Discuss how Peter and the Starcatcher connects to descriptive details, J.M.Barrie: The Magic Behind Peter Pan the original and compare and contrast. and well-structured (Susan Bivin Aller) (1020L) event sequences. Boy: Tales of Childhood (Roald Dahl) (EA) Narrative Writing (1090L) Write a prequel to Charlie and the Chocolate SL.6.1: Engage Articles Factory. What elements of setting will you include? effectively in a range “Peter Pan’s early years” (Bob Stay true to original characters and hook the reader of collaborative Minzesheimer, USA Today, September 1, from the start. Edit for pronouns, punctuation and discussions (one-on- 2004) spelling. Illustration optional one, in groups, and “Prequel to Peter Pan fills in the blanks with teacher-led) with fun” (Sue Corbett, Miami Herald, no date) Writing (Argument) diverse partners on “Classic story flies in many forms” (A Peter Write an argument with at least three reasons of grade 6 topics, texts, Pan timeline)” (Bob Minzesheimer, USA which you prefer – the audiobook or reading the and issues, building Today, September 1, 2004) book. on others’ ideas and expressing their own Dramatization/Fluency clearly. ART, MUSIC AND MEDIA Present a scene from one of the books.

SL.6.1(a): Come to Music Informative/Explanatory Writing discussions prepared, What did you learn about the authors from the Moose Charlap and Carolyn Leigh, “I Won’t having read or studied biographies, autobiographies, letters or interviews Grow Up” (1954). Note: This song is from required material; and how much of the author’s experience do you Peter Pan, the musical, and the version in explicitly draw on that “see” in their text. Explain in a well-developed essay which Cathy Rigby sings the part of Peter is preparation by that includes three to four supporting details. recommended. referring to evidence Film on the topic, text, or Write an informative/explanatory essay in response Glenn Casale and Gary Halvorson, dir., issue to probe and to the essential question (What distinguishes Peter Pan (2000) reflect on ideas under childhood from adulthood?) Choose at least three discussion. Marc Forster, dir., Finding Neverland (2004) things learned from a character or an author and Henry Selick, dir., James and the Giant explain what you learned from them. Upload your SL.6.1(b): Follow Peach (1996) essay to a classroom blog or wiki. Be prepared to Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 2

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Focus Suggested Works/Resources Sample Activities and Assessment Standards rules for collegial Mel Stuart, dir., Willy Wonka and the make an audio recording and upload it as a podcast discussions, set Chocolate Factory (1971) . specific goals and Tim Burton, dir., Charlie and the Chocolate Poetry Response deadlines, and define Factory (2005) Write in your journal how the treatment of growing individual roles as Media up is similar and different in the poems and prose needed. Peter Pan (BBC Radio Presents) (Random that was read. House Audio) L.6.1: Demonstrate Peter and the Starcatchers (audiobook CD) Word Study command of the (Brilliance Audio) (Note: This will be an ongoing activity all year conventions of James and the Giant Peach (audiobook CD) long.)Keep an index card file of words studied while Standard English (Puffin Books) reading. Use these for sorting words by prefix, grammar and usage suffix, root words, meaning, spelling feature, and so when writing or on. speaking. Grammar and Usage, Mechanics L.6.1(a): Ensure that Mini-lessons on pronouns and adverbs, commas, pronouns are in the parentheses and dashes proper case Checklist of editing topics (subjective, objective, possessive). Vocabulary/Word Wall (Ongoing throughout the year) L.6.1(b): Use intensive pronouns (e.g., myself, ourselves).

Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 3

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 6

Folklore: A Blast from the Past

Unit 2 - Number of Weeks: 6 – Oct.-mid Nov.

Essential Question: How is folklore simultaneously revealing and limiting?

Terminology: culture, etymology, folklore, folktale, legend, myth, oral tradition, plot, pourquoi tale

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RL.6.3: Describe how ANCHOR TEXTS Pretests/post-tests a particular story’s or Pourquoi Stories Class participation drama’s plot unfolds in “Twelfth Song of Thunder” (Navajo) Self-reflection a series of episodes Journal Responses as well as how the Homework characters respond or LITERARY TEXTS change as the plot Stories Introductory Activity moves toward a Favorite Folktales from Around the World Read aloud Talking Eggs to review the elements of resolution. (Jane Yolen) (980L) folktales, discuss folklore in general and describe The Firebird and Other Russian Fairy Tales what is expected in journal entries: characters, RL.6.4 Determine the (Arthur Ransome) country of origin, problem(that can’t be solved), meaning of words and Just So Stories (Rudyard Kipling) (1060L) setting, title, hero(who comes to solve the problem phrases as they are Cut from the Same Cloth: American Women or explain the mystery), ending, characteristics used in a text, of Myth, Legend, and Tall Tale (Robert D. unique to the country’s folklore. including figurative, San Souci, Brian Pinkney and Jane Yolen) connotative and American Tall Tales (Mary Pope Osborne Class Discussion technical meanings. and Michael McCurdy) (EA) (970L) Be prepared to compare and contrast two or more

Talking Eggs (Robert San Souci) (AD940L) characters, settings, or events across stories,

drawing on specific information from the stories W.6.3: Write Greece/Ancient World read. narratives to develop Black Ships Before Troy: The Story of the Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 4

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Focus Suggested Works/Resources Sample Activities and Assessment Standards real or imagined Iliad (Rosemary Sutcliff) (E) (1300L) How does Black Ships Before Troy: The Story of the experiences or events Heroes, Gods and Monsters of the Greek Iliad provide insight into ancient Greek using effective Myths (Bernard Evslin) (800L) civilization?(Discuss insights into characters from technique, relevant The Lightning Thief: Percy Jackson and the this story, plot developments, and ancient Greek descriptive details and Olympians: Book 1 (Rick Riordan) (740L) society in general). well-structured event Women Warriors: Myths and Legends of sequences. Heroic Women (Marianna Mayer and Heller After class discussion, create a Venn diagram in Julek) your journal that outlines the similarities and W.6.7: Conduct short Rome differences among three of the types of folklore. research projects to Roman Myths (Geraldine McCaughrean and answer a question, Emma Chichester Clark) Literature Response drawing on several Viking Outline how the plot of a myth, tall tale, or pourquoi sources and D’Aulaires’ Book of Norse Myths (Ingri tale of choice unfolds in a series of episodes by refocusing the inquiry D’Aulaire and Edgar Parin D’Aulaire) creating a comic strip of key events. Include the when appropriate. Inuit-Eskimo characters and how they respond or change as the Tikta’Liktak: An Inuit-Eskimo Legend (James plot moves toward resolution. Make note of the SL.6.1 Engage A. Houston) (1120L) page numbers to which each box refers so you can effectively in a range Latin America go back and cite the text during class discussion. of collaborative Golden Tales: Myths, Legends, and discussions (one-on- Folktales from Latin America (Lulu Delacre How is listening to Just So Stories as an audiobook one, in groups, and (Note: This title also includes informational similar to or different from reading the book? Which teacher-led) on grade text.) do you prefer and why? 6 topics, texts and issues, building on INFORMATIONAL TEXTS Narrative Writing others’ ideas and Nonfiction Write a myth or legend. Myths and legends were expressing their own written to explain natural phenomena (often before clearly. Ancient World scientific explanations were found). Use the typical pattern: explanation of the setting, the problem , the The Usborne Internet-Linked Encyclopedia SL.6.1(c): Pose and failure to solve the problem, the main character of World History(Jane Bingham respond to specific comes along, he/she has a plan, the solution is Greece questions with found, conclusion (usually a happy ending) Edit The Hero Schliemann: The Dreamer Who elaboration and detail writing for pronoun shifts and vagueness. Draw or Dug for Troy (Laura Amy Schlitz and Robert by making comments scan an illustration or relevant visuals from the Byrd) that contribute to the Internet for publication on the class web page. topic, text, or issue Greeks: Internet Linked (Illustrated World under discussion. History) (Susan Peach, Anne Millard, and Dramatization/fluency Ian Jackson) Choose a scene from one of the myths or legends Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 5

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Focus Suggested Works/Resources Sample Activities and Assessment Standards SL.6.1(d): Review the You Wouldn’t Want to Be a Slave in Ancient that you think are the most revealing about that key ideas expressed Greece! A Life You’d Rather Not Have (You culture. Present the scene as a dramatic reading. and demonstrate Wouldn’t Want to. . Series) (Fiona Record the readings using a video camera for future understanding of MacDonald, David Salariya, and David reference to see how fluency improves during the multiple perspectives Antram) IG830L) course of a year. through reflection and Rome paraphrasing. Romans:Internet Linked (Illustrated World Art/Class Discussion History) (Anthony Marks) View the Winged Victory of Samothrace in L.6.4: Determine or You Wouldn’t Want to Live in Pompeii! A comparison to a wall painting of the Great Goddess clarify the meaning of Volcanic Eruption You’d Rather Avoid (You at Teotihuacan. How are these two goddesses unknown and multiple- Wouldn’t Want to . . .Series) (John Malam, depicted? Are they portrayed similarly? What are meaning words and David Salariya, and David Antram) some of the differences? Examine the images for phrases based on You Wouldn’t Want to be a Roman Soldier! evidence. What leads you to believe that these are grade 6 reading and Barbarians You’d Rather Not Meet (You goddesses that were worshipped? content, choosing Wouldn’t Want . . . Series)(David Stewart flexibly from a range of and David Antram) (IG950L) Informative/Explanatory Writing and Multimedia strategies. Vikings Presentation First Facts about the Vikings (Jacqueline After reading folklore from a country, choose an L.6.4(a): Use context Morley) (IG830L) informational text about the country/culture of origin (e.g. the overall Vicious Vikings (Horrible Histories TV Tie-In) to read. Talk with a partner about why it would be meaning of a sentence (Terry Deary and Martin Brown (870L) good to know more about the country of culture. or paragraph; a word You Wouldn’t Want to Be a Viking Explorer! Formulate two to three questions to guide your position or function in Voyages You’d Rather Not Make (You research. Write an essay to answer the essential a sentence) as a clue Wouldn’t Want to . . . Series) (Andrew question. Include two supporting details from each to the meaning of a Langley, David Salariya, and David Antram) text. Include relevant visuals found on the internet. word or phrase. (IG840L) Add a multimedia component to your research Inuit-Eskimo report, either by creating a digital slide presentation to highlight key points, or by reading your essay set The Inuit (Watts Library) (Suzanne M. to music and images from your country of choice. Williams L.6.4(b): Use Present to the class. Building an Igloo (Ulli Steltzer) (720L) common, grade Latin America appropriate Greek or Latin affixes and roots Golden Tales: Myths, Legends, and as clues to the Folktales from Latin America (lulu Delacre) meaning of a word Aztec, Inca and Maya(DK Eyewitness (e.g. audience, Books) (Elizabeth Baquedano and Barry auditory, audible). Clarke) (1050L) Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 6

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Beneath the Stone: A Mexican Zapotec Tale (Bernard Wolf) (770L) The History Atlas of South America (MacMillan Continental History Atlases) (Edwin Early, ed.) First Americans: Story of Where They Came From and Who They Became (Anthony F. Aveni and S.D. Nelson)

ART, MUSIC, AND MEDIA Art Winged Victory of Samothrace (Greek, ca. 190 BCE) Marble portrait of the emperor Augustus (Roman, ca. 14-37 CE) Sutton Hoo Burial Helmet (Viking, early seventh century) Oseburg Burial Ship (Viking, 800 CE) Mural Painting at Teotihuacan (Latin American, ca. fourteenth to fifteenth century) Stelae from La Venta (Olmec, Latin America, ca. 1000-500 BCE)

MEDIA Just So Stories (Rudyard Kipling) (audiobook CD) (HarperCollins) The Lightning Thief: Percy Jackson and the Olympians: Book 1(Rick Riordan and Jesse Bernstein) (Listening Library)

Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 7

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 6

Embracing Heritage

Unit 3 - Number of Weeks: 8 – Dec.-mid Feb.

Essential Question: How does heritage define us individually and as a nation?

Terminology: biography, heritage, lore, memoir, realism, epilogue, legacy, traditional literature

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (N)) Non-prose (no code) RL.6.6: Explain how ANCHOR TEXTS Pretests an author develops First Crossing: Stories about Teen Class participation the point of view of the Immigrants (Donald R. Gallo) (820L) Self-evaluation/reflection narrator in a text. Journal note-taking Exit cards RL.6.3: Analyze in LITERARY TEXTS detail how a key Stories Class Discussion individual, event or One More River to Cross: The Stories of What is meant by the word heritage? Which elements idea is introduced, Twelve Black Americans (Scholastic of heritage does one look for when learning about a illustrated, and Biography) (Jim Haskins) EA (1070L) culture. Write ideas on a sticky note and “give one, get elaborated in a text As Long as the Rivers Flow: The Stories one.” (e.g., through of Nine Native Americans (Scholastic examples or Biography) (Paula Gunn Allen and How are the immigrants’ stories alike and how are they anecdotes). Patricia Clark Smith) (1160L) different? Esperanza Rising (Pam Munoz Ryan) RL.6.9: Compare and (750L) Literary Response contrast one author’s Project Mulberry (Linda Sue Park) (690L) After reading one of the immigrant stories, have presentation of events Weedflower (Cynthia Kadohata) (750L) students respond to James Baldwin’s quote: “Know with that of another Escape from Saigon: How a Vietnam War from whence you came. If you know whence you (e.g., a memoir written Orphan Became an American Boy came, there are absolutely no limitations to where you by and a biography on (Andrea Warren) (930L) can go.”

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Focus Suggested Works/Resources Sample Activities and Assessment Standards the same person). “On Discovering America” from Survey Graphic Magazine (Pearl S. Buck) Research/Travel Brochure (and/or Multimedia W.6.1: Write One Eye Laughing, the Other Eye Presentation arguments to support Weeping: The Diary of Julie Weiss, Conduct research on one of the immigrants’ countries claims with clear Vienna, Austria, to New York, 1938 (Dear that you read about drawing on print, digital, video, reasons and relevant America Series) (Barry Deneberg) (950L) multimedia etc. Report findings in a report or travel evidence. Something About America(Maria Testa) brochure or multimedia presentation. Cite sources. (NP) W.6.5: With some Journey of the Sparrows (Fran Leeper Genealogy/Multimedia Generations Project guidance and support Buss) (760L) Interview three family members to learn about the from peers and adults, Behind the Mountains (First Person countries from which your family emigrated. Get develop and Fiction) (Edwidge Danticat) (940L) perspectives from different generations. strengthen writing as An Indian in Cowboy Country: Stories needed by planning, from an Immigrant’s Life (Pradeep Anand) Writing(Argument) revising, editing, When Jesse Came Across the Sea (Amy Research past and current immigration patters and rewriting, or trying a Hest and P.J. Lynch) draft an argument about whether you think the reasons new approach. are more similar or different between the two waves of Dreaming of America (Eve Bunting) immigration. (320L) SL.6.3: Delineate a The Christmas Tapestry (Patricia Polacco speaker’s argument Informative/Exploratory Writing (490L) and specific claims, Write an essay answering the essential question. To distinguishing claims prepare, make a T chart with one column describing INFORMATIONAL TEXT that are supported by differences and similarities about immigrant reasons and evidence experiences. Make an audio recording of your essay Nonfiction from claims that are and upload it as a podcast to accompany your not. Coming to America: The Story of genealogy project or upload to a classroom blog or a Immigration (Betsy Maestro and class wiki. L.6.4 Determine or Susannah Ryan) (AD890L) clarify the meaning of If Your Name Was Changed at Ellis Art /Class Discussion unknown and multiple- Island (If You[r]. . .Series) (Ellen Levine Riis and Hassam both depicted New York City during meaning words and and Wayne Parmenter) the same period, yet they chose strikingly different phrases based on A History of US: Reconstructing America subject matter. Speculate on the reasons for this grade 6 reading and 1865-1890 (Book 7) (Joy Hakim (EA) difference. content, choosing How People Immigrate (True Books) flexibly from a range of Sarah DeCapua) (940L) strategies. Immigrant Kids (Russell Freedman) (EA) (1050L) Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 9

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Focus Suggested Works/Resources Sample Activities and Assessment Standards L.6.4(c): Consult New Kids in Town: Oral Histories of reference materials Immigrant Teens (Scholastic Biography) (e.g., dictionaries, (Janet Bode) (630L) glossaries, Through the Eyes of Your Ancestors: A thesauruses), both Step-by-Step Guide to Uncovering Your print and digital, to find Family’s History (Maureen Alice Taylor) the pronunciation of a (1000L) word to determine or Do People Grow on Family Trees? clarify its precise Genealogy for Kids and Other Beginners: meaning or its part of The Official Ellis Island Handbook (Ira speech. Wolfman and Michael Klein) (900L) Passage to Freedom (Ken Mochizuki) L.6.4(d): Verify the (AD670L) preliminary determination of the ART,MUSIC, AND MEDIA meaning of a word or phrase (e.g. by Art checking the inferred Jacob Riis, various photographs meaning in context or Childe Hassam, Village Scene (1883- in a dictionary). 1885) Childe Hassam, Winter in Union Square (1889-1890) Childe Hassam, Flags on Fifty-Seventh Street: The Winter of 1918

Music and Lyrics “Coming to America” (Neil Diamond)

Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 10

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 6

America in Conflict

Unit 4 - Number of Weeks: 6 – mid Feb.-March

Essential Question: How are acts of courage revealed in writing?

Terminology: antagonist, character development, protagonist

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RL.6.9: Compare and ANCHOR TEXTS Pre/post-tests contrast texts in Hatchet (Gary Paulsen) (1020L) Class participation/discussion different forms or The Cay (Taylor) (860L) Self-reflection genres (e.g., stories Exit Cards and poems; historical LITERARY TEXTS Vocabulary quizzes novels and fantasy Stories Teacher made worksheets/assessments stories) in terms of The Power of Light: Eight Stories for Homework their approaches to Hanukkah (Isaac Bashevis Singer and Teacher observation similar themes and Irene Lieblich) (EA) Graphic Organizers topics. Fire from the Rock (Sharon M. Response journals Draper) (830L) RL.6.2: Determine a War Comes to Willy Freeman (James central idea of a text Class Discussion and Christopher Collier) (800L) What is meant by the word courage? and how it is conveyed Sadako and the Thousand Paper through particular How do stories from this unit provide insight into the Cranes (Eleanor Coerr) (630L) courageous characters? How are their stories alike? How details; provide a Climb or Die (Edward Myers) (740L) summary of the text are they different? Talk with a partner about if and how the characters use distinct from personal Slavery and Overcoming Slavery opinions and storytelling and song to help them get through experiences “The People Could Fly” from The judgments. of sorrow. People Could Fly (Virginia Hamilton W.6.1: Write and Leo and Diane Dillon) (E) Literary Response Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 11

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Focus Suggested Works/Resources Sample Activities and Assessment Standards arguments to support Free at Last! Stories and Songs of Respond to the following questions in your journal: claims with clear Emancipation (Doreen Rappaport and What obstacles does he/she overcome, and how reasons and relevant Shane W. Evans) does he/she do it? evidence. Asia How does the protagonist respond to different The Tale of the Mandarin Ducks events? W.6.6: Use (Katherine Paterson and Leo and What/who is the antagonist/ technology, including Diane Dillon) (E) (AD930L) Does the character grow over the course of the the Internet, to Sign of the Chrysanthemem novel, or was he/she always courageous/ produce and publish (Katherine Paterson and Peter What does the protagonist learn about him- writing as well as to Landa0 (EA) (870L) /herself? interact and Kira-Kira (Cynthia Kadohata) (740L) collaborate with Red Scarf Girl: A Memoir of the Literature Response others; demonstrate Cultural Revolution (Ji-Li Jiang) Create a Venn diagram in your journal of a courageous sufficient command of (780L) character compared with a non-courageous, or cowardly, keyboarding skills to Under the Blood-Red Sun (Graham character. type a minimum of Salisbury) (640L) three pages in a single Snow Falling in Spring: Coming of Dramatization/fluency setting. Age in China During the Cultural Present a dramatic reading of an emotional passage from Revolution (Moying Li) (1020L) a story that exemplifies a character’s courage. Record the SL.6.2: Interpret reading using a video camera and evaluate your information presented Shipwrecks performance. in diverse formats SOS Titanic (Eve Bunting) (690L) (e.g. visually, Shipwreck Season (Donna Hill) (670L) Informative/Explanatory Writing quantitatively, orally) Write a well-developed paper about how a character had and explain how it Child Labor “the courage to follow his/her convictions”. Cite three contributes to a topic, examples from the text and edit your writing. (Can be text, or issue under Uprising: Three Young Women Caught in the Fire That Changed posted on classroom blog) study. Informational Text Response America (Margaret Peterson Haddix) (790L) Read a variety of stories and interviews from the same L.6.3: Use knowledge time period. How are the accounts similar? Different? Why of language and its Lyddie (Katherine Paterson) (EA) (860L) would accounts of the same event vary? conventions when writing, speaking, Counting on Grace (Elizabeth Winthrop) (760L) Oral Presentation reading, or listening. Choose a story from The People Could Fly to read, The Circuit: Stories from the Life of a summarize, and present to the class. Part of the Migrant Child (Francisco Jimenez) presentation should include the meaning of the story, the Iqbal (Francesco D’Adamo) Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 12

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Poetry qualities of the courageous character, and how the dialect “If” (Rudyard Kipling) (EA) affects the story. Record your presentation using a video Lives: Poems about Famous camera so you can evaluate your performance. Americans (Lee Bennett Hopkins and Leslie Staub) Writing (Argument) “Casabianca” (Felicia Dorothea Survivors from the Titanic reported that musicians on the Hemans) ship played music to keep the passengers calm as the crew loaded lifeboats. Do you think this was an act of INFORMATIONAL TEXT courage? Why or why not? Write a well-developed paper that includes an engaging opening statement of your Nonfiction position, at least three clear reasons, and relevant Kids with Courage: True Stories About evidence from tests read. Edit and them upload your Young People Making a Difference published essay to the classroom blog, where you can (Barbara A. Lewis) (820L) receive feedback on the strength of your argument from your classmates. Slavery and Overcoming Slavery Harriet Tubman: Conductor on the Reflective Essay Underground Railroad (Ann Petry) (E) Describe an exemplary courageous character. Include (1000L) some graphics or visuals that demonstrate the setting Narrative of the Life of Frederick (either historical or present-day) and publish it so that Douglass, An American Slave, Written others can enjoy it. Write an introduction that answers the by Himself (Frederick Douglass) (E) essential question. (1080L) Rebels Against Slavery: American Art/Class Discussion Slave Revolts (Patricia C. McKissack How do we memorialize courageous people and actions? and Frederick L. McKissack) (1130L) Examine each of the memorials. In the case of the Lincoln Memorial and the Iwo Jima Memorial, consider how the Leon’s Story (Leon Walter Tillage and figures are portrayed and presented. How does this Susan L. Roth) (970L) approach compare to the Washington Monument and the Many Thousand Gone: African Vietnam War Memorial, which do not include images of Americans from Slavery to Freedom people? How do these approaches differ from preserving (Companion to The People Could Fly) someone’s home as a monument, as in the case of (Virginia Hamilton, Leo Dillon, and Frederick Douglass? Diane Dillon) (990L)

Up Before Daybreak: Cotton and People in America (Deborah Hopkinson) (1060L) Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 13

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Asia Samurai: Warlords of Japan (High Interest Books) (Arlan Dean) Life in Ancient Japan (Peoples of the Ancient World) (Hazel Richardson)

Shipwrecks A Night to Remember: A Classic Account of the Final Hours of the Titanic (Walter Lord) (E) You Wouldn’t Want to Sail on the Titanic! One Voyage You’d Rather Not Make (You Wouldn’t Want . . . Series) (David Evelyn Stewart, David Salariya and David Antram) (IG940L) Exploring the Titanic: How the Greatest Ship Ever Lost – Was Found (Robert D. Ballard) Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance (Jennifer Armstrong) (1090L)

Child Labor Kids on Strike (Susan Campbell Bartoletti) (920L) Kids at Work: Lewis Hine and the Crusade Against Child Labor (Russell Freedman and Lewis Hine( (EA) (1140L)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards ART, MUSIC, AND MEDIA

Art and Architecture Frederick Douglass Home (Washington, DC, ca. 1855) Lincoln Memorial (Washington, DC, 1912-1922) Washington Monument (Washington, DC 1848-1888) Iwo Jima Memorial (Rosslyn, Virginia, 1954) Vietnam War Memorial (Washington, DC, 1982)

Music Traditional, possibly Wallis Willis, “Swing Low, Sweet Chariot” Traditional, “Nobody Knows the Trouble I’ve Seen” Traditional, “Cotton Mill Girls” (as sung by Michele Welborne)

Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 15

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 6

Figure It Out

Unit 5 - Number of Weeks: 4 – April

Essential Question: How do strategies for solving math problems compare with strategies for solving mysteries?

Terminology: alibi, deductive reasoning, evidence, inductive reasoning, inference, investigator, mystery, problem solving, red herring, sleuth, suspect, victim, witness

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other (IG) Illustrated Guide http://lexile.com/fab/ works identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RL.6.5: Analyze how a ANCHOR TEXTS Class participation particular sentence, Chasing Vermeer (Blue Balliet Teacher observation chapter, scene, or and Brett Helquist) (770L) Self-reflection stanza fits into the Journal Note-taking overall structure of a LITERARY TEXTS text and contributes to Math Stories Class Discussion the development of The Westing Game (Ellen How do you make sense of nonsense poems such as the theme, setting, or Raskin) (750L) “Jabberwocky” and how do you figure out what words mean plot. G is for Googol: A Math when they don’t really exist? Optional: Write your own Alphabet Book(David M. nonsense poem and see if classmates can make sense of it. RL.6.4: Determine the Schwartz and Marissa Moss) What have you learned about inductive and deductive meaning of words and Math Curse (Jon Scieszka) reasoning? phrases as they are (560L) Which of the following problem-solving approaches use used in a text, Toothpaste Millionaire (Jean inductive and which use deductive reasoning: acting out the including figurative, Merrill) (820L) scenario, role-playing, drawing a picture, making a list, working connotative, and Classic Mysteries backwards, making educated guesses and checking how they technical meanings. The Mysterious Adventures of work, drawing a web of facts, events and characters. Sherlock Holmes (Arthur Conan Math Connection W.6.2: Write Doyle) (1090L) Solve some problems from The $1.00 Word Riddle Book and informative/ Three-Act Tragedy (Agatha write in your journal the thought process used to solve those

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Focus Suggested Works/Resources Sample Activities and Assessment Standards explanatory texts to Christie) (680L) problems. examine a topic and Contemporary Mysteries convey ideas, 39 Clues series (Rick Riordan) Just the Facts Graphic Organizer concepts, and The Mysterious Benedict Society Title and author of your mystery information through (Trenton Lee Stewart and Each character’s name, his/her traits, and his/her role in the selection, Carson Ellis) the mystery organization, and The Name of this Book is Secret List of clues, including page numbers on which they are analysis of relevant (Secret Series) (Pseudonymous found content. Bosch) Make and revise predictions Poetry Solution SL.6.4: Present claims “Jabberwocky” (Lewis Carroll) and findings, (E) Writing Argument sequencing ideas Math Talk: Mathematical Ideas How does listening to a mystery such as The Mysterious logically and using in Poems for Two Voices Adventures of Sherlock Holmes as an audiobook compare to pertinent descriptions, (Theoni Pappas) reading the book? Write an argument with at least three reasons facts, and details to Poetry for Young People: for your preference. accentuate main ideas Edward Lear (Edward Lear, or themes; use Edward Mendelson, and Laura Literature Response appropriate eye Huliska-Beith) Select a pivotal passage or scene from the mystery as you are contact, adequate Poetry for Young People: Edgar reading. How does this scene fit into the overall structure of the volume, and clear Allen Poe (Edgar Allen Poe, text? How does it contribute to your overall understanding of pronunciation. Brod Bagert and Carolynn the plot? Write your thoughts in your journal and reevaluate your Cobleigh) claim at the end of the book. L.6.5: Demonstrate 39 Clues Book 1: The Maze of understanding of Bones (Rick Riordan) Dramatization/fluency figurative language, (Scholastic Audio Books) Choose your favorite poem from this unit to memorize and/or word relationships, Nonfiction recite to the class using appropriate eye contact, adequate and nuances in word The Number Devil: A volume, and clear pronunciation.(videotape) meanings. Mathematical Adventure (Hans

Magnus Enzenberger) (E) Narrative Writing

Go Figure! A Totally Cool Book Write your own mystery. See how long you keep the reader engaged without giving away the resolution. Hook the reader About Numbers (Johnny Ball) The $1.00 Word Riddle Book with a mysterious opening sentence and have a logical (Marilyn Burns and Martha sequence of events. Weston) Math-terpieces: The Art of Informative/Explanatory Writing Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 17

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Problem Solving (Greg Tang Write an essay in response to the essential question and upload and Greg Paprocki) it to the classroom blog. Grapes of Math: Mind-Stretching Math Riddles (Greg Tang and Art/Class Discussion Harry Briggs) (NP) Compare the work of Balthus to the illustrations in The Mysteries of Harris Burdick. What are the differences you ART, MUSIC, AND MEDIA notice between fine art (Balthus) and illustrations? How are they Art similar? Balthus, The Mountain (1936- 1937) Language/Style Balthus, The Street (1933-1935) Read the opening pages from Math Curse and a book from 39 Balthus, The Living Room Clues and describe the authors’ styles. Are they formal or (1942) informal? How does each author’s style compare to yours? Balthus, Solitaire (1943) Chris Van Allsburg, illustrations from The Mysteries of Harris Burdick (1984) Media The New Adventures of Sherlock Holmes (Arthur Conan Doyle) (Anthony Boucher) (audiobook CD) The Essential Agatha Christie Stories; Agatha Christie’s Best Short Sleuths Crack Twenty- Two Famous Cases (Agatha Christie) (BBC Audiobooks America)

Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 18

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 6

Winging It

Unit 6 - Number of Weeks: 6 – May-June

Essential Question: How do literature and informational text reveal why people dream of flying?

Terminology: figurative language idioms - “fly in the face of”, “fly off the handle”, “flying by the seat of your pants”, “flying colors”, ”when pigs fly”, imagery literary techniques – “rhyme, scheme, meter, metaphor, simile, alliteration, onomatopoeia” memoir, personification

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RL.6.2: Determine a ANCHOR TEXTS GRADE District Test Scores theme or central idea Amelia Earhart (DK Biography) DIBELS of a text and how it is (Tanya Lee Stone) (1000L) Tests/quizzes conveyed through Amelia Earhart: First Lady of Flight Homework particular details; (Mann) (HM) Class participation provide a summary of Teacher observation and monitoring of skills the text distinct from taught personal opinions or LITERARY TEXTS judgments. Introductory Activity/Class Discussion Stories Teacher read aloud: A is for Airplane or The Airplane RI.6.6: Determine an Dragonwings (Lawrence Yep) (E) Alphabet Book. Discuss how picture books give author’s point of view (870L) background information about new topics. Talk with a or purpose in a text First to Fly: How Wilbur and Orville partner and note in journal: Were you surprised by the and explain how it is Wright Invented the Airplane (Peter amount of information within an alphabet book? conveyed in the text. Busby) Literature Response Flight (Robert Burleigh) (AD570L) As students read Dragonwings, have them keep a journal that specifies: RI.6.7: Integrate Characteristics of Moon Shadow and Windrider information presented that enable them to overcome obstacles in different media or Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 19

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Focus Suggested Works/Resources Sample Activities and Assessment Standards formats (e.g. visually, Picture Books (as an Introduction to the The obstacles they face quantitatively) as well Unit) Their internal responses and external behaviors as in words to develop A is For Airplane: An Aviation Alphabet to these obstacles a coherent (Mary Ann McCabe Riehle, Fred The events that lead up to the climax and, understanding of a Stillwell, and Rob Bolster) ultimately, the characters’ growth topic or issue. The Airplane Alphabet Book (Jerry The theme of the book Pallotta) W.6.2: Write Poetry Journal Entry/Figurative Language informative/explanator I Am Phoenix: Poems for Two Voices After reading chapter 3, mark the text with sticky notes in y texts to examine a (Paul Fleischman) places where Yep uses imagery, alliteration, metaphors, topic and convey similes, and personification. Share with a partner. ideas, concepts, and INFORMATIONAL TEXTS Follow-up: write about your own dreams using similar information through types of figurative language. the selection, Nonfiction organization, and Flying Free: America’s First Black Graphic Organizer/Literary Response analysis of relevant Aviators (Philip S. Hart) Make a class list of the aviators studied listing name, content. Fantastic Flights: One Hundred Years obstacles he/she faces, why he/she is famous, what of Flying on the Edge (Patrick O’Brien) turning point in his/her life led him/her into aviation and SL.6.5: Include (990L) what did you learn about this person that surprised you? multimedia Black Eagles: African Americans in components (e.g. Aviation (James Haskins) (1160L) Writing(Argument) graphics, images, Strange and Wonderful Aircraft (Harvey “Success is not a destination; it’s a journey.” Write an music, sound) to Weiss)(980L) argument in response to this quotation from the visual displays in The Simple Science of Flight: From perspective of the aviator you studied. presentations to clarify Insects to Jumbo Jets (Henk Tennekes) information. Flight: Discover Science Through Facts Drama

and Fun (Gerry Bailey) Work in small groups to create and present a short skit L.6.1: Demonstrate about the principles of flight and/or an aviator. Try to command of the Biographies include the idioms about flying learned in the unit. Write conventions of Sterling Biographies: The Wright the script paying careful attention to capitalization, Standard English punctuation, spelling and word choice. Your classmates grammar and usage Brothers: First in Flight (Tara Dixon- Engel) will compare your presentation with your written version when writing or and will discuss the differences between seeing it speaking. Wilbur and Orville Wright: Taking Flight (Stephanie Sammartino McPherson and performed live and reading it. Record the performance Joseph Sammartino Gardner) (950L) with a video camera so you can evaluate your performance. The Wright Brothers: How They Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 20

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Invented the Airplane (Russell Freedman) Art/Class Discussion Charles A. Lindbergh: A Human Hero As you reflect on the background on the Wright Brothers (James Cross Giblin) (1140L) and Charles Lindbergh, describe what you see in the William Boeing: Builder of Planes images. How do these images show their passion and (Community Builders) (Sharlene Nelson ambition to achieve flight? and Ted Nelson) (850L) Up in the Air : The Story of Bessie Coleman (Philip S. Hart and Barbara O’Connor)

ART, MUSIC, AND MEDIA Art Orville Wright, Wilbur Wright and John T. Daniels, First Flight (early twentieth century) Orville Wright and Wilbur Wright, Wilbur gliding down steep slope of Big Kill Devil Hill (early twentieth century) Orville Wright and Wilbur Wright, Crumpled glider wrecked by the wind on Hill of the Wreck (early twentieth century) Photographer unknown, Charles Lindbergh, three-quarter length portrait, standing, left profile, working on engine of The Spirit of St. Louis (early twentieth century) Attributed to Orville and/or Wilbur Wright, Orville Wright, Major john F. Curry, and Colonel Charles Lindbergh, who came to pay Orville a personal call at Wright Field, Dayton, Ohio (early twentieth century)

Ware Public Schools Common Core Curriculum, ELA-Grade 6 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 21

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Grade 6 Poetry

Addendum A – Unit 1

Past, Present, Future by Emily Brontë Tell me, tell me, smiling child, What the past is like to thee ? 'An Autumn evening soft and mild With a wind that sighs mournfully.’ Tell me, what is the present hour ? 'A green and flowery spray Where a young bird sits gathering its power To mount and fly away.’ And what is the future, happy one ? 'A sea beneath a cloudless sun ; A mighty, glorious, dazzling sea Stretching into infinity.’

A BIRTHDAY

by: Christina Rossetti (1830-1894)

Y heart is like a singing bird Whose nest is in a water'd shoot; My heart is like an apple-tree Whose boughs are bent with thick-set fruit; My heart is like a rainbow shell That paddles in a halcyon sea; My heart is gladder than all these, Because my love is come to me. Raise me a daïs of silk and down; Hang it with vair and purple dyes; Carve it in doves and pomegranates, And peacocks with a hundred eyes; Work it in gold and silver grapes, In leaves and silver fleurs-de-lys; Because the birthday of my life Is come, my love is come to me.

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Unit 2

A Navajo Thunder Song

The song below is part of a Navajo chant for thunder, which brings rain. The Navajo sang the song during the Mountain Chant Ceremony. Twelfth Song of the Thunder from the Navajo (translated by Dr. Washington Matthews, 1887)

The voice that beautifies the land! The voice above, The voice of the thunder. Within the dark cloud Again and again it sounds, The voice that beautifies the land. The voice that beautifies the land! The voice below: The voice of the grasshopper. Among the plants Again and again it sounds, The voice that beautifies the land.

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Unit 4

If If you can keep your head when all about you Are losing theirs and blaming it on you; If you can trust yourself when all men doubt you, But make allowance for their doubting too: If you can wait and not be tired by waiting, Or, being lied about, don't deal in lies, Or being hated don't give way to hating, And yet don't look too good, nor talk too wise;

If you can dream---and not make dreams your master; If you can think---and not make thoughts your aim, If you can meet with Triumph and Disaster And treat those two impostors just the same:. If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop and build'em up with worn-out tools;

If you can make one heap of all your winnings And risk it on one turn of pitch-and-toss, And lose, and start again at your beginnings, And never breathe a word about your loss: If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: "Hold on!"

If you can talk with crowds and keep your virtue, Or walk with Kings---nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you, but none too much: If you can fill the unforgiving minute With sixty seconds' worth of distance run, Yours is the Earth and everything that's in it, And---which is more---you'll be a Man, my son!

Rudyard Kipling

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ABE

And so, Young Abe Of the too-short pants And too-long legs, Young Abe spitting into his palms, Wrapping his bony fingers around The handle of an axe, Sinking the bright blade deep Into heartwood, Young Abe splitting the rails apart.

Grew into Abe Of the sad eyes Of the face carved deep By sorrow, Wrapping his strong hands Around a nation, Trying to hold the bleeding halves Together Until they healed.

Alice Schertle

-from Lives: Poems about Famous Americans

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CASABIANCA by: Felicia Dorothea Hemans (1793-1835)

HE boy stood on the burning deck Whence all but him had fled; The flame that lit the battle's wreck Shone round him o'er the dead.

Yet beautiful and bright he stood, As born to rule the storm; A creature of heroic blood, A proud, though childlike form.

The flames rolled on -- he would not go Without his father's word; That father, faint in death below, His voice no longer heard.

He called aloud -- "Say, father, say, If yet my task is done?" He knew not that the chieftain lay Unconscious of his son.

"Speak, father!" once again he cried, "If I may yet be gone!" And but the booming shots replied, And fast the flames rolled on.

Upon his brow he felt their breath, And in his waving hair, And looked from that lone post of death In still, yet brave despair.

And shouted but once more aloud, "My father! must I stay?" While o'er him fast, through sail and shroud, The wreathing fires made way.

They wrapt the ship in splendor wild, They caught the flag on high, And streamed above the gallant child, Like banners in the sky.

There came a burst of thunder sound-- The boy -- oh! where was he? Ask of the winds that far around With fragments strewed the sea!--

With mast, and helm, and pennon fair That well had borne their part-- But the noblest thing that perished there Was that young, faithful heart.

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Unit 5

JABBERWOCKY

Lewis Carroll (from Through the Looking-Glass and What Alice Found There, 1872)

`Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.

"Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!" He took his vorpal sword in hand: Long time the manxome foe he sought -- So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. "And, has thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!' He chortled in his joy.

`Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 7

Characters with Character

Unit 1 – Number of Weeks: 6 – Sept.-mid Oct.

Essential Question: What makes characters in historical fiction believable?

Terminology: characterization, dialogue, monologue, plot, protagonist, setting (historical)

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose) RL.7.1: Cite several ANCHOR TEXT MCAS ELA Test Scores pieces of textual Medieval Korea MCAS Science Open Response Scores evidence to support A Single Shard (Linda Sue Park) DRA analysis of what the (920L) DIBELS text says explicitly as Course assessments, formative and summative well as inferences LITERARY TEXTS Class discussion drawn from the text. Stories Medieval Europe INTRODUCTORY ACTIVITY (FOR THE YEAR) RL.7.2: Determine a Favorite Medieval Tales (Mary Pope Read a variety of literature and informational texts this theme or central idea Osborne) (860L) year in at least three genres that you haven’t encountered of a text and analyze Good Masters! Sweet Ladies! Voices before (such as adventure, historical fiction, comedy, its development over from a Medieval Village (Laura Amy ancient history, science fiction, fantasy, etc.) the course of the text; Schlitz) (NP) Keep track of the books you read and their genres. provide an objective The World of King Arthur and his summary of the text. Court: People, Places, Legend, and INFORMATIONAL TEXT RESPONSES Lore (Kevin Crossley-Holland) Read Cathedral: The Story of Its Construction. Take notes RL.7.9: Compare and Anna of Byzantium (Tracy Barrett) about the key steps in building a cathedral. Keep track of contrast a fictional (910L) the page numbers your notes come from. Make a list of portrayal of a time, Castle Diary: The Journal of Tobias new vocabulary words. Create a comic strip or digital slide place, or character Burgess (Richard Platt and Chris presentation showing the major steps. Cite your sources. Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 1

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Focus Suggested Works/Resources Sample Activities and Assessment Standards and a historical Riddell) account of the same The Seeing Stone (Arthur Trilogy, GRAPHIC ORGANIZER period as a means of Book One) Kevin Crossley-Holland Take notes in your reading about how characters are understanding how Crispin: The Cross of Lead (Avi) affected by their time period. Keep track of page numbers authors of fiction use Old English Riddles: From the Exeter so you can cite your sources. Look for answers to these or alter history. Book (Michael Alexander) questions: Adam of the Road (Elizabeth Janet Where was that person’s place in the feudal system? RI.7.1: Cite several Gray) (1030L) Where did the character live, and why? What did the pieces of textual The Midwife’s Apprentice (Karen character’s parents do, and how did that affect the evidence to support Cushman) (1240L) character’s life? What was happening in the character’s analysis of what the world, and what was a typical day like? text says explicitly as well as inferences Medieval Africa CLASS DISCUSSION drawn from the text. Sundiata: Lion King of Mali (David Compare and contrast characters and plots from various Wisniewski) novels. Discuss how authors portray history accurately or W.7.3: Write Traveling Man: The Journey of Ibn alter it. Create a Venn diagram comparing three of the narratives to develop Battuta 1325-1354 (James Rumford) characters. real or imagined (AD650L) experiences or events WRITING (ARGUMENT) Sundiata: An Epic of Old Mali (Djibril using effective Read A Single Shard and think about where Tree-ear gets Tamsir Niane) technique, relevant his courage. Write a journal response to the question, “Are descriptive details, characters born brave or is courage developed by facing INFORMATIONAL TEXTS and well-structured fears?” Write a well-developed paper on the same topic Nonfiction event sequences. including an engaging opening statement, at least three Medieval Europe reasons for your answer, and examples from the text. Cathedral: The Story of Its

Construction (David Macaulay) (E) WRITING (ARGUMENT) (1120L) Read The Midwife’s Apprentice and think about the The Medieval World (Philip Steele) techniques the author uses to turn a nameless girl into a Manners and Customs in the Middle memorable character. Write a well-developed paper in Ages (Marsha Groves) (IG1090L) response to the question, “Do good characterization Joan of Arc (Diane Stanley) (980L) techniques help convey the theme of the story?” Include Personal Recollections of Joan of Arc an engaging opening statement, three reasons, and (Mark Twain) examples from the text. Outrageous Women of the Middle Ages (Vicki Leon) Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 2

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Focus Suggested Works/Resources Sample Activities and Assessment Standards The Horrible, Miserable Middle Ages: NARRATIVE WRITING The Disgusting Details about Life Write your own well-developed “Character with Character” During Medieval Times (Fact Finders: story. Use elements and techniques learned in this unit to Disgusting History Series) (Kathy develop the theme of the story. Discuss your story with a Allen) classmate and then revise it. Create a visual to The Middle Ages: An Illustrated accompany the story. History (Oxford Illustrated Histories) (Barbara Hanawalt) CLASS DISCUSSION How Would You Survive in the Middle Write in your journal about the ways the poem Sundiata: Ages (How Would You Survive … An Epic Of Old Mali captures the mystery of a medieval Series) (Fiona MacDonald, David African king. Use your ideas in a class discussion. Salariya, and Marke Peppe) (910L) DRAMATIZATION/FLUENCY Medieval Africa Choose a strong character from Good Masters! Sweet The Royal Kingdoms of Ghana, Mali, Ladies! Voices from a Medieval Village. Memorize or and Songhay: Life in Medieval Africa present the character’s dialog, or work with a classmate to (Patricia and Frederick McKissack) present a dialog.

ART, MUSIC, AND MEDIA ART/CLASS DISCUSSION Art Discuss how art can provide insight into a historical period. Armor Compare and contrast the Chora Church and Hagia Child’s Suit of Armor, French or Sophia mosaics, and talk about what is happening in the German (sixteenth century) (Walters images and what that would have communicated to people Art Museum) who could not read. Byzantine Art Mosaics at Hagia Sophia, Instanbul, ART/WRITING Turkey (562-1204) View Giotto’s Madonna and Martini’s Annunciation. Write a Mosaics at Chora Church, Instanbul, description of how the paintings use colors, lines, and Turkey (1315-1321) textures to create a sense of majesty. Write about how can Islamic Art you tell who the central figure is in each painting and which painting you think is most beautiful. Textile art of the Caucasus, Persia WORD STUDY The Islamic Art Collection at the Los Create a personal dictionary of words learned in this unit, Angeles County Museum of Art to be used all year to study etymology. Western European Medieval Art

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Focus Suggested Works/Resources Sample Activities and Assessment Standards 1310 INFORMATIVE/ Simone Martini and Lippo Memmi, EXPLANATORY WRITING Annunciation (1330) Write a response to this question based on the novels you Attributed to Jean de Touyl, Reliquary have read in this unit: “What makes characters in historical Shrine (fourteenth century) fiction believable?” Cite examples from the stories. Gothic Art and Architecture Discuss your writing with a teacher and a classmate and Chartes Cathedral, Chartres, France revise and edit your answer. Notre Dame de Paris, Paris, France Westminster Abbey, London, England GRAMMAR AND USAGE Find five phrases and clauses in a book you are reading Illuminated Manuscripts and explain their function. Underline and label phrases Herman, Paul, and Jean de Limbourg, The and clauses in a piece of your own writing. Eliminate Belles Heures of Jean de France, Duc de misplaced modifiers. Berry (1405-1408/1409) MECHANICS/GRAMMAR WALL Music Contribute to a class bulletin board on editing topics. Use Gregorian chants and madrigals the information on the bulletin board throughout the year to edit your work.

MECHANICS Explain the use of punctuation, grammar, and usage you have learned about in lessons. Underline words in your own writing that could use more description. Add adjectives. Check your work with a partner.

VOCABULARY/WORD WALL Contribute to a class word wall.

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 7

Perseverance

Unit 2 - Number of Weeks: 6 – mid Oct.-Nov.

Essential Question: How do individuals, real and fictional, use words and actions to demonstrate perseverance?

Terminology: biography, character’s conflict: external and internal, diction, imagery, graphical, autobiography, photobiography, tone

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RL.7.3: Analyze how ANCHOR TEXTS CLASS DISCUSSION particular elements of Timothy of the Cay (Taylor) (860L) Look up the word “perseverance” in a dictionary. a story or drama Poetry Contribute to a class word map of the word, listing interact (e.g. how “Oranges” (Gary Soto) (E) examples from the books you read. setting shapes the characters of plot). NOTE TAKING LITERARY TEXTS Take notes from one book about how characters are RI.7.2: Determine two Stories affected by their time period, location, family, and or more central ideas The Mostly True Adventures of Homer P. obstacles they overcome. Keep track of the page in a text and analyze Figg (Rodman Philbrick) numbers your notes come from, so you can cite them. their development The Voyage of Patience Goodspeed over the course of the (Heather Vogel Frederick) (1020L) CLASS DISCUSSION text; provide an Jesse (Gary Soto) (900L) Compare and contrast characters from the novels and objective summary of Lizzie Bright and the Buckminster Boy biographies you read. Note the experiences that build the text. (Gary D. Schmidt) (1000L) perseverance or destroy it. Discuss this with your class. Create a Venn diagram comparing the positive W.7.7: Conduct short I Rode a Horse of Milk White Jade (Diane Lee Wilson) (1010L) and negative experiences. research projects from Treasure Island (Robert Louis Stevenson) multiple print and INFORMATIONAL TEXT RESPONSE digital sources, using (610L) Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 5

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Focus Suggested Works/Resources Sample Activities and Assessment Standards search terms Ties That Bind, Ties That Break (Lensey Read Dare to Dream! 25 Extraordinary lives about effectively; assess the Namioka) (830L) people who overcome great challenges. Write a credibility and The Miracle Worker (and Related journal response to the question, “How do accuracy of each Readings) (William Gibson) (NP) expectations affect what one can accomplish?” Justify source; and quote or Drama your answer with examples from the text. paraphrase the data The Miracle Worker: A Play (William and conclusions of Gibson) DRAMATIZATION/FLUENCY others while avoiding Study the photobiography Helen’s Eyes and then read plagiarism and INFORMATIONAL TEXTS The Miracle Worker in a small group or as a class. following a standard Biographies Practice your part before reading the play aloud. format for citation. Dare to Dream! 25 Extraordinary Lives Discuss how a play contributes to meaning in a (Sandra McLeod Humphrey) different way from a photobiography. Discuss how the SL.7.1: Engage African American Firsts: Famous Little- playwright develops the point of view of the characters. effectively in a range Known and Unsung Triumphs of Blacks in of collaborative America (Joan Potter) MEDIA APPRECIATION/ CLASS DISCUSSION discussions (one-on- The World at Her Fingertips: The Story of Write in your journal about the differences in learning one, groups, and Helen Keller (Joan Dash) about Annie Sullivan and Helen Keller by reading, teacher-led) with Geronimo (Joseph Bruchac) (900L) seeing a film, or seeing a play. Share your ideas with a diverse partners on partner and then discuss the topic with your class. The Civil Rights Movement in America grade 7 topics, texts, (Cornerstones of Freedom Series, and issues, building RESEARCH AND WRITING (ARGUMENT) AND Second Series) (Elaine Landau) (1080L) on others’ ideas and MULTIMEDIA PRESENTATION Dare to Dream: Coretta Scott King and expressing their own Research a famous person who persevered in the face the Civil Rights Movement (Angela Shelf clearly. of obstacles. Use a wide range of credible sources for Medearis) (890L) your research. Find a video clip of your person

SL.7.1(c): Pose speaking, if possible. Write and present a multimedia Photobiographies questions that elicit presentation. elaboration and Inventing the Future: A Photobiography of respond to others’ Thomas Alva Edison (Marfe Ferguson LITERATURE RESPONSE questions and Delano) (1140L) Write a response in your journal to the question, “In comments with Helen Keller: A Photographic Story of a historical fiction, how does the author’s style affect the relevant observations Life (Leslie Garrett) (890L) believability of the main character?” and ideas that bring Helen’s Eyes: A Photobiography of Annie the discussion back on Sullivan, Helen Keller’s Teacher (Marfe CLASS DISCUSSION topic as needed. Ferguson Delano) (1030L) Read Inventing the Future and note how Edison

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Focus Suggested Works/Resources Sample Activities and Assessment Standards SL.7.1(d): Graphical Autobiography seems to view failures as successes. Write in your Acknowledge new Persepolis: The Story of a Childhood journal about how a failure can be considered a information expressed (Marjane Satrapi) (NC380L) success. Discuss the topic as a class, citing examples by others and, when from the text. warranted, modify ART, MUSIC, AND MEDIA their own views. Art NARRATIVE WRITING/ RECITATION N.C. Wyeth, All day he hung round the Write a bio-poem about a real or fictional person who L.7.4: Determine or cove, or upon the cliffs, with a brass demonstrates perseverance. Memorize and/or read clarify the meaning of telescope (1911) the poem to the class. unknown and multiple- N.C. Wyeth, For all the world, I was led meaning words and like a dancing bear (1911) INFORMATIVE/ EXPLANATORY WRITING phrases based on N.C. Wyeth, Then, climbing on a roof, he Compare the prose and poetry of Gary Soto. Write in grade 7 reading and had with his own hand bent and run up your journal about how the form, diction, and imagery content, choosing the colors (1911) in “Oranges” compares with Jesse. Share your ideas flexibly from a range of N.C. Wyeth, Treasure Island, title page with a partner. Write a well-developed paper citing at strategies. illustration (1962) least three examples from each of two texts. Edit your Film writing to add sentence variety and correct spelling. L.7.4(b): Use Arthur Penn, dir., The Miracle Worker (1962) common, grade- WORD STUDY appropriate Greek or Add words to your personal dictionary. Latin affixes and roots as clues to the INFORMATIVE/ EXPLANATORY WRITING meaning of a word Write an informative/explanatory essay in response to (e.g., belligerent, the essential question for this unit. Cite specific details. bellicose, rebel). Revise and strengthen your writing based on comments from your teacher and a classmate. L.7.4(d): Verify the preliminary VOCABULARY/WORD WALL determination of the Contribute new words to your class word wall. meaning of a word or phrase (e.g. by ART/CLASS DISCUSSION checking the inferred View the Wyeth drawings in Treasure Island. Discuss meaning in context or how the illustrations add to your understanding of the in a dictionary). book, and whether they can stand alone as works of art.

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 7

Courage in Life and Literature

Unit 3 - Number of Weeks: 8 – Dec.-mid Feb.

Essential Question: How can reading about the courage of real people inform our understanding of determined literary characters?

Terminology: connotation, denotation, dialogue, diction, documentary, point of view, screenplay

Focus Suggested Works/Resources Sample Activities and Assessment Standards RL.7.5: Analyze how a ANCHOR TEXT CLASS DISCUSSION drama’s or poem’s The Devil’s Arithmetic (Jane Yolen) Look up the word “courage” in a dictionary. Share form or structure (e.g. (730L) ideas with classmates to learn the word’s denotation soliloquy, sonnet) and various connotations. Contribute to a class word contributes to its map showing examples of courage from your reading. meaning. LITERARY TEXTS I Am David (Anne Holm) (910L) LITERATURE RESPONSE RL.7.7: Compare and Milkweed (Jerry Spinelli) (510L) Write a response in your journal to the question, “What contrast a written When Hitler Stole Pink Rabbit (Judith makes Anne Frank a person to whom I can relate?” story, drama, or poem Kerr) (940L) Justify your response with examples of the language in to its audio, filmed, Number the Stars (Lois Lowry) (670L) the text. staged, or multimedia Summer of My German Soldier (Bette version, analyzing the Greene) (800L) NOTE TAKING ON CHARACTERIZATION effects of techniques Daniel’s Story (Carol Matas) (720L) Read one of the fictional stories to compare it to Anne unique to each Frank. Take notes on questions such as where the Pocket Full of Seeds (Marilyn Sachs) medium (e.g., lighting, character lived, what was going on in the world, what (720L) sound, color, or was a typical day like, and how is the character like or Poetry camera focus and different from Anne Frank? Note the author’s War and the Pity of War (Neil Philip and angles in a film). characterization techniques. Keep track of the page Michael McCurdy) numbers of your examples so you can cite them in a Drama RI.7.3: Analyze the paper. Compare your notes to those of a classmate interactions between The Diary of Anne Frank: A Play (Frances who read the same book. Goodrich and Albert Hackett

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Focus Suggested Works/Resources Sample Activities and Assessment Standards individuals, events, 101 Monologues for Middle School and ideas in a text Actors: Including Duologues and CLASS DISCUSSION (e.g., how ideas Triologues (Rebecca Young) Compare and contrast characters from the novels in influence individuals or this unit. Look for ways that the authors create events, or how INFORMATIONAL TEXTS courageous characters. Discuss this with your class. individuals influence Nonfiction Create a Venn diagram or other comparison chart that ideas or events). A History of US: War, Peace, and All that notes similarities and differences for three characters. Jazz (Joy Hakim) (E) RI.7.9: Analyze how Ghost Soldiers; The Epic Account of INFORMATIVE/ EXPLANATORY WRITING two or more authors World War II’s Greatest Rescue Mission Use the notes you have taken to write a well- writing about the same (Hampton Sides) developed paper comparing a fictional character’s topic shape their True Stories of D-Day (True Adventure experience to Anne Frank’s. Cite three or four presentations of key Stories) (Henry Brook) (1120L) examples from the texts. Edit your writing for phrases information by Dear Miss Breed: True Stories of the and clauses, modifiers, and precise language. emphasizing different Japanese American Incarceration During evidence or advancing World War II and a Librarian Who Made a INFORMATIVE/ EXPLANATORY WRITING different Difference (Joanne Oppenheim) (1040L) Analyze the events of World War II using a variety of interpretations of facts. Hiroshima (John Hersey) (1190L) sources. Write a journal entry that distinguishes Fighting for Honor: Japanese Americans between facts and opinions about events. Include new W.7.2: Write and World War II (Michael L. Cooper) vocabulary words. informative/explanator (1040L) y texts to examine a INFORMATIVE/ EXPLANATORY WRITING Never to Forget: The Jews of the topic and convey Describe how Winston Churchill’s use of repetition and Holocaust (Milton Meltzer) (1120L) ideas, concepts, and rhetorical questions advances the theme of courage in Six Million Paper Clips: The Making of a information through his speech. Cite at least two examples from the text to Children’s Holocaust Memorial (Peter W. the selection, support your thesis. Schroeder and Dagmar Schroeder- organization, and Hildebrand) (870L) analysis of relevant SPEECH ANALYSIS content. Atomic Structure and Chemical Compare the styles and themes in the speeches by Reactions: Middle Grades and High Churchill and Franklin D. Roosevelt. Write your ideas SL.7.2: Analyze the School (Nevin Katz) on a T-chart or Venn diagram. Cite specific examples main ideas and The Making of the Atomic Bomb (Richard of style, such as diction and the use of figurative supporting details Rhodes) language. presented in diverse RESEARCH media and formats Research in detail one of the rights that was taken

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Focus Suggested Works/Resources Sample Activities and Assessment Standards (e.g., visually, Biographies away from the Jewish people during the Nazi regime in quantitatively, orally) Anne Frank: The Diary of a Young Girl Germany. Write an essay or make a presentation of and explain how the (Anne Frank) (1080L) your findings. Write a notecard summarizing your ideas clarify a topic, Anne Frank: Beyond the Diary: A findings and contribute to a chronological class bulletin text, or issue under Photographic Remembrance (Ruud van board on the topic. Discuss how people could react study. der Rol and Rian Verhoeven) with perseverance and courage even as their rights The Journal of Scott Pendleton Collins: A were taken away. L.7.6: Acquire and use World War II Soldier, Normandy, France, accurately grade- 1944 (Walter Dean Myers) CLASS DISCUSSION AND WRITING (ARGUMENT) appropriate general Night (Elie Wiesel) (570L) Write in your journal about how understanding the academic and domain- Zlata’s Diary: A Child’s Life in Wartime historical period helps to understand the writing of specific words and Sarajevo (Zlata Filipovic) (640L) Anne Frank. Discuss your ideas in class. Use your phrases; gather I Have Lived a Thousand Years: Growing ideas to write a speech explaining your viewpoint. Use vocabulary knowledge Up in the Holocaust (Livia Bitton-Jackson) figurative language and careful word choice. when considering a (720L) word of phrase DRAMATIZATION/FLUENCY (OPTION 1) important to Memoir Write a play about Anne Frank’s or someone else’s comprehension or A Friend Called Anne: One Girl’s Story of experience of conflict during the Holocaust. Focus on expression. War, Peace, and a Unique Friendship interpersonal or intrapersonal conflict, conflict between with Anne Frank (Jacqueline van self and others, or another type of conflict. Use what Maarsen) you learned in the drama unit and in history class.

Four Perfect Pebbles (Lila Perl) (1080L) DRAMATIZATION/FLUENCY (OPTION 2) Children of Willesden Lane: Beyond the Choose a poem from War and the Pity of War or a Kindertransport – A Memoir of Music, diary entry from a book. Memorize it and present it to Love, and Survival (Mona Golabek) the class. (920L)

MEDIA APPRECIATION Speeches Watch Paper Clips and discuss how the format of the “Blood, Toil, Tears, and Sweat: Address documentary contributes to its meaning and why it is to Parliament on May 13th, 1940” important to learn from history. (Winston Churchill) (E) “Declaration of War on Japan” (Franklin WORD STUDY D. Roosevelt) Add new words to your personal dictionary. Trace the meaning of some of the words in your dictionary back

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Focus Suggested Works/Resources Sample Activities and Assessment Standards ART, MUSIC, AND MEDIA to their historical origins. Film George Stevens, dir., The Diary of Anne INFORMATIVE/ EXPLANATORY WRITING Frank (Screenplay by Frances Goodrich Write an informative/explanatory essay in response to and Albert Hackett) (1959) the essential question of this unit. Revise your work Robert Dornhelm, dir., Anne Frank: The after your teacher reviews it. Summarize your work on Whole Story (2001) two PowerPoint slides and contribute them to a class Elliot Berlin and Joe Fab, dir., Paper Clips presentation. (HBO documentary) (2004) Peter Jones, dir., Bataan Rescue: The GRAMMAR AND USAGE Most Daring Rescue Mission of World Select a piece of your own writing and edit it for War II (PBS documentary) (2005) misplaced modifiers.

MECHANICS/GRAMMAR WALL Continue adding to the class Mechanics/Grammar bulletin board. Use the lessons on the board to edit your work.

USAGE Study redundancies. Read a piece of your work to a classmate and work together to edit out redundancies.

VOCABULARY/WORD WALL Contribute to the class Word Wall bulletin board.

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 7

Survival in the Wild

Unit 4 - Number of Weeks: 4 – March

Essential Question: What similarities and differences exist among the characters who survive in the wild?

Terminology: abridged, anthropomorphism, flashbacks, foreshadowing, point of view

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RL.7.2L: Determine a ANCHOR TEXT INTRODUCTORY ACTIVITY theme or central idea The River (Gary Paulsen)(960L) Read “The Song of the Wandering Aengus.” Talk to a of a text and analyze classmate about what you think the poem means, its development over literally and figuratively. Write your ideas in a journal. the course of the text; LITERARY TEXTS provide an objective NOTE TAKING ON CHARACTER DEVELOPMENT summary of the text. Stories Read The Call of the Wild. Takes notes about how the The Call of the Wild (Jack London) characters, including the animals, are affected by their RI.7.5: Analyze the (1120L) environment. Note page numbers so you can cite your structure an author Woodsong (Gary Paulsen) (1090L) ideas in a discussion. Consider the character’s typical uses to organize a Far North (Will Hobbs) (820L) day and challenges, and the meaning of “the call of the text, including how the Incident at Hawk’s Hill (Allan W. Eckert) wild.” major sections (1200L) contribute to the whole Black Hearts in Battersea (Joan Aiken) NOTE TAKING AND CLASS DISCUSSION and to the (900L) Compare and contrast characters from the novels you development of the read. Generalize about the traits that allow a character ideas. Comparisons to The Call of the Wild to survive in the wild. Discuss the characters with your Touching Spirit Bear (Ben Mikaelsen) class. Create a Venn diagram to summarize your W.7.1: Write (670L) character comparison. arguments to support The Higher Power of Lucky (Susan Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 12

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Focus Suggested Works/Resources Sample Activities and Assessment Standards claims with clear Patron) (1010L) LITERATURE RESPONSE reasons and releveant Call It Courage (Armstrong Sperry) (830L) Find examples of anthropomorphism in the stories you evidence. Other Will Hobbs survival tales, such as read. Record them in your journal. Discuss how this Beardance (890L) additional “character” plays a role in the story. SL.7.4: Present claims and findings, Graphic Novel WRITING (ARGUMENT) emphasizing salient The Call of the Wild (Puffin Graphics, jack Takes notes about the characters of John Thornton points in a focused, London) and Judge Miller in The Call of the Wild. Write an coherent manner with argument about who, from the book’s point of view, is pertinent descriptions, Poetry the better master. Cite examples. facts, details, and “The Song of Wandering Aengus” examples; use (William Butler Yeats) (E) LITERATURE RESPONSE appropriate eye Notice the use of flashbacks in Hatchet. Write a contact, adequate response to this question in your journal: “How does volume, and clear INFORMATIONAL TEXTS Gary Paulsen incorporate the past into the present?” pronunciation. Compare two authors’ use of flashbacks in different Nonfiction works. L.7.5: Demonstrate Into the Ice: The Story of Arctic understanding of Exploration (Lynn Curlee) LITERATURE RESPONSE AND WRITING figurative language, SAS Survival Handbook, Revised Edition: (ARGUMENT) word relationships, For Any Climate, in Any Situation (John Read the graphic novel of The Call of the Wild. Write a and nuances in word “Lofty” Wiseman) convincing argument for reading the original version. meanings. Cite similarities and differences between the versions. Biographies Jack London: A Biography (Daniel Dyer) RESEARCH ESSAY Study proper documentation of sources with your Guts (Gary Paulsen) class. Write a research essay about an author who Will Hobbs (My Favorite Writer Series) writes about wilderness survival. Describe at least (Megan Lappi) three significant events in the author’s life and explain

their significance. Edit your writing for grammar

conventions studied this year. Watch online interviews

with your author. Add multimedia elements and

present your research to the class.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards ART, MUSIC, AND MEDIA MEDIA APPRECIATION Art Compare the book and movie versions of The Call of Théodore Géricault, The Raft of the the Wild. Write your ideas in your journal. Cite specific Medusa (1818-1819) examples. Winslow Homer, The Gulf Stream (1899) Frederic Edwin Church, The Heart of the WORD STUDY Andes (1859) Add words from this unit to your personal dictionary. Albert Bierstadt, The Rocky Mountains, Include a section on idioms and figures of speech. Lander’s Peak (1863) Group words that are synonyms and antonyms. Thomas Cole, View from Mount Holyoke, Northampton, Massachusetts, after a NARRATIVE ESSAY Thunderstorm – The Oxbow (1836) Write a survival-in-the-wilderness story, using words, Film techniques, and styles from the novels read in this unit. Richard Gabai, dir., Call of the Wild Work with peers to strengthen your writing. Edit for (2009) grammar conventions studied so far. Peter Svatek, dir., The Call of the Wild: Dog of the Yukon (1997) CLASS DISCUSSION Reread “The Song of Wandering Aengus.” Describe Mark Griffiths, dir., A Cry in the Wild how your understanding of the poem has changed (based on Hatchet) (1990) since the unit began. Memorize and/or recite the

poem, emphasizing different words. Discuss with the class how this poem is related to the theme of this unit.

INFORMATIVE/ EXPLANATORY ESSAY Write an informative/explanatory essay responding to the essential question of this unit.

MECHANICS/GRAMMAR WALL Contribute to the class Mechanics/Grammar Wall. Edit your work using the rules on the wall.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards VOCABULARY/WORD WALL Contribute to the class word wall.

ART/CLASS DISCUSSION/WRITING Study the art of Géricault and Homer. Note the similarities and differences between them. Listen to the story of the Medusa shipwreck. Write a short story describing what might have happened before or after the scene in Homer’s work.

ART/DISCUSSION Examine the paintings by Church, Bierstadt, and Cole, who are part of an artist group call the Hudson River School. Describe the differences you see between their styles, how they portray the wilderness, and what they chose to highlight in their art.

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 7

Science or Fiction?

Unit 5 - Number of Weeks: 4 – April

Essential Question: What makes science fiction believable?

Terminology: settings: in the future, alternate timelines, in outer space; themes: time travel, alternate histories/societies, body and mind alterations; fantasy vs. science fiction

RL.7.1: Cite several ANCHOR TEXT NOTE TAKING AND STORY ELEMENTS pieces of textual “Classic” Science Fiction Takes notes in your journal from one of the science evidence to support A Wrinkle in Time (Madeleine L’Engle) (E) fiction works about: what is familiar or believable about analysis of what the (740L) the characters, what is unusual about their text says explicitly as circumstances, and what is the theme of the novel. well as inferences drawn from the text. LITERARY TEXTS CLASS DISCUSSION AND INFORMATIVE/ EXPLANATORY WRITING RI.7.9: Analyze how “Classic” Science Fiction Compare and contrast settings and experiences from two or more authors Dune (Frank Herbert) (800L) the stories you read. As you read one of the novels, writing about the same The War of the Worlds (H.G. Wells) take notes about the story elements that make it topic shape their (1100L) science fiction. Keep track of page numbers so you presentations of key The Invisible Man (H.G. Wells) can cite your examples in class discussion. Write a information by I, Robot (Isaac Asimov) (820L) well-developed paper that explains what makes emphasizing different Journey to the Center of the Earth science fiction a unique genre. Edit your writing for the evidence or advancing (Enriched Classics) (Jules Verne) (1040L) conventions studied so far. different interpretations of facts. Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 16

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Focus Suggested Works/Resources Sample Activities and Assessment Standards “Modern” Science Fiction LITERATURE RESPONSE W.7.2: write The Ear, the Eye, and the Arm (Nancy Read A Wrinkle in Time. Take notes in your journal in informative/explanator Farmer) response to Meg’s mother’s words, “Just because we y texts to examine a My Favorite Science Fiction Story (Martin don’t understand doesn’t mean an explanation doesn’t topic and convey H. Greenberg) (940L) exist.” Relate this to the content of the book and also ideas, concepts, and Eva (Peter Dickinson) to the scientific principles in it. defend your answers, information throught The House of the Scorpion (Nancy using citations from the text. the selection, Farmer) organization, and Fly by Night (Frances Hardinge) (1080L) INFORMATIVE/ EXPLANATORY WRITING analysis of relevant George’s Cosmic Treasure Hunt (Lucy Read Eva and takes notes about the author’s content. and Stephen Hawking) (940L) comments on human beings’ impact on the Among the Hidden (Shadow Children environment. Describe whether and why this book SL.7.5: Include Series, #1) (Margaret Peterson Haddix) made you think more about this issue. Explain your multimedia (800L) answer in a well-developed paper. Edit your writing for components and the grammar conventions studied so far. George’s Secret Key to the Universe visual displays in (Lucy and Stephen Hawking) (850L) presentations to clarify CLASS DISCUSSION The Hitchhiker’s Guide to the Galaxy claims and findings Write in your journal your ideas about why H.G. Wells (Douglas Adams) and emphasize salient didn’t give a name to his protagonist in The War of the points. Ender’s Game (Orson Scott Card) (780L) Worlds and whether this adds to the effectiveness of The Collected Stories of Arthur C. Clarke the story. Discuss these questions with your class. L.7.1: Demonstrate (Arthur C. Clarke) command of the RESEARCH PROJECT conventions of Audiobooks Write a research essay about an astronaut or a Standard English A Wrinkle in Time (Madeleine L’Engle) science fiction author. Include at least three significant grammar and usage details and cite at least three sources. Use both proper when writing and INFORMATIONAL TEXTS paraphrasing and direct quotes in the essay. speaking. “Elementary Particles” from the New Book ANALYSIS OF INFORMATIONAL TEXT AND of Popular Science (E) INFORMATIVE/ EXPLANATORY WRITING “Space Probe” from Astronomy & Space: Compare and contrast the way the authors of Beyond From the Big Bang to the Big Crunch Jupiter, a biography, and Stargazing, a procedural text, (Phillis Engelbert) (E) discuss the topic of astronomy. Note how the Almost Astronauts: 13 Women Who differences affect readers’ understanding of the topic. Dared to Dream (Tanya Lee Stone)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Robo World: The Story of Robot Designer MEDIA APPRECIATION AND PRESENTATION Cynthia Breazeal (Women’s Adventures Listen to the original 1938 radio broadcast of War of in Science Series) (Jordan D. Brown) the Worlds. Discuss the following questions: Which (1040L) techniques helped the show “come alive;” did you get invested what happened to any of the characters, and Planets/Stars does this remind you of any similar stories you have Beyond Jupiter: The Story of Planetary heard? Write your ideas in your journal. Astronomer Heidi Hammel (Women’s Adventures in Science Series) (Fred Follow up by researching the public reaction to the Bortz) (1030L) program. Summer Stargazing: A Practical Guide for Recreational Astronomers (Terence Write your own broadcast script that includes the same Dickinson) (1270L) techniques to make the story believable. Stephen Hawking: Cosmologist Who Gets a Big Bang Out of the Universe (Mike MUSIC APPRECIATION Venezia) (940L) Listen to The Planets in which each movement is Stars & Planets (Carole Stott) (1000L) named after a planet of the solar system. Discuss what The Physics of Star Trek (Lawrence M. makes the music for each planet unique. Krauss) WORD STUDY ART, MUSIC, AND MEDIA Add words from this unit to your personal dictionary.

Music NARRATIVE WRITING AND MULTIMEDIA Gustav Holst, The Planets (1914-1916) PRESENTATION Write your own science fiction story that answers the Media question, “What if…” Work with peers to edit and strengthen your story, and present it to the class. War of the Worlds (Orson Welles, The

Mercury Theater of the Air, October 30, INFORMATIVE/EXPLANATORY WRITING 1938) Write an essay that responds to the essential question of this unit.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards MECHANICS/GRAMMAR WALL Contribute to the class mechanics/grammar bulletin board. Use the rules on the bulletin board to edit your own work.

VOCABULARY/WORD WALL Contribute to the class vocabulary word wall bulletin board.

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Curriculum Map – Ware Public Schools – English Language Arts: Grade 7

Literature Reflects Life: Making Sense of Our World

Unit 6 - Number of Weeks: 6 – May-June

Essential Question: Is literature always a reflection of life?

Terminology: comedy, fantasy, hyperbole, irony (verbal, situational, dramatic), oxymoron, parody, plot, point of view, theme, tragedy

Focus Suggested Works/Resources Sample Activities and Assessment Standards Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) (GN) Graphic Novel RL.7.6: Analyze how ANCHOR TEXT NOTE TAKING ON GENRE, SETTING, AND an author develops Acorn People (Ron Jones) (720L) CHARACTERIZATION and contrasts the Take notes on genre, setting, characters, conflicts, and points of view of LITERARY TEXTS themes from the books and stories you read. Note different characters or Stories page numbers so you can cite your examples. narrators in a text. Home of the Brave (Katherine Applegate) A Girl Named Disaster (Nancy Farmer) WRITING (ARGUMENT) W.7.1: Write (730L) Select three traits that all humans have in common. arguments to support Diary of a Wimpy Kid: The Last Straw Discuss how these traits contribute to the human spirit. claims with clear (Jeff Kinney) (1060L) Defend your choices and justify your answer by citing reasons and relevant Letters from a Nut (Ted L. Nancy) (840L) examples from the texts. evidence. Cyrano (Geraldine McCaughrean) (830L) The Prince and the Pauper (Mark Twain) WRITING (ARGUMENT) SL.7.3: Delineate a (GN510L) Read The Dark is Rising. Take notes in your journal speaker’s argument about Will’s search for his destiny, and whether his Dr. Jekyll and Mr. Hyde and Other Stories and specific claims, search is organized or random. Choose a position and of the Supernatural (Robert Louis evaluating the defend your answer in a well-developed paper. Stevenson) (1040L) soundness of the WRITING (POETRY) Fantasy Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 20

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Focus Suggested Works/Resources Sample Activities and Assessment Standards reasoning and the The Dark is Rising (Susan Cooper) (E) Read Peter Pan in Scarlet. Write a poem about Peter relevance and (920L) Pan and how he changed in this sequel. Use poetic sufficiency of the The Grey King (Susan Cooper)(930L) devices that show his traits as a character, his evidence. Peter Pan in Scarlet (Geraldine experiences, and/or his approach to life. Memorize and McCaughrean) (930L) recite your poem to the class. L.7.3: Use knowledge Short Stories of language and its Woman Hollering Creek: And Other WRITING (ARGUMENT) conventions when Stories (Sandra Cisneros) (EA) Read Cyrano de Bergerac and decide if it is a tragedy writing, speaking, Best Shorts: Favorite Stories for Sharing or a comedy. Share your ideas with classmates who reading, or listening. (Avi) have the same idea. Write an essay, justifying your Little Worlds: A Collection of Short Stories answer by drawing on other stories read this year. for the Middle School (Peter Guthrie) Include at least three examples to support your American Dragons: Twenty-Five Asian position. American Voices (Laurence Yep) (EA) (990L) LITERATURE RESPONSE Poetry Read the Prince and the Pauper and take notes about what make Tom Candy and Edward Tudor unique. Feel a Little Jumpy Around You: Paired Choose a character about whom to write a poem, Poems by Men & Women (Naomi Shihab using poetic devices that show the characters traits Nye and Paul B. Janeszko) and development. Memorize and/or recite your poem Drama for the class. Cyrano de Bergerac (Edmond Rostand)

CLASS DISCUSSION INFORMATIONAL TEXTS Discuss some humorous stories and note how they [None for this unit] contain some truth and provide insights into the human

character. Write your ideas in a journal, share them ART, MUSIC, AND MEDIA with a partner, and discuss them with the class. Art

Honoré Daumier, André-Marie-Jean- MEDIA APPRECIATION Jacques Dupin Aîné (1929/1930) Compare and contrast a written story with its filmed or Honoré Daumier, Antoine-Maurice- theatrical version. Compare a written text to a script Apollinaire, Comte D’Argout (1929) that includes directions about lighting, sound, color, Honoré Daumier, Antoine Odier (1929) and camera angles. Honoré Daumier, Auguste Gady (1929) INFORMATIVE/ Honoré Daumier, Auguste-Hilarion, EXPLANATORY WRITING (AND WORD STUDY) Comte de Kératry (1929) Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 21

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Film Select a genre studied this year and write an Fred Schepisi, dir., Roxanne (1987) informative/explanatory essay in response to the essential question for this unit. Name the genre, cite specific details from texts, and use as many of this year’s vocabulary words as possible.

MECHANICS/GRAMMAR WALL Contribute to the class mechanics/grammar bulletin board. Use the rules on the bulletin board to edit your own work.

VOCABULARY/WORD WALL Contribute to the class vocabulary word wall bulletin board.

ART/CLASS DISCUSSION/WRITING Describe in a short paragraph the emotions you can identify in the characters created by Daumier.

ART/CLASS DISCUSSION/WRITING Study the busts by Daumier. Select three, rename the subjects, and assign the subject an occupation based on appearance.

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Grade 7 Poetry

Addendum A

Unit 2

Oranges

The first time I walked Outside, With a girl, I was twelve, A few cars hissing past, Cold, and weighted down Fog hanging like old With two oranges in my jacket. Coats between the trees. December. Frost cracking I took my girl's hand Beneath my steps, my breath in mine for two blocks, Before me, then gone, Then released it to let As I walked toward Her unwrap the chocolate. Her house, the one whose I peeled my orange Porch light burned yellow That was so bright against Night and day, in any weather. The gray of December A dog barked at me, until That, from some distance, She came out pulling Someone might have thought At her gloves, face bright I was making a fire in my hands. With rouge. I smiled, Touched her shoulder, and led Written by Gary Soto Her down the street, across A used car lot and a line Of newly planted trees, Until we were breathing Before a drugstore. We Entered, the tiny bell Bringing a saleslady Down a narrow aisle of goods. I turned to the candies Tiered like bleachers, And asked what she wanted - Light in her eyes, a smile Starting at the corners Of her mouth. I fingered A nickel in my pocket, And when she lifted a chocolate That cost a dime, I didn't say anything. I took the nickel from My pocket, then an orange, And set them quietly on The counter. When I looked up, The lady's eyes met mine, And held them, knowing Very well what it was all About.

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Unit 3

War Poet

By Sidney Keyes

Second World War

I am the man who looked for peace and found

My own eyes barbed.

I am the man who groped for words and found

An arrow in my hand.

I am the builder whose firm walls surround

A slipping land.

When I grow sick or mad

Mock me not nor chain me:

When I reach for the wind

Cast me not down:

Though my face is a burnt book

And a wasted town.

-from War and the Pity of War (Neil Philip and Michael McCurdy)

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Unit 4

THE SONG OF WANDERING AENGUS by: W.B. Yeats

WENT out to the hazel wood, Because a fire was in my head, And cut and peeled a hazel wand, And hooked a berry to a thread; And when white moths were on the wing, And moth-like stars were flickering out, I dropped the berry in a stream And caught a little silver trout. When I had laid it on the floor I went to blow the fire a-flame, But something rustled on the floor, And some one called me by my name: It had become a glimmering girl With apple blossom in her hair Who called me by my name and ran And faded through the brightening air. Though I am old with wandering Through hollow lands and hilly lands, I will find out where she has gone, And kiss her lips and take her hands; And walk among long dappled grass, And pluck till time and times are done The silver apples of the moon, The golden apples of the sun.

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Unit 6 Sunday

B. Vincent Hernandez

Sunday morning while the Earth arches below the sun Mother washes dinner dishes clanging silver spoons as father pulls nickels from our ears There is really magic in my head and the ringing of silver reminds me of ice cream trucks in the summer Mother demands that we stop these games and calls our father a fool.

From: Feel A Little Jumpy Around You: Paired Poems by Men and Women