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

Preliminary Edition – August 2012

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)

Nelson) Narrative writing with a teacher/student RI.5.1: Quote In a Pickle and Other Funny Idioms or Mad designed rubric accurately from a text as a Wet Hen! And Other Funny Idioms when explaining what (Marvin Terban) Opinion Essay writing with a teacher/student the text says explicitly What Are You Figuring Now? A Story of designed rubric and when drawing Benjamin Banneker (Creative Minds “Why (and how) do we play with language?” inferences from the Biography) (Jeri Ferris) (910L)

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 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards text. A Picture Book of George Washington Carver Vocabulary quizzes (Picture Book Biography) (David Adler and Comprehension quizzes RI.5.4: Determine the Dan Brown) (830L) Spelling quizzes meaning of general Frindle (Andrew Clements) (830L) Assessment of spelling in writing academic and domain- What’s the Big Idea, Ben Franklin? (Jean Fritz) Teacher observation & monitoring of skills specific words and (830L) taught phrases in a text Poems (Read Aloud) Accelerated Reader quizzes relevant to a grade 5 The Tree is Older than You Are: A Bilingual Teacher made worksheets/assessments topic or subject area. Gathering of Poems & Stories from Mexico Homework

with Paintings by Mexican Artists (Naomi RF.5.3: Know and Shihab Nye) RESEARCH AND apply grade-level Poems INFORMATIVE/EXPLANATORY WRITING phonics and word “Casey at the Bat” (Ernest Lawrence Thayer) Student’s design plan to be used during research analysis skills in (E) involving 2 sources of information decoding words. Joyful Noise: Poems for Two Voices (Paul

Fleischman and Eric Beddows) Note-taking RF.5.3(a): Use “The Echoing Green” (William Blake) combined knowledge (E) RESEARCH/BIO-POEM of all letter-sound Select the most relevant and useful information for correspondences, “Little Red Riding Hood and the Wolf” (Roald a chart in your journal that includes the following syllabication patterns, Dahl) (E) open-ended research questions: and morphology (e.g., Youtube: “Little Red Riding Hood and the Name of the person roots and affixes) to Wolf” (Roald Dahl) read accurately http://www.youtube.com/watch?v=Pq161aoLQ1A&fe Where he/she lived unfamiliar multisyllabic ature=fvwrel When he/she lived words in context and What did he/she do that made him/her out of context. “Eletelephony” (Laura Richards) famous? “My Shadow” (Robert Louis Stevenson) What are some additional facts you found W.5.7: Conduct short Runny Babbit: A Billy Sook (Shel Silverstein) interesting? research projects that Carver: A Life in Poems (Marilyn Nelson) Design a plan for your informational search. After use several sources to research is finished, create a bio-poem based on build knowledge INFORMATIONAL TEXTS the person you chose. Make sure you can explain through investigation Biographies why you chose the words you put into the bio- of different aspects of Tales of Famous Americans (Peter and poem, and create a digital presentation for both.

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 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards a topic. Connie Roop) (740L) RESEARCH AND Who Was Ben Franklin? (Dennis Brindell INFORMATIVE/EXPLANATORY WRITING SL.5.1: Engage Fradin) Keep track of information in categories similar to effectively in a range Who Was Thomas Alva Edison? (Margaret those in your journal (activity above). Select the of collaborative Frith, John O’Brien, and Nancy Harrison) most relevant and useful information gathered and discussions (one-on- (790L) make a plan for presenting your findings in a short one, in groups, and Who Was Albert Einstein? (Jess M. Brallier & report that is logically ordered and cites at least two teacher-led) on grade Robert Andrew Parker) sources of information. Edit your writing for correct 5 topics and texts, Who Was Jackie Robinson? (Gail Herman, use of conjunctions, prepositions, and interjections. building on others’ Nancy Harrison, and John O’Brien) (670L) Publish your report and insert a picture of the ideas and expressing Who Was William Shakespeare? (Celeste person (on the web). their own clearly. Mannis) Who Was Dr. Seuss? (Janet Pascal and CLASS DISCUSSION SL.5.1(a): Come to Nancy Harrison) (820L) “How are the scientists and inventors that you have discussions prepared, Who Was Pablo Picasso? (True Kelley) read about similar? How are they different? How having read or studied (700L) and why do scientists and inventors “play”? required material; Who Was Louis Armstrong? (Yona Zeblis explicitly draw on that Compare and contrast the presentation of a topic in McDonough, John O’Brien, and Nancy preparation and other two different formats, such as baseball in “Casey at Harrison) (780L) information known the Bat” to We Are the Ship: the Story of the Negro Who Was Steve Jobs? (Pam Pollack, Meg about the topic to League Baseball, drawing on specific details from Belviso, John O'Brien and Nancy Harrison) explore ideas under the text. (660L) discussion. In Their Own Words: Thomas Edison POETIC DEVICES SL.5.1(b): Follow (George Sullivan) (670L) Find examples of similes, metaphors, alliteration, agreed-upon rules for Alexander Graham Bell: An Inventive Life and onomatopoeia in poems from this unit, and discussions and carry (Snapshots: Images of People and Places in mark them with coded sticky notes. Create a T- out assigned roles. History) (Elizabeth MacLeod) (890L) chart in your journal that lists the poetic devices Amelia to Zora: Twenty-Six Women Who and includes examples of each. Write your own L.5.5: Demonstrate Changed the World (Cynthia Chin-Lee, poem that uses at least two of the devices found. understanding of Megan Halsey, and Sean Addy) figurative language, The World at His Fingertips: A Story about NARRATIVE WRITING word relationships, Louis Braille (Creative Minds Biographies) Write a humorous story or poem in which you and nuances in word (Barbara O’Connor and Rochelle Draper) incorporate figurative language or idioms learned.

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Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards meanings. (1010L) Joyful Noise: Memorize and recite a poem with a John Muir: Young Naturalist (Childhood of classmate. Famous Americans) (Montrew Dunham) (890L) Create a class book Rachel Carson: Pioneer of Ecology (Women Illustrate the literal and figurative meaning of an of Our Time) (Kathleen V. Kudlinski) (770L) idiom – to be compiled into a class book. We Are the Ship: the Story of Negro League Baseball (Kadir Nelson) (E) VOCABULARY AND WORD STUDY (metaphor) Keep an index card file of words and phrases Meet the Authors and Illustrators Volume 1: learned from the stories and poems in this unit, 60 Creators of Favorite Children’s Books Talk esp. homonyms and homophones. About Their Work (Gr. K-6) (Deborah Kovacs Sort the words by prefix, suffix, root words, and James Preller) meaning, spelling feature, etc. (NOTE: this is an Visual and Performing Artists (Women in ongoing activity for the year) Profile) (Shaun Hunter) Musicians (Women in Profile) (Leslie MUSICAL APPRECIATION Strudwick) Listen to the Young Person’s Guide to the Orchestra as a class. Discuss how the ideas of REFERENCE “theme and variations” are expressed through Scholastic Dictionary of Idioms (Revised) music. Discuss the similarities and differences in (Marvin Terban) writing.

ART, MUSIC, and MEDIA Do visual artists “play” with materials the way Art other artists do? Examine the works of Joseph Joseph Cornell Cornell. What do you notice about his assemblages? What L’Egypte de Mlle Cleo de Merode, cours types of objects did he use? Are Cornell’s boxes élémentaire d’histoire naturelle (1940) visual poems? 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)

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 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards 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

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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 LITERARY TEXTS Pretest/s contrast stories in the Stories Class participation & contributions to group same genre (e.g., Leonardo: Beautiful Dreamer (Robert Byrd) discussion mysteries and (1120L) Self-reflection/evaluation adventure stories) on Leonardo da Vinci (Diane Stanley) Journal note-taking their approaches to Michelangelo (Diane Stanley) Exit Cards similar themes and Starry Messenger: Galileo Galilei (Peter Sis) Explain the characteristics of historical topics. (830L) fiction. The Invention of Hugo Cabret (Brian Compare a piece of fiction and nonfiction. RI.5.2: Determine two Selznick) (820L) (Note: This book illustrates Compare and contrast historical fiction story or more main ideas of the creative process beautifully, but is not set elements. a text and explain how in the Renaissance.) Essay Writing with a teacher/student they are supported by Midnight Magic (Avi) designed rubric key details; Fine Print: A Story about Johann Gutenberg summarize the text. Vocabulary quizzes (Creative Minds) (Joann Johansen Burch and (to include – inventor, invention, venue, Kent Alan Aldrich) RI.5.9: Integrate innovator, innovate, new, etc.) The Apprentice (Pilar Molina Llorente and information from Comprehension quizzes Juan Ramon Alonso) several texts on the Spelling quizzes The Children’s Shakespeare (Edith Nesbit and Assessment of spelling in writing

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Preliminary Edition – August 2012

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

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

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Focus Suggested Works/Resources Sample Activities and Assessment Standards clearly. Osborne, Natalie Pope Boyce, and Sal ART/CLASS DISCUSSION Murdocca) Compare Raphael’s School of Athens with da SL.5.1(c): Pose and Michelangelo (Getting to Know the World’s Vinci’s The Last Supper respond to specific Greatest Artists) (Mike Venezia) 840L How does each artist create a narrative? questions by making Outrageous Women of the Renaissance Discuss ideas of composition – how does the artist comments that (Vicki Leon) organize the painting and the story it tells? contribute to the Science in the Renaissance (Renaissance Identify the central figures in each story. discussion and World) (Lisa Mullins) (1100L) Examine the way each artist chose to focus elaborate on the Renaissance Artists Who Inspired the World viewer’s attention on these figures and then move remarks of others. (Explore the Ages) (Gregory Blanch and the eye around the scene. Roberta Stathis) What details did the artist include that help tell their SL.5.1.(d): Review the About Time: First Look at Time and Clocks story? key ideas expressed (Bruce Koscielniak) and draw conclusions The Renaissance (History Opens Windows) Compare and contrast da Vinci’s Mona Lisa and in light of information (Jane Shuter) Donatello’s St. George. and knowledge gained You Wouldn’t Want to Be Mary Queen of How has the artist captured the subject’s essence from the discussions. Scots: A Ruler Who Really Lost Her Head in the portrait? (Fiona MacDonald and David Antram) Both portraits are believed to be of real people. L.5.1: Demonstrate How did each artist seem to take this into The Renaissance (Understanding People in command of the consideration in their portrayal? the Past) (Mary Quigley) conventions of Who Was Leonardo da Vinci? (Robert Standard English Edwards) grammar and usage when writing or ART, MUSIC, and MEDIA speaking. Art

L.5.1(a): Explain the Leonardo da Vinci, Mona Lisa (c. 1503-1506) function of Michelangelo, Sistine Chapel Ceiling (1508- conjunctions, 1512) prepositions, and Michelangelo, Dome of St. Peter’s Basilica interjections in general (1506-1626) and their function in Raphael, School of Athens (1510-1511) particular sentences. Donatello, St. George (c.1416) Peter Bruegel, Peasant Wedding (1567)

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Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards L.5.1(b): Form and Leonardo da Vinci, The Last Supper (1495- use the perfect (e.g., I 1498) had walked; I have Music and Songs (See Addendum B) walked; I will have Traditional, possibly Henry VIII of England, walked) verb tenses. “Greensleeves” (1580) Canadian Brass, “English Renaissance Music” The King’s Singers, Madrigals

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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 LITERARY TEXTS Pretest/s accurately from a text Note: the list of Native American nations is Class participation & contributions to group when explaining what illustrative, not comprehensive. discussion the text says explicitly Stories Self-reflection/evaluation and when drawing The Birchbark House (Louise Erdrich) (970L) Exit Cards inferences from the Game of Silence (Louise Erdrich) (900L) Find similarities and differences in text. Porcupine Year (Louise Erdrich) (840L) stories (e.g., trickster tales) from various Knots on a Counting Rope (John cultures. RI.5.1: Quote Archambault, Bill Martin, Jr., and Ted Rand) Journal note-taking accurately from a text (480L) Compare and contrast historical fiction when explaining what Dreamcatcher (Audrey Osofsky and Ed (story elements) the text says explicitly Young) NC (1160L) and when drawing Comprehension quizzes Walk Two Moons (Sharon Creech) (770L) Spelling quizzes inferences from the Guests (Michael Dorris) (850L) text. Assessment of spelling in writing A Boy Called Slow (Joseph Bruchac and Teacher observation & monitoring of skills Rocco Bavier) AD (760L) RI.5.7: Draw on taught Julie of the Wolves (Jean Craighead George information from Essay writing – “How does literature and John Schoenherr) (860L) multiple print or digital provide clues to a culture?” sources, Island of the Blue Dolphins (Scott O’Dell) Discuss how trickster stories can reveal

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

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Focus Suggested Works/Resources Sample Activities and Assessment Standards demonstrating the (1000L) insights into a culture different from your ability to locate an High Elk’s Treasure (Virginia Driving Hawk own. answer to a question Sneve) (820L) Explain why characters are often quickly or to solve a Sign of the Beaver (Elizabeth George personifications and not human. What problem efficiently. Speare) (770L) impact does culture have on the tale? Little House on the Prairie (Laura Ingalls Word Study and Vocabulary RF.5.4: Read with Wilder and Garth Williams) (EA) (850) (define related words and identify their parts sufficient accuracy Black Cowboy, Wild Horses (Julius Lester) (660L) of speech, – e.g., nation, national, and fluency to support Trickster Tales nationality, nationwide, culture, cultural, comprehension. Trickster Tales: Forty Fold Stories from etc.) Around the World (World Storytelling) Accelerated Reader quizzes RF.5.4(c): Use context (Josepha Sherman) Teacher made worksheets/assessments to confirm or self- How Rabbit Tricked Otter: and Other Homework correct word Cherokee Trickster Stories (Gayle Ross and recognition and Murv Jacob) (870) OPINION WRITING understanding, A Ring of Tricksters: Animal Tales from North Consider the speech of Chief Joseph the Younger rereading as America, the West Indies, and Africa (Virginia (“I will fight no more forever”). In your opinion do necessary. Hamilton and Barry Moser) (EA) (540) you think he needed to be consoled or encouraged

Raven: A Trickster Tale from the Pacific to go on? W.5.1: Write opinion Northwest (Gerald McDermott) pieces on topics or Coyote: A Trickster Tale from the American Summaries texts, supporting a point of view with Southwest (Gerald McDermott) Poems (See Addendum C) RESEARCH WRITING – reasons and Conduct research and develop/present a information. “Dreamcatchers” (Ojibway, Traditional) “You Are Part of Me” (Cherokee, Lloyd Carle multimedia presentation that integrates the information from more than one source (e.g., on a SL.5.3: Summarize Owle) Native American nation of choice based on fiction, the points a speaker nonfiction, art, or other media). makes and explain INFORMATIONAL TEXTS Informational Books how each claim is Compare a piece of fiction and nonfiction about a supported by reasons A History of US: the New Nation, 1789-1850 (Joy Hakim) (E) specific topic (e.g., Native American nations during and evidence. pioneer times in America) and quote accurately A History of US: First Americans, Prehistory – from the text. 1600 (Joy Hakim) (E)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards L.5.1: Observe If You Were a Pioneer on the Prairie (If Compare pioneer life from different perspectives – conventions of You…Series) (Anne Kamma and James Native American perspective v. Pioneer grammar and usage Watling perspective. when writing or “Pioneer Girl Growing Up on the Prairie” speaking. (Andrea Warren) (960L) ART/WRITING Children of the West (Russell Freedman) After viewing Rose’s and Curtis’s photographs, L.5.1(c): Use verb (1010L) along with Indian Village, Alaska, “What can we tense to convey Black Frontiers: A History of African- learn about these tribes through images of their various times, American Heroes in the Old West (Lillian housing?” sequences, states, Schlissel) Why do we believe each tribe has a different form and conditions. If You Lived with the Cherokees (If of home? You…Series) (Peter and Connie Roop and L.5.1(d): Recognize Kevin Smith) Essay: “Describe what you have learned by and correct If You Lived with the Sioux Indians viewing Rose’s and Curtis’s photographs” inappropriate shifts in (If You…Series) (Ann McGovern and Jean verb tense. Syverud Drew) ART/CLASS DISCUSSION You Wouldn’t Want to be an American Compare the Haida mask with the Kachina doll – L.5.4: Determine and Pioneer! A Wilderness You’d Rather Not colors, fabrics, and textures. clarify the meaning of Tame (You Wouldn’t Want to Series) What is the purpose of each of these objects? unknown and multiple- (Jacqueline Morley, David Sslariya, and Discuss the use of pattern in each of these two meaning words and David Antram) works. phrases based on The Nez Perce (Stephanie Takacs) grade 5 reading and Sequoyah: The Cherokee Man Who Gave content, choosing His People Writing (Robert F. Sibert) flexibly from a range of strategies. ART, MUSIC, AND MEDIA

Apache L.5.4(c): Consult reference materials Edward S. Curtis, Apache Still Life (1907) (e.g., dictionaries, Artist Unknown, San Juan, A Mescalero glossaries, Apache Chief (no date) thesauruses), both Noah H. Rose, View of two Native American print and digital, to find Apache women outside their cloth-covered the pronunciation and wickiups in a camp in Arizona (1880)

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Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards determine or clarify Hopi the precise meaning of Wooden Hopi Kachina doll (1925) key words and Hopi Girl with Jar (no date) phrases. 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)

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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 LITERARY TEXTS Begin building background knowledge of the Civil a narrator’s or Picture Books War period with the picture books: Follow the speaker’s point of view for the Introductory Activity Drinking Gourd or Sweet Clara and the Freedom influences how events Follow the Drinking Gourd (Jeanette Winter) Quilt are described. Sweet Clara and the Freedom Quilt (Deborah Hopkins) Art: How is war depicted through art? View RI.5.3: Explain the Stories President Abraham Lincoln in the tent of General relationships or Bull Run (Paul Fleischman) George B. McClellan After the Battle of Antietam. interactions between Maritcha: A Nineteenth-Century American Discuss what the image teaches viewers about the two or more Girl (Tonya Bolden) (1190L) memoir Civil War, even before learning facts and reading individuals, events, Ballad of the Civil War (Mary Stoltz and literature from that time period. ideas, or concepts in a Sergio Martinez) (680) historical, scientific, or Across Five Aprils (Irene Hunt) (1100L) Continue the Poetic Devices Chart begun in Unit 1 technical text based A Picture of Freedom: The Diary of Clotee, a that includes similes, metaphors, alliteration, and on specific information Slave Girl, Belmont Plantation, Virginia, 1859 onomatopoeia in poems from this unit. Students in the text. (Dear America Series) (Patricia C. write their own poem about America that uses at McKissack) (790L) least two of the techniques found.

Underground Man (Milton Meltzer)

Ware Public Schools Common Core Curriculum, ELA-Grade 5 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 14

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Focus Suggested Works/Resources Sample Activities and Assessment Standards RI.5.5: Compare and Steal Away…to Freedom (Jennifer Pretest/s contrast the overall Armstrong) (690L) structure (e.g., Dear Austin: Letters from the Underground CLASS/GROUP DISCUSSION chronology, Railroad (Elvira Woodruff and Nancy e.g., How do the symbols of America (e.g., the comparison, Carpenter) Statue of Liberty, the American flag, the bald eagle, cause/effect, A Light in the Storm: The Civil War Diary of etc.) provide strength during times of conflict? problem/solution) of Amelia Martin, Fenwick Island, Delaware, Students give examples from the poems and events, ideas, 1861 (Dear America Series) (Karen Hesse) stories read. concepts, or (850L) information in two or When Will This Cruel War be Over? The Civil Self-reflection/evaluation more texts. War Diary of Emma Simpson, Sordonsville, Virginia, 1864 (Dear America Series) (Barry Exit Cards RF.5.4: Read with Denenberg) (1140L) sufficient accuracy After the Rain: Virginia’s Civil War Diary, Journal note-taking and fluency to support Book Two (Mary Pope Osborne) (EA) For example while reading Bull Run, keep an comprehension. A Time to Dance: Virginia’s Civil War Diary, ongoing list of words to describe the main Book Three (Mary Pope Osborne) (EA) character/s. After finishing the book, choose the RF.5.4(a): Read on- The Journal of James Edmond Pease: A Civil best adjectives to describe the character’s internal level text with purpose War Union Soldier, Virginia, 1863 (Dear responses and external behaviors in response to and understanding. America Series) (Jim Murphy) (EA) (1070L) conflicts experienced.

Just a Few Words, Mr. Lincoln (Jean Fritz) W.5.3: Write Read and compare what you learn about slavery in (390L) narratives to develop America from fiction and nonfiction text. How does Charley Skedaddle (Patricia Beatty) (870L) real or imagined knowing the historical information enhance your Poems experiences or events understanding of the fictional story? using effective “The New Colossus” (Emma Lazarus) (E) Comprehension quizzes technique, descriptive “The Eagle” (Alfred Lord Tennyson) Spelling quizzes details, and clear “I Hear America Singing” (Walt Whitman) Assessment of spelling in writing event sequences. (EA) Teacher observation & monitoring of skills taught “I, Too, Sing America” (Langston Hughes) (E) Vocabulary quizzes SL.5.4: Report on a Accelerated Reader quizzes topic or text or present INFORMATIONAL TEXTS Teacher made worksheets/assessments an opinion, Informational Books Homework sequencing ideas You Wouldn’t Want to be a Worker on the

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

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Focus Suggested Works/Resources Sample Activities and Assessment Standards CCSS exemplar text for grades 9-10.) and discuss how they grew because of the conflict they experienced. 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, Introduce ways we learn ways we can learn from Class participation & contributions to scenes, or stanzas fits characters’ experiences by reviewing characters in old group discussion together to provide the favorites – such as The Little Red Hen and Lon Po Po or Self-reflection/evaluation overall structure of a The Three Little Pigs and the True Story of the Three Little Exit Cards particular story, Pigs. Journal note-taking drama, or poem. Talk about characters’ point of view as well as the Comprehension quizzes sequence of events experienced – the interrelationship Spelling quizzes RL.5.7: Analyze how among these and other elements in the story. Assessment of spelling in writing visual and multimedia Teacher observation & monitoring of elements contribute to LITERARY TEXTS skills taught the meaning, tone, or Stories 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). Down the Rabbit Hole: An Echo Falls Mystery (Peter Abrahams) (680L)

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Focus Suggested Works/Resources Sample Activities and Standards Assessment RL.5.8: Explain how The Nursery “Alice” (Lewis Carroll and John Alice’s Adventures in Wonderland an author uses Tenniel) Literature Response – reasons and evidence The Little Prince (Antoine de Saint-Exupéry) (E) What does Alice think she will find when she to support particular 710L jumps down the rabbit hole? If you were points in a text, The End of the Beginning: Being Adventures of a Alice, would you have done this? identifying which Small Snail (and an Even Smaller Ant) (Avi and reasons and evidence Tricia Tusa) (620L) Recall characters you have read about so far support which point/s. Poems this year and compare them to the characters “Words Free as Confetti” (Pat Mora) from this text. For example, compare Alice’s RF.5.4: Read with “Against Idleness and Mischief” (Isaac Watts) encounter in Wonderland with the Red Queen sufficient accuracy “The Star” (Ann and Jane Taylor) to another literary character that encounters a and fluency to support “The Spider and the Fly” (Mary Howitt) tyrant. What can you learn from Alice? comprehension. “Queen of Hearts” (Mother Goose, anonymous) To see Alice and its illustrations in a different “How Doth the Little Crocodile” (from Alice’s W.5.3: Write light – introduce the poetry and graphic novel. Adventures in Wonderland) (Lewis Carroll) narratives to develop Discuss the similarities and differences. real or imagined “Twinkle, Twinkle, Little Bat” (from Alice’s experiences or events Adventures in Wonderland) Summarize each chapter by answering the using effective (Lewis Carroll) question: “What does Alice learn from her technique, descriptive “Tis the Voice of the Lobster” (“Lobster Quadrille”) experiences in Alice’s Adventures in details, and clear (from Alice’s Adventures in Wonderland) Wonderland?” event sequences. (Lewis Carroll) Cite specific examples. Quotations W.5.5: With guidance “Grown-ups never understand anything by The Little Prince and support from themselves, and it is exhausting for children to Literature Response - adults and peers, have to provide explanations over and over again.” What does the little prince or the pilot learn develop and (Antoine de Saint-Exupéry, The Little Prince) about himself by exploring the world and strengthen writing as “It is only with the heart that one can see rightly; thinking about his adventures? needed by planning, what is essential is invisible to the eye.” (Antoine revising, editing, de Saint-Exupéry, The Little Prince) Symbols and metaphors are present rewriting, or trying a throughout this story. Do these make it new approach. INFORMATIONAL TEXTS easier or harder for you to understand the Informational Books story? Why? My Librarian is a Camel: How Books are Brought to

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Focus Suggested Works/Resources Sample Activities and Standards Assessment SL.5.2: Summarize a Children Around the World (Margriet Ruurs) (E) Summarize every 3-4 chapters by answering written text read aloud Camels (Nature Watch) (Cherie Winner) 880L the question: “What does the pilot learn from or information Desert Mammals (True Books) (Elaine Landau) the little prince? What does the little prince presented in diverse 900L learn from the pilot?” Cite examples from the media and formats, Deserts (True Books: Ecosystems) (Darlene R. text. including visually, Stille) 670L quantitatively, and Deserts (Seymour Simon) 1020L General orally. Who is Neil Armstrong? (Roberta Edwards, Nancy After reading My Librarian is a Camel, has Harrison, and Stephen Marchesi) 810L your perspective about the school library and L.5.5: Demonstrate Who Was Daniel Boone? (Sydelle Kramer) 620L access to books changed? What are some understanding of Who Was Ferdinand Magellan? (S.A. Kramer, ways that the author influenced your figurative language, Nancy Harrison, and Elizabeth Wolf) 710L thinking? Cite examples. word relationships, Journal Writing: “What did you learn from this Who Was Marco Polo? (Joan Holub, John O’Brien, and nuances in word text?” and Nancy Harrison) 780L meanings. Kids During the Age of Exploration (Kids Research Essay – Throughout History) (Cynthia MacGregor) Research a famous explorer, using 2-3 Women Explorers of North and South America sources. Series (Margo McLoon-Basta) 590L Women Who Dare – Women Explorers (Sharon M. Narrative Writing – Hannon) Write your own exploration story about a real State-by-State Guide (United States of America) or fictional character. Your story should have (Millie Miller and Cyndi Nelson) a moral or lesson to be learned. You must Biographies use at least 5 new exploration vocabulary René Magritte (Getting to Know the World’s words. Greatest Artists) (Mike Venezia) (840L) Salvador Dali (Artists in Their Time) (Robert Informative/Explanatory Writing - “What do Anderson) (1000L) people, both real and imagined, learn from Onward Photobiography of African American exploring their world?” Explorer Henson (National Geographic Photographer Series) (Dolores Johnson) Listen to the song “The Little Prince” by Steve I, Matthew Henson: Polar Explorer (Carole Boston Schuch. Read the lyrics. Discuss the Weatherford) (1070L) similarities and differences between the song Mae Jemison: Space Scientist (Picture-Story and the book.

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Focus Suggested Works/Resources Sample Activities and Standards Assessment Biography Series) (Gail Sakurai) (880L) Art – Consider what the artists might be trying to communicate about the figure/s or ART, MUSIC, AND MEDIA the setting through their juxtaposition of Art imagery and/or use of distortion. What role Wilfredo Lam, Untitled, (1947) does color play in the work? Use the list to Roberto Matta, Psychological Morphology (1938) write a short story based on the work, Giorgio de Chirico, The Disquieting Muses (1916) referring back to it as the story is developed. Salvador Dalí, The Persistence of Memory (1931) Is the story similar to a dream? René Magritte, The False Mirror (1928) René Magritte, Time Transfixed (1938) The suggested works in this unit belong to Marcel Duchamp, Bicycle Wheel (1913) two related schools of art – Dadaism and Surrealism. Duchamp’s Bicycle Wheel is Jean (Hans) Arp, Mountain, Navel, Anchors, Table considered a Dadaist work. Dadaists created (1925) “anti-art” that attempted to go against long- Illustrations established ideas of what art looked like. Sir John Tennial, Alice’s Adventures in Wonderland Duchamp made a series of works he called Antoine de Saint-Exupéry, The Little Prince (1943) “readymades,” which paired or simply Music presented commonplace objects in an art Danny Elfman, Alice in Wonderland Soundtrack setting. (2010) (Walt Disney Records) Jean Arp was also a Dadaist. In her work, Steve Schuch, The Little Prince (1997) (Night Time Transfixed there is a dreamlike quality Heron Music) in her work and features found in Surrealism. Film (Margritte worked as a Surrealist, an Stanley Donen, dir., The Little Prince (1974) approach to art making that developed out of Lewis Carroll’s Alice in Wonderland (Broadway Dadaism). 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 LITERARY TEXTS Pretest/s contrast two or more Stories Class participation & contributions to characters, settings, or Where the Mountain Meets the Moon (Grace Lin) group discussion events in a story or (E) 820L Define the term coming-of-age novel. drama, drawing on M. C. Higgins, the Great (Virginia Hamilton) (E) Self-reflection/evaluation specific details in the (620L) Exit Cards text (e.g., how Tuck Everlasting (Natalie Babbitt) (E) (770L) Journal note-taking – Main character, characters interact). The Secret Garden (Frances Hodgson Burnett) Obstacles faced, Characteristics that (E) (970L) enable him/her to overcome obstacles RI.5.6: Analyze Then Again, Maybe I Won’t (Judy Blume) (590L) Events that lead up to the climax and, multiple accounts of Flying with the Eagle, Racing the Great Bear: ultimately the character’s growth the same event or Stories from Native North America (Joseph Notes about varieties of English topic, noting important Bruchac) (810L) (dialects, registers) or other literary similarities and Cat with a Yellow Star: Coming of Age in Terezin techniques used in the novel differences in the point (Susan Goldman Rubin and Ela Weissberger) Create a coming-of-age comic strip that of view they represent. (800L) outlines the key events and supporting

The Wall: Growing Up Behind the Iron Curtain details that the main character went RF.5.4: Read with (Peter Sis) (E) (950L) through to grow up. sufficient accuracy Blue Willow (Doris Gates) (920L) Comprehension quizzes

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Focus Suggested Works/Resources Sample Activities and Assessment Standards and fluency to support Walk Two Moons (Sharon Creech) (770L) Spelling quizzes comprehension. Maniac Magee (Jerry Spinelli) Assessment of spelling in writing “My Side of the Mountain” Teacher observation & monitoring of W.5.6: With some (HM excerpt) (Jean Craighead George) (700L) skills taught guidance and support Drylongso (Virginia Hamilton) (530L) Vocabulary quizzes from adults, use A Long Way From Chicago (Richard Peck) Accelerated Reader quizzes technology, including (750L) Teacher made the Internet, to A Year Down Yonder (Richard Peck) 610L worksheets/assessments produce and publish Rose’s Journal: The Story of a Girl in the Great Homework writing as well as to Depression (Marissa Moss) (820L) interact and The Journal of C. J. Jackson: A Dust Bowl Compare the treatment of coming of age in a collaborate with Migrant, Oklahoma to CA, 1935 (Dear America variety of novels. others; demonstrate Series) (William Durbin) sufficient command of Compare and contrast novels and their film keyboarding skills to Survival in the Storm: The Dust Bowl Diary of Grace Edwards, Dalhart, Texas, 1935 (Dear versions. type a minimum of two pages in a single America Series) (990L) (Katelan Janke) Compare and contrast two or more characters, sitting. settings, or events across novels, drawing on Christmas After All: The Great Depression Diary of Minnie Swift, Indianapolis, Indiana, 1932 (Dear specific information from each novel. W.5.8: Recall relevant Write a personal response: information from America Series) (Kathryn Lasky) Bud, Not Buddy (Christopher Paul Curtis) (E) What did you learn about yourself from these experiences or gather characters? relevant information (950L) Out of the Dust (Karen Hesse) NP from print and digital Compare and contrast how characters in a sources; Poems “Freedom” (William Stafford) story respond to challenges and what they Summarize or learn from their experiences. “I’m Nobody! Who Are You?” (Emily Dickinson) paraphrase (EA) information in notes Compare and contrast the experiences of real “Dreams” (Nikki Giovanni) (EA) and finished work, and people during different historical time periods. provide a list of INFORMATIONAL TEXTS sources. Pair with a partner who read a different coming- Informational Books (Read Aloud) of-age novel than you did. Collectively generate SL.5.5: Include Children of the Great Depression (Russell interview questions, keeping track of them in a multimedia Freedman) (EA) (1170L)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards components (e.g., Children of the Dust Bowl: The True Story of the shared spreadsheet, and then participate in graphics, sound) and School of Weedpatch Camp (Jerry Stanley) mock interviews where you pretend to be the visual displays in (1120L) main character in the book you read (such as presentations when Dust to Eat: Drought and Depression in the Mary Lennox from The Secret Garden, Sal appropriate to 1930’s (Michael L. Cooper) from Walk Two Moons, or Mayo Cornelius from enhance the Informational Books M.C. Higgins, the Great). development of main The Kid’s Guide to Money: Earning It, Saving It, Write about what you learned from your ideas and themes. Spending It, Growing It, Sharing It (Steve interview, and then have your partner check it Otfinsoki) (E) 970L for accuracy. L.5.3: Use knowledge Setting Career Goals (Stuart Schwartz and Craig of language and its Conley) (520L) RESEARCH ESSAY WRITING - conventions when Getting Ready for a Career As…(Series) (820- Citing three sources of information; include writing, speaking, 960L) visual displays. reading, or listening. Gorilla Doctors: Saving Endangered Great Apes Part of coming of age means moving into (Scientists in the Field) (Pamela S. Turner) adulthood and getting a job. Read L.5.3(a): Expand, (910L) informational text about people who followed combine, and reduce The Golden Lion Tamarin Comes Home (George their interests and turned them into careers, sentences for Ancona) (1040L) such as Lisa Dabek in Quest for the Tree meaning, Kangaroo. Michelle Kwan, Heart of a Champion (Michelle reader/listener What challenges did they encounter as part of Kwan) (740L) interest, and style. their work? The Great Depression (Cornerstones of Research the steps that would be involved in Freedom) (Elaine Landau) (1010L) L.5.3(b): Compare turning a hobby or interest into a career; and contrast the Kids During the Great Depression (Kids communicate findings. varieties of English Throughout History) (Lisa A. Wroble) IG730L (e.g., dialects, Orphan Train Rider: A True Story (Andrea registers) used in Warren) (960L) stories, dramas, or poems. 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)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Conrad A. Albrizio, The New Deal (1934) Blanche Grambs, No Work (1935) Bernard Joseph Steffen, Dust Plowing (c.1939) 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, That even now I've got it right.)

Who tried to use the telephant— Howe'er it was, he got his trunk

No! no! I mean an elephone Entangled in the telephunk;

Who tried to use the telephone— The more he tried to get it free,

The louder buzzed the telephee—

(Dear me! I am not certain quite (I fear I'd better drop the song

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Of elephop and telephong!)

Little Red Riding Hood and the Wolf

by Roald Dahl

As soon as Wolf began to feel He dressed himself in coat and hat.

That he would like a decent meal, He put on shoes, and after that,

He went and knocked on Grandma's door. He even brushed and curled his hair,

When Grandma opened it, she saw Then sat himself in Grandma's chair.

The sharp white teeth, the horrid grin,

And Wolfie said, "May I come in?" In came the little girl in red.

Poor Grandmamma was terrified, She stopped. She stared. And then she said,

"He's going to eat me up!" she cried. "What great big ears you have, Grandma."

And she was absolutely right. "All the better to hear you with,"

He ate her up in one big bite. the Wolf replied.

But Grandmamma was small and tough, "What great big eyes you have, Grandma."

And Wolfie wailed, "That's not enough! said Little Red Riding Hood.

I haven't yet begun to feel "All the better to see you with,"

That I have had a decent meal!" the Wolf replied.

He ran around the kitchen yelping, He sat there watching her and smiled.

"I've got to have a second helping!" He thought, I'm going to eat this child.

Compared with her old Grandmamma,

Then added with a frightful leer, She's going to taste like caviar.

"I'm therefore going to wait right here

Till Little Miss Red Riding Hood Then Little Red Riding Hood said, "

Comes home from walking in the wood." But Grandma, what a lovely great big

furry coat you have on."

He quickly put on Grandma's clothes,

(Of course he hadn't eaten those). "That's wrong!" cried Wolf.

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"Have you forgot

To tell me what BIG TEETH I've got? My Shadow By Robert Louis Stevenson

Ah well, no matter what you say,

I'm going to eat you anyway." A few weeks later, in the wood,

I came across Miss Riding Hood.

The small girl smiles. One eyelid flickers. But what a change! No cloak of red,

She whips a pistol from her knickers. No silly hood upon her head.

She aims it at the creature's head, She said, "Hello, and do please note

And bang bang bang, she shoots him dead. My lovely furry wolfskin coat."

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;

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

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

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And beats high mountain down!

(Time)

Greensleeves

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

Alas, my love, you do me wrong, A lover in captivity.

To cast me off discourteously. chorus

For I have loved you well and long, My men were clothed all in green,

Delighting in your company. And they did ever wait on thee;

Chorus: All this was gallant to be seen,

Greensleeves was all my joy 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;

Your vows you've broken, like my heart, And yet thou wouldst not love me.

Oh, why did you so enrapture me? chorus

Now I remain in a world apart Well, I will pray to God on high,

But my heart remains in captivity. that thou my constancy mayst see, chorus And that yet once before I die,

I have been ready at your hand, Thou wilt vouchsafe to love me.

To grant whatever you would crave, chorus

I have both wagered life and land, Ah, Greensleeves, now farewell, adieu,

Your love and good-will for to have. To God I pray to prosper thee, chorus For I am still thy lover true,

If you intend thus to disdain, Come once again and love me.

It does the more enrapture me, Chorus

And even so, I still remain

Preliminary Edition – August 2012

"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.

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,

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You're part of me now. 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.

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By Alfred, Lord Tennyson 1809–1892 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.

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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 2012

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 LITERARY TEXTS MCAS ELA Test Scores evidence to support Stories GRADE District Test Scores analysis of what the “Eleven” (Sandra Cisneros) (E) DRA test says explicitly as Peter Pan (J.M.Barrie) (920L) DIBELS well as inferences Peter and the Starcatchers Dave Barry, Pretests drawn from the text. Ridley Pearson, and Greg Call) (770L) Class participation & discussion Peter and the Shadow Thieves (Dave Barry, Self-reflection RL.6.7: Compare and Ridley Pearson, and Greg Call)(780L) Exit Cards contrast the When I Was Your Age, Volume Two Volume Vocabulary quizzes experience of reading Two: Original Stories about Growing Up Teacher made worksheets/assessments a story, poem, or (Amy Ehrlich, ed.) (930L) drama to listening to Homework The Secret Knowledge of Grown-Ups (David Teacher observation or viewing an audio, Wisniewski) (810L) video, or live version James and the Giant Peach (Roald Dahl) LITERATURE RESPONSE of the text, including (870L) contrasting what they Reading the original and prequel versions of Peter Charlie and the Chocolate Factory Roald “see” and “hear” when Pan, take notes in your journal as to: setting, list of Dahl (810L) reading the text to characters and their traits, character’s internal Last Summer with Maizon (Jacqueline what they perceive responses and external behaviors to events in the

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Focus Suggested Works/Resources Sample Activities and Assessment Standards when they listen or Woodson) (620L) story, events that lead up to climax and character watch. Poetry development. Cite page numbers or use sticky “Past, Present, Future” (Emily Brontë) notes. W.6.3: Write “A Birthday” (Christina Rossetti) (EA) “I Won’t Grow Up” – how do Peter Pan’s actions narratives to develop reflect these famous words? real or imagined INFORMATIONAL TEXT Create a character map – compare and contrast experiences or events Nonfiction differences. using effective J.M.Barrie: The Magic Behind Peter Pan technique, relevant (Susan Bivin Aller) (1020L) Class Discussion descriptive details, Boy: Tales of Childhood (Roald Dahl) (EA) Discuss how Peter and the Starcatcher connects to and well-structured (1090L) the original and compare and contrast. event sequences. Articles “Peter Pan’s early years” (Bob Narrative Writing SL.6.1: Engage Minzesheimer, USA Today, September 1, Write a prequel to Charlie and the Chocolate effectively in a range 2004) Factory. What elements of setting will you include? of collaborative “Prequel to Peter Pan fills in the blanks with Stay true to original characters and hook the reader discussions (one-on- fun” (Sue Corbett, Miami Herald, no date) from the start. Edit for pronouns, punctuation and one, in groups, and “Classic story flies in many forms” (A Peter spelling. Illustration optional teacher-led) with Pan timeline)” (Bob Minzesheimer, USA diverse partners on Today, September 1, 2004) Writing (Argument) grade 6 topics, texts, Write an argument with at least three reasons of and issues, building ART, MUSIC AND MEDIA which you prefer – the audiobook or reading the on others’ ideas and Music book. expressing their own Moose Charlap and Carolyn Leigh, “I Won’t clearly. Dramatization/Fluency Grow Up” (1954). Note: This song is from Present a scene from one of the books. Peter Pan, the musical, and the version in SL.6.1(a): Come to which Cathy Rigby sings the part of Peter is discussions prepared, Informative/Explanatory Writing recommended. having read or studied What did you learn about the authors from the Film required material; biographies, autobiographies, letters or interviews Glenn Casale and Gary Halvorson, dir., explicitly draw on that and how much of the author’s experience do you Peter Pan (2000) preparation by “see” in their text. Explain in a well-developed essay referring to evidence Marc Forster, dir., Finding Neverland (2004) that includes three to four supporting details. on the topic, text, or Henry Selick, dir., James and the Giant

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Focus Suggested Works/Resources Sample Activities and Assessment Standards issue to probe and Peach (1996) Write an informative/explanatory essay in response reflect on ideas under Mel Stuart, dir., Willy Wonka and the to the essential question (What distinguishes discussion. Chocolate Factory (1971) childhood from adulthood?) Choose at least three Tim Burton, dir., Charlie and the Chocolate things learned from a character or an author and SL.6.1(b): Follow Factory (2005) explain what you learned from them. Upload your rules for collegial Media essay to a classroom blog or wiki. Be prepared to discussions, set Peter Pan (BBC Radio Presents) (Random make an audio recording and upload it as a podcast specific goals and House Audio) . deadlines, and define Peter and the Starcatchers (audiobook CD) Poetry Response individual roles as (Brilliance Audio) Write in your journal how the treatment of growing needed. James and the Giant Peach (audiobook CD) up is similar and different in the poems and prose (Puffin Books) that was read. L.6.1: Demonstrate command of the Word Study conventions of (Note: This will be an ongoing activity all year Standard English long.)Keep an index card file of words studied while grammar and usage reading. Use these for sorting words by prefix, when writing or suffix, root words, meaning, spelling feature, and so speaking. on.

L.6.1(a): Ensure that Grammar and Usage, Mechanics pronouns are in the Mini-lessons on pronouns and adverbs, commas, proper case parentheses and dashes (subjective, objective, Checklist of editing topics possessive). Vocabulary/Word Wall L.6.1(b): Use (Ongoing throughout the year) intensive pronouns (e.g., myself, ourselves).

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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 LITERARY TEXTS Pretests/post-tests a particular story’s or Stories Class participation drama’s plot unfolds in Favorite Folktales from Around the World Self-reflection a series of episodes (Jane Yolen) (980L) Journal Responses as well as how the The Firebird and Other Russian Fairy Tales Homework characters respond or (Arthur Ransome) change as the plot Just So Stories (Rudyard Kipling) (1060L) Introductory Activity moves toward a Cut from the Same Cloth: American Women Read aloud Talking Eggs to review the elements of resolution. of Myth, Legend, and Tall Tale (Robert D. folktales, discuss folklore in general and describe San Souci, Brian Pinkney and Jane Yolen) what is expected in journal entries: characters, RL.6.4 Determine the American Tall Tales (Mary Pope Osborne country of origin, problem(that can’t be solved), meaning of words and and Michael McCurdy) (EA) (970L) setting, title, hero(who comes to solve the problem phrases as they are Talking Eggs (Robert San Souci) (AD940L) or explain the mystery), ending, characteristics used in a text, Greece/Ancient World unique to the country’s folklore. including figurative, Black Ships Before Troy: The Story of the connotative and Iliad (Rosemary Sutcliff) (E) (1300L) Class Discussion technical meanings. Heroes, Gods and Monsters of the Greek Be prepared to compare and contrast two or more

Myths (Bernard Evslin) (800L) characters, settings, or events across stories,

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Focus Suggested Works/Resources Sample Activities and Assessment Standards W.6.3: Write The Lightning Thief: Percy Jackson and the drawing on specific information from the stories narratives to develop Olympians: Book 1 (Rick Riordan) (740L) read. real or imagined Women Warriors: Myths and Legends of experiences or events Heroic Women (Marianna Mayer and Heller How does Black Ships Before Troy: The Story of the using effective Julek) Iliad provide insight into ancient Greek technique, relevant Rome civilization?(Discuss insights into characters from descriptive details and Roman Myths (Geraldine McCaughrean and this story, plot developments, and ancient Greek well-structured event Emma Chichester Clark) society in general). sequences. Viking D’Aulaires’ Book of Norse Myths (Ingri After class discussion, create a Venn diagram in W.6.7: Conduct short D’Aulaire and Edgar Parin D’Aulaire) your journal that outlines the similarities and research projects to Inuit-Eskimo differences among three of the types of folklore. answer a question, Tikta’Liktak: An Inuit-Eskimo Legend (James drawing on several A. Houston) (1120L) Literature Response sources and Latin America Outline how the plot of a myth, tall tale, or pourquoi refocusing the inquiry Golden Tales: Myths, Legends, and tale of choice unfolds in a series of episodes by when appropriate. Folktales from Latin America (Lulu Delacre creating a comic strip of key events. Include the (Note: This title also includes informational characters and how they respond or change as the SL.6.1 Engage text.) plot moves toward resolution. Make note of the effectively in a range page numbers to which each box refers so you can of collaborative INFORMATIONAL TEXTS go back and cite the text during class discussion. discussions (one-on- Nonfiction one, in groups, and Ancient World How is listening to Just So Stories as an audiobook teacher-led) on grade The Usborne Internet-Linked Encyclopedia similar to or different from reading the book? Which 6 topics, texts and of World History(Jane Bingham do you prefer and why? issues, building on Greece others’ ideas and Narrative Writing The Hero Schliemann: The Dreamer Who expressing their own Write a myth or legend. Myths and legends were Dug for Troy (Laura Amy Schlitz and Robert clearly. written to explain natural phenomena (often before Byrd) scientific explanations were found). Use the typical Greeks: Internet Linked (Illustrated World SL.6.1(c): Pose and pattern: explanation of the setting, the problem , the History) (Susan Peach, Anne Millard, and respond to specific failure to solve the problem, the main character Ian Jackson) questions with comes along, he/she has a plan, the solution is elaboration and detail You Wouldn’t Want to Be a Slave in Ancient found, conclusion (usually a happy ending) Edit

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

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Focus Suggested Works/Resources Sample Activities and Assessment Standards L.6.4(b): Use Books) (Elizabeth Baquedano and Barry to music and images from your country of choice. common, grade Clarke) (1050L) Present to the class. appropriate Greek or Beneath the Stone: A Mexican Zapotec Tale Latin affixes and roots (Bernard Wolf) (770L) as clues to the The History Atlas of South America meaning of a word (MacMillan Continental History Atlases) (e.g. audience, (Edwin Early, ed.) auditory, audible). 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)

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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 LITERARY TEXTS Pretests an author develops Stories Class participation the point of view of the One More River to Cross: The Stories of Self-evaluation/reflection narrator in a text. Twelve Black Americans (Scholastic Journal note-taking Biography) (Jim Haskins) EA (1070L) Exit cards RL.6.3: Analyze in As Long as the Rivers Flow: The Stories detail how a key of Nine Native Americans (Scholastic Class Discussion individual, event or Biography) (Paula Gunn Allen and What is meant by the word heritage? Which elements idea is introduced, Patricia Clark Smith) (1160L) of heritage does one look for when learning about a illustrated, and Esperanza Rising (Pam Munoz Ryan) culture. Write ideas on a sticky note and “give one, get elaborated in a text (750L) one.” (e.g., through Project Mulberry (Linda Sue Park) (690L) examples or Weedflower (Cynthia Kadohata) (750L) How are the immigrants’ stories alike and how are they anecdotes). Escape from Saigon: How a Vietnam War different? Orphan Became an American Boy RL.6.9: Compare and (Andrea Warren) (930L) Literary Response contrast one author’s “On Discovering America” from Survey After reading one of the immigrant stories, have presentation of events Graphic Magazine (Pearl S. Buck) students respond to James Baldwin’s quote: “Know with that of another

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Focus Suggested Works/Resources Sample Activities and Assessment Standards (e.g., a memoir written One Eye Laughing, the Other Eye from whence you came. If you know whence you by and a biography on Weeping: The Diary of Julie Weiss, came, there are absolutely no limitations to where you the same person). Vienna, Austria, to New York, 1938 (Dear can go.” America Series) (Barry Deneberg) (950L) W.6.1: Write Something About America(Maria Testa) Research/Travel Brochure (and/or Multimedia arguments to support (NP) Presentation claims with clear Journey of the Sparrows (Fran Leeper Conduct research on one of the immigrants’ countries reasons and relevant Buss) (760L) that you read about drawing on print, digital, video, evidence. Behind the Mountains (First Person multimedia etc. Report findings in a report or travel Fiction) (Edwidge Danticat) (940L) brochure or multimedia presentation. Cite sources. W.6.5: With some An Indian in Cowboy Country: Stories guidance and support from an Immigrant’s Life (Pradeep Anand) Genealogy/Multimedia Generations Project from peers and adults, When Jesse Came Across the Sea (Amy Interview three family members to learn about the develop and Hest and P.J. Lynch) countries from which your family emigrated. Get strengthen writing as Dreaming of America (Eve Bunting) perspectives from different generations. needed by planning, (320L) revising, editing, Writing(Argument) The Christmas Tapestry (Patricia Polacco rewriting, or trying a Research past and current immigration patters and (490L) new approach. draft an argument about whether you think the reasons

are more similar or different between the two waves of INFORMATIONAL TEXT SL.6.3: Delineate a immigration. Nonfiction speaker’s argument Coming to America: The Story of and specific claims, Informative/Exploratory Writing Immigration (Betsy Maestro and distinguishing claims Write an essay answering the essential question. To Susannah Ryan) (AD890L) that are supported by prepare, make a T chart with one column describing reasons and evidence If Your Name Was Changed at Ellis differences and similarities about immigrant from claims that are Island (If You[r]. . .Series) (Ellen Levine experiences. Make an audio recording of your essay not. and Wayne Parmenter) and upload it as a podcast to accompany your A History of US: Reconstructing America genealogy project or upload to a classroom blog or a L.6.4 Determine or 1865-1890 (Book 7) (Joy Hakim (EA) class wiki. clarify the meaning of How People Immigrate (True Books) unknown and multiple- Sarah DeCapua) (940L) Art /Class Discussion meaning words and Immigrant Kids (Russell Freedman) (EA) Riis and Hassam both depicted New York City during phrases based on (1050L) the same period, yet they chose strikingly different

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Focus Suggested Works/Resources Sample Activities and Assessment Standards grade 6 reading and New Kids in Town: Oral Histories of subject matter. Speculate on the reasons for this content, choosing Immigrant Teens (Scholastic Biography) difference. flexibly from a range of (Janet Bode) (630L) strategies. First Crossing: Stories about Teen Immigrants (Donald R. Gallo) (820L) L.6.4(c): Consult Through the Eyes of Your Ancestors: A reference materials Step-by-Step Guide to Uncovering Your (e.g., dictionaries, Family’s History (Maureen Alice Taylor) glossaries, (1000L) thesauruses), both Do People Grow on Family Trees? print and digital, to find Genealogy for Kids and Other Beginners: the pronunciation of a The Official Ellis Island Handbook (Ira word to determine or Wolfman and Michael Klein) (900L) clarify its precise Passage to Freedom (Ken Mochizuki) meaning or its part of (AD670L) speech. ART,MUSIC, AND MEDIA L.6.4(d): Verify the Art preliminary Jacob Riis, various photographs determination of the Childe Hassam, Village Scene (1883- meaning of a word or 1885) phrase (e.g. by Childe Hassam, Winter in Union Square checking the inferred (1889-1890) meaning in context or Childe Hassam, Flags on Fifty-Seventh in a dictionary). Street: The Winter of 1918

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

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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 LITERARY TEXTS Pre/post-tests contrast texts in Stories Class participation/discussion different forms or The Power of Light: Eight Stories for Self-reflection genres (e.g., stories Hanukkah (Isaac Bashevis Singer and Exit Cards and poems; historical Irene Lieblich) (EA) Vocabulary quizzes novels and fantasy Fire from the Rock (Sharon M. Teacher made worksheets/assessments stories) in terms of Draper) (830L) Homework their approaches to War Comes to Willy Freeman (James Teacher observation similar themes and and Christopher Collier) (800L) Graphic Organizers topics. Sadako and the Thousand Paper Response journals Cranes (Eleanor Coerr) (630L) RL.6.2: Determine a Hatchet (Gary Paulsen) (1020L) central idea of a text Class Discussion Climb or Die (Edward Myers) (740L) What is meant by the word courage? and how it is conveyed through particular How do stories from this unit provide insight into the Slavery and Overcoming Slavery courageous characters? How are their stories alike? How details; provide a “The People Could Fly” from The summary of the text are they different? People Could Fly (Virginia Hamilton Talk with a partner about if and how the characters use distinct from personal and Leo and Diane Dillon) (E) opinions and storytelling and song to help them get through experiences

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Focus Suggested Works/Resources Sample Activities and Assessment Standards judgments. Free at Last! Stories and Songs of of sorrow. W.6.1: Write Emancipation (Doreen Rappaport and arguments to support Shane W. Evans) Literary Response claims with clear Asia Respond to the following questions in your journal: reasons and relevant The Tale of the Mandarin Ducks What obstacles does he/she overcome, and how evidence. (Katherine Paterson and Leo and does he/she do it? Diane Dillon) (E) (AD930L) How does the protagonist respond to different W.6.6: Use Sign of the Chrysanthemem events? technology, including (Katherine Paterson and Peter What/who is the antagonist/ the Internet, to Landa0 (EA) (870L) Does the character grow over the course of the produce and publish Kira-Kira (Cynthia Kadohata) (740L) novel, or was he/she always courageous/ writing as well as to Red Scarf Girl: A Memoir of the What does the protagonist learn about him- interact and Cultural Revolution (Ji-Li Jiang) /herself? collaborate with (780L) others; demonstrate Under the Blood-Red Sun (Graham Literature Response sufficient command of Salisbury) (640L) Create a Venn diagram in your journal of a courageous keyboarding skills to Snow Falling in Spring: Coming of character compared with a non-courageous, or cowardly, type a minimum of Age in China During the Cultural character. three pages in a single Revolution (Moying Li) (1020L) setting. Shipwrecks Dramatization/fluency

SOS Titanic (Eve Bunting) (690L) Present a dramatic reading of an emotional passage from SL.6.2: Interpret Timothy of the Cay (Theodore Taylor) a story that exemplifies a character’s courage. Record the information presented (860L) reading using a video camera and evaluate your in diverse formats performance. (e.g. visually, Shipwreck Season (Donna Hill) (670L) Child Labor quantitatively, orally) Informative/Explanatory Writing and explain how it Uprising: Three Young Women Caught in the Fire That Changed Write a well-developed paper about how a character had contributes to a topic, “the courage to follow his/her convictions”. Cite three text, or issue under America (Margaret Peterson Haddix) (790L) examples from the text and edit your writing. (Can be study. posted on classroom blog) Lyddie (Katherine Paterson) (EA) (860L) Informational Text Response L.6.3: Use knowledge Read a variety of stories and interviews from the same Counting on Grace (Elizabeth of language and its time period. How are the accounts similar? Different? Why Winthrop) (760L) conventions when would accounts of the same event vary?

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Focus Suggested Works/Resources Sample Activities and Assessment Standards writing, speaking, The Circuit: Stories from the Life of a reading, or listening. Migrant Child (Francisco Jimenez) Oral Presentation Iqbal (Francesco D’Adamo) Choose a story from The People Could Fly to read, Poetry summarize, and present to the class. Part of the “If” (Rudyard Kipling) (EA) presentation should include the meaning of the story, the Lives: Poems about Famous qualities of the courageous character, and how the dialect Americans (Lee Bennett Hopkins and affects the story. Record your presentation using a video Leslie Staub) camera so you can evaluate your performance. “Casabianca” (Felicia Dorothea Hemans) Writing (Argument) Survivors from the Titanic reported that musicians on the INFORMATIONAL TEXT ship played music to keep the passengers calm as the Nonfiction crew loaded lifeboats. Do you think this was an act of Kids with Courage: True Stories About courage? Why or why not? Write a well-developed paper Young People Making a Difference that includes an engaging opening statement of your (Barbara A. Lewis) (820L) position, at least three clear reasons, and relevant Slavery and Overcoming Slavery evidence from tests read. Edit and them upload your Harriet Tubman: Conductor on the published essay to the classroom blog, where you can Underground Railroad (Ann Petry) (E) receive feedback on the strength of your argument from (1000L) your classmates.

Narrative of the Life of Frederick Reflective Essay Douglass, An American Slave, Written Describe an exemplary courageous character. Include by Himself (Frederick Douglass) (E) some graphics or visuals that demonstrate the setting (1080L) (either historical or present-day) and publish it so that Rebels Against Slavery: American others can enjoy it. Write an introduction that answers the Slave Revolts (Patricia C. McKissack essential question. and Frederick L. McKissack) (1130L)

Leon’s Story (Leon Walter Tillage and Art/Class Discussion Susan L. Roth) (970L) How do we memorialize courageous people and actions? Many Thousand Gone: African Examine each of the memorials. In the case of the Lincoln Americans from Slavery to Freedom Memorial and the Iwo Jima Memorial, consider how the (Companion to The People Could Fly) figures are portrayed and presented. How does this (Virginia Hamilton, Leo Dillon, and approach compare to the Washington Monument and the

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Diane Dillon) (990L) Vietnam War Memorial, which do not include images of Up Before Daybreak: Cotton and people? How do these approaches differ from preserving People in America (Deborah someone’s home as a monument, as in the case of Hopkinson) (1060L) Frederick Douglass? 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)

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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 LITERARY TEXTS Class participation particular sentence, Math Stories Teacher observation chapter, scene, or The Westing Game (Ellen Self-reflection stanza fits into the Raskin) (750L) Journal Note-taking overall structure of a G is for Googol: A Math text and contributes to Alphabet Book(David M. Class Discussion the development of Schwartz and Marissa Moss) How do you make sense of nonsense poems such as the theme, setting, or Math Curse (Jon Scieszka) “Jabberwocky” and how do you figure out what words mean plot. (560L) when they don’t really exist? Optional: Write your own Toothpaste Millionaire (Jean nonsense poem and see if classmates can make sense of it. RL.6.4: Determine the Merrill) (820L) What have you learned about inductive and deductive meaning of words and Classic Mysteries reasoning? phrases as they are The Mysterious Adventures of Which of the following problem-solving approaches use used in a text, Sherlock Holmes (Arthur Conan inductive and which use deductive reasoning: acting out the including figurative, Doyle) (1090L) scenario, role-playing, drawing a picture, making a list, working connotative, and Three-Act Tragedy (Agatha backwards, making educated guesses and checking how they technical meanings. Christie) (680L) work, drawing a web of facts, events and characters.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards W.6.2: Write Contemporary Mysteries Math Connection informative/ 39 Clues series (Rick Riordan) Solve some problems from The $1.00 Word Riddle Book and explanatory texts to The Mysterious Benedict Society write in your journal the thought process used to solve those examine a topic and (Trenton Lee Stewart and problems. convey ideas, Carson Ellis) concepts, and The Name of this Book is Secret Just the Facts Graphic Organizer information through (Secret Series) (Pseudonymous Title and author of your mystery the selection, Bosch) Each character’s name, his/her traits, and his/her role in organization, and Chasing Vermeer (Blue Balliet the mystery analysis of relevant and Brett Helquist) (770L) List of clues, including page numbers on which they are content. Poetry found “Jabberwocky” (Lewis Carroll) Make and revise predictions SL.6.4: Present claims (E) Solution and findings, Math Talk: Mathematical Ideas sequencing ideas in Poems for Two Voices Writing Argument logically and using (Theoni Pappas) How does listening to a mystery such as The Mysterious pertinent descriptions, Poetry for Young People: Adventures of Sherlock Holmes as an audiobook compare to facts, and details to Edward Lear (Edward Lear, reading the book? Write an argument with at least three reasons accentuate main ideas Edward Mendelson, and Laura for your preference. or themes; use Huliska-Beith) appropriate eye Poetry for Young People: Edgar Literature Response contact, adequate Allen Poe (Edgar Allen Poe, Select a pivotal passage or scene from the mystery as you are volume, and clear Brod Bagert and Carolynn reading. How does this scene fit into the overall structure of the pronunciation. Cobleigh) text? How does it contribute to your overall understanding of

39 Clues Book 1: The Maze of the plot? Write your thoughts in your journal and reevaluate your L.6.5: Demonstrate Bones (Rick Riordan) claim at the end of the book. understanding of (Scholastic Audio Books) figurative language, Nonfiction Dramatization/fluency word relationships, The Number Devil: A Choose your favorite poem from this unit to memorize and/or and nuances in word recite to the class using appropriate eye contact, adequate meanings. Mathematical Adventure (Hans Magnus Enzenberger) (E) volume, and clear pronunciation.(videotape)

Go Figure! A Totally Cool Book About Numbers (Johnny Ball) Narrative Writing Write your own mystery. See how long you keep the reader

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Focus Suggested Works/Resources Sample Activities and Assessment Standards The $1.00 Word Riddle Book engaged without giving away the resolution. Hook the reader (Marilyn Burns and Martha with a mysterious opening sentence and have a logical Weston) sequence of events. Math-terpieces: The Art of Problem Solving (Greg Tang Informative/Explanatory Writing and Greg Paprocki) Write an essay in response to the essential question and upload Grapes of Math: Mind-Stretching it to the classroom blog. Math Riddles (Greg Tang and Harry Briggs) (NP) Art/Class Discussion Compare the work of Balthus to the illustrations in The ART, MUSIC, AND MEDIA Mysteries of Harris Burdick. What are the differences you Art notice between fine art (Balthus) and illustrations? How are they Balthus, The Mountain (1936- similar? 1937) Balthus, The Street (1933-1935) Language/Style Balthus, The Living Room Read the opening pages from Math Curse and a book from 39 (1942) Clues and describe the authors’ styles. Are they formal or Balthus, Solitaire (1943) informal? How does each author’s style compare to yours?

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)

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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 LITERARY TEXTS GRADE District Test Scores theme or central idea Stories DIBELS of a text and how it is Dragonwings (Lawrence Yep) (E) Tests/quizzes conveyed through (870L) Homework particular details; First to Fly: How Wilbur and Orville Class participation provide a summary of Wright Invented the Airplane (Peter Teacher observation and monitoring of skills the text distinct from Busby) taught personal opinions or Flight (Robert Burleigh) (AD570L) judgments. Picture Books (as an Introduction to the Introductory Activity/Class Discussion Unit) Teacher read aloud: A is for Airplane or The Airplane RI.6.6: Determine an A is For Airplane: An Aviation Alphabet Alphabet Book. Discuss how picture books give author’s point of view (Mary Ann McCabe Riehle, Fred background information about new topics. Talk with a or purpose in a text Stillwell, and Rob Bolster) partner and note in journal: Were you surprised by the and explain how it is The Airplane Alphabet Book (Jerry amount of information within an alphabet book? conveyed in the text. Pallotta) Literature Response Poetry As students read Dragonwings, have them keep a I Am Phoenix: Poems for Two Voices journal that specifies:

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Focus Suggested Works/Resources Sample Activities and Assessment Standards RI.6.7: Integrate (Paul Fleischman) Characteristics of Moon Shadow and Windrider information presented that enable them to overcome obstacles in different media or INFORMATIONAL TEXTS The obstacles they face formats (e.g. visually, Nonfiction Their internal responses and external behaviors quantitatively) as well Flying Free: America’s First Black to these obstacles as in words to develop Aviators (Philip S. Hart) The events that lead up to the climax and, a coherent Fantastic Flights: One Hundred Years ultimately, the characters’ growth understanding of a of Flying on the Edge (Patrick O’Brien) The theme of the book topic or issue. (990L) Black Eagles: African Americans in Journal Entry/Figurative Language W.6.2: Write Aviation (James Haskins) (1160L) After reading chapter 3, mark the text with sticky notes in informative/explanator Strange and Wonderful Aircraft (Harvey places where Yep uses imagery, alliteration, metaphors, y texts to examine a Weiss)(980L) similes, and personification. Share with a partner. topic and convey The Simple Science of Flight: From Follow-up: write about your own dreams using similar ideas, concepts, and Insects to Jumbo Jets (Henk Tennekes) types of figurative language. information through Flight: Discover Science Through Facts the selection, and Fun (Gerry Bailey) Graphic Organizer/Literary Response organization, and Biographies Make a class list of the aviators studied listing name, analysis of relevant Sterling Biographies: The Wright obstacles he/she faces, why he/she is famous, what content. Brothers: First in Flight (Tara Dixon- turning point in his/her life led him/her into aviation and Engel) what did you learn about this person that surprised you? SL.6.5: Include Wilbur and Orville Wright: Taking Flight multimedia (Stephanie Sammartino McPherson and Writing(Argument) components (e.g. Joseph Sammartino Gardner) (950L) “Success is not a destination; it’s a journey.” Write an graphics, images, The Wright Brothers: How They argument in response to this quotation from the music, sound) to Invented the Airplane (Russell perspective of the aviator you studied. visual displays in Freedman) presentations to clarify Drama information. Charles A. Lindbergh: A Human Hero (James Cross Giblin) (1140L) Work in small groups to create and present a short skit about the principles of flight and/or an aviator. Try to L.6.1: Demonstrate William Boeing: Builder of Planes (Community Builders) (Sharlene Nelson include the idioms about flying learned in the unit. Write command of the the script paying careful attention to capitalization, conventions of and Ted Nelson) (850L) Amelia Earhart (DK Biography) (Tanya punctuation, spelling and word choice. Your classmates Standard English will compare your presentation with your written version

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Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards grammar and usage Lee Stone) (1000L) and will discuss the differences between seeing it when writing or Amelia Earhart: First Lady of Flight (Jan performed live and reading it. Record the performance speaking. Parr) (920L) with a video camera so you can evaluate your Up in the Air : The Story of Bessie performance. Coleman (Philip S. Hart and Barbara O’Connor) Art/Class Discussion As you reflect on the background on the Wright Brothers ART, MUSIC, AND MEDIA and Charles Lindbergh, describe what you see in the Art images. How do these images show their passion and Orville Wright, Wilbur Wright and John ambition to achieve flight? 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)

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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.

Preliminary Edition – August 2012

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.

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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.

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:

Preliminary Edition – August 2012

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.

Preliminary Edition – August 2012

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 LITERARY TEXTS MCAS ELA Test Scores pieces of textual Stories MCAS Science Open Response Scores evidence to support Medieval Europe DRA analysis of what the Favorite Medieval Tales (Mary Pope DIBELS text says explicitly as Osborne) (860L) Course assessments, formative and summative well as inferences Good Masters! Sweet Ladies! Voices Class discussion drawn from the text. from a Medieval Village (Laura Amy Schlitz) (NP) INTRODUCTORY ACTIVITY (FOR THE YEAR) RL.7.2: Determine a The World of King Arthur and his Read a variety of literature and informational texts this theme or central idea Court: People, Places, Legend, and year in at least three genres that you haven’t encountered of a text and analyze Lore (Kevin Crossley-Holland) before (such as adventure, historical fiction, comedy, its development over Anna of Byzantium (Tracy Barrett) ancient history, science fiction, fantasy, etc.) the course of the text; (910L) Keep track of the books you read and their genres. provide an objective Castle Diary: The Journal of Tobias summary of the text. Burgess (Richard Platt and Chris INFORMATIONAL TEXT RESPONSES Riddell) Read Cathedral: The Story of Its Construction. Take notes RL.7.9: Compare and The Seeing Stone (Arthur Trilogy, about the key steps in building a cathedral. Keep track of contrast a fictional Book One) Kevin Crossley-Holland the page numbers your notes come from. Make a list of

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Focus Suggested Works/Resources Sample Activities and Assessment Standards portrayal of a time, Crispin: The Cross of Lead (Avi) new vocabulary words. Create a comic strip or digital slide place, or character Old English Riddles: From the Exeter presentation showing the major steps. Cite your sources. and a historical Book (Michael Alexander) account of the same Adam of the Road (Elizabeth Janet GRAPHIC ORGANIZER period as a means of Gray) (1030L) Take notes in your reading about how characters are understanding how The Midwife’s Apprentice (Karen affected by their time period. Keep track of page numbers authors of fiction use Cushman) (1240L) so you can cite your sources. Look for answers to these or alter history. questions: Medieval Korea Where was that person’s place in the feudal system? RI.7.1: Cite several A Single Shard (Linda Sue Park) Where did the character live, and why? What did the pieces of textual (920L) character’s parents do, and how did that affect the evidence to support character’s life? What was happening in the character’s analysis of what the Medieval Africa world, and what was a typical day like? text says explicitly as Sundiata: Lion King of Mali (David well as inferences Wisniewski) CLASS DISCUSSION drawn from the text. Traveling Man: The Journey of Ibn Compare and contrast characters and plots from various Battuta 1325-1354 (James Rumford) novels. Discuss how authors portray history accurately or W.7.3: Write (AD650L) alter it. Create a Venn diagram comparing three of the narratives to develop characters. Sundiata: An Epic of Old Mali (Djibril real or imagined Tamsir Niane) experiences or events WRITING (ARGUMENT) using effective Read A Single Shard and think about where Tree-ear gets INFORMATIONAL TEXTS technique, relevant his courage. Write a journal response to the question, “Are Nonfiction descriptive details, characters born brave or is courage developed by facing Medieval Europe and well-structured fears?” Write a well-developed paper on the same topic Cathedral: The Story of Its event sequences. including an engaging opening statement, at least three Construction (David Macaulay) (E) reasons for your answer, and examples from the text. (1120L)

The Medieval World (Philip Steele) WRITING (ARGUMENT) Manners and Customs in the Middle Read The Midwife’s Apprentice and think about the Ages (Marsha Groves) (IG1090L) techniques the author uses to turn a nameless girl into a Joan of Arc (Diane Stanley) (980L) memorable character. Write a well-developed paper in Personal Recollections of Joan of Arc response to the question, “Do good characterization (Mark Twain) techniques help convey the theme of the story?” Include

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Outrageous Women of the Middle an engaging opening statement, three reasons, and Ages (Vicki Leon) examples from the text. The Horrible, Miserable Middle Ages: The Disgusting Details about Life NARRATIVE WRITING During Medieval Times (Fact Finders: Write your own well-developed “Character with Character” Disgusting History Series) (Kathy story. Use elements and techniques learned in this unit to Allen) develop the theme of the story. Discuss your story with a The Middle Ages: An Illustrated classmate and then revise it. Create a visual to History (Oxford Illustrated Histories) accompany the story. (Barbara Hanawalt) How Would You Survive in the Middle CLASS DISCUSSION Ages (How Would You Survive … Write in your journal about the ways the poem Sundiata: Series) (Fiona MacDonald, David An Epic Of Old Mali captures the mystery of a medieval Salariya, and Marke Peppe) (910L) African king. Use your ideas in a class discussion.

Medieval Africa DRAMATIZATION/FLUENCY The Royal Kingdoms of Ghana, Mali, Choose a strong character from Good Masters! Sweet and Songhay: Life in Medieval Africa Ladies! Voices from a Medieval Village. Memorize or (Patricia and Frederick McKissack) present the character’s dialog, or work with a classmate to present a dialog. ART, MUSIC, AND MEDIA Art ART/CLASS DISCUSSION Armor Discuss how art can provide insight into a historical period. Child’s Suit of Armor, French or Compare and contrast the Chora Church and Hagia German (sixteenth century) (Walters Sophia mosaics, and talk about what is happening in the Art Museum) images and what that would have communicated to people Byzantine Art who could not read. Mosaics at Hagia Sophia, Instanbul, Turkey (562-1204) ART/WRITING 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 Textile art of the Caucasus, Persia which painting you think is most beautiful.

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Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards The Islamic Art Collection at the Los WORD STUDY Angeles County Museum of Art Create a personal dictionary of words learned in this unit, Western European Medieval Art to be used all year to study etymology. Giotto, Madonna di Ognissanti, 1306- 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 the information on the bulletin board throughout the year to Gregorian chants and madrigals 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 LITERARY TEXTS CLASS DISCUSSION particular elements of Stories Look up the word “perseverance” in a dictionary. a story or drama The Mostly True Adventures of Homer P. Contribute to a class word map of the word, listing interact (e.g. how Figg (Rodman Philbrick) examples from the books you read. setting shapes the The Voyage of Patience Goodspeed characters of plot). (Heather Vogel Frederick) (1020L) NOTE TAKING Jesse (Gary Soto) (900L) Take notes from one book about how characters are RI.7.2: Determine two Lizzie Bright and the Buckminster Boy affected by their time period, location, family, and or more central ideas (Gary D. Schmidt) (1000L) obstacles they overcome. Keep track of the page in a text and analyze I Rode a Horse of Milk White Jade (Diane numbers your notes come from, so you can cite them. their development Lee Wilson) (1010L) over the course of the Treasure Island (Robert Louis Stevenson) CLASS DISCUSSION text; provide an (610L) Compare and contrast characters from the novels and objective summary of Ties That Bind, Ties That Break (Lensey biographies you read. Note the experiences that build the text. Namioka) (830L) perseverance or destroy it. Discuss this with your class. Create a Venn diagram comparing the positive The Miracle Worker (and Related W.7.7: Conduct short and negative experiences. Readings) (William Gibson) (NP) research projects from Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 5

Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards multiple print and Poetry INFORMATIONAL TEXT RESPONSE digital sources, using “Oranges” (Gary Soto) (E) Read Dare to Dream! 25 Extraordinary lives about search terms Drama people who overcome great challenges. Write a effectively; assess the The Miracle Worker: A Play (William journal response to the question, “How do credibility and Gibson) expectations affect what one can accomplish?” Justify accuracy of each your answer with examples from the text. source; and quote or INFORMATIONAL TEXTS paraphrase the data Biographies DRAMATIZATION/FLUENCY and conclusions of Dare to Dream! 25 Extraordinary Lives Study the photobiography Helen’s Eyes and then read others while avoiding (Sandra McLeod Humphrey) The Miracle Worker in a small group or as a class. plagiarism and African American Firsts: Famous Little- Practice your part before reading the play aloud. following a standard Known and Unsung Triumphs of Blacks in Discuss how a play contributes to meaning in a format for citation. America (Joan Potter) different way from a photobiography. Discuss how the The World at Her Fingertips: The Story of playwright develops the point of view of the characters. SL.7.1: Engage Helen Keller (Joan Dash) effectively in a range Geronimo (Joseph Bruchac) (900L) MEDIA APPRECIATION/ CLASS DISCUSSION of collaborative The Civil Rights Movement in America Write in your journal about the differences in learning discussions (one-on- (Cornerstones of Freedom Series, about Annie Sullivan and Helen Keller by reading, one, groups, and Second Series) (Elaine Landau) (1080L) seeing a film, or seeing a play. Share your ideas with a teacher-led) with partner and then discuss the topic with your class. Dare to Dream: Coretta Scott King and diverse partners on the Civil Rights Movement (Angela Shelf grade 7 topics, texts, RESEARCH AND WRITING (ARGUMENT) AND Medearis) (890L) and issues, building MULTIMEDIA PRESENTATION on others’ ideas and Research a famous person who persevered in the face Photobiographies expressing their own of obstacles. Use a wide range of credible sources for Inventing the Future: A Photobiography of clearly. your research. Find a video clip of your person Thomas Alva Edison (Marfe Ferguson speaking, if possible. Write and present a multimedia Delano) (1140L) SL.7.1(c): Pose presentation. questions that elicit Helen Keller: A Photographic Story of a elaboration and Life (Leslie Garrett) (890L) LITERATURE RESPONSE respond to others’ Helen’s Eyes: A Photobiography of Annie Write a response in your journal to the question, “In questions and Sullivan, Helen Keller’s Teacher (Marfe historical fiction, how does the author’s style affect the comments with Ferguson Delano) (1030L) believability of the main character?” relevant observations

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

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Focus Suggested Works/Resources Sample Activities and Assessment Standards 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 LITERARY TEXTS CLASS DISCUSSION drama’s or poem’s I Am David (Anne Holm) (910L) Look up the word “courage” in a dictionary. Share form or structure (e.g. Milkweed (Jerry Spinelli) (510L) ideas with classmates to learn the word’s denotation soliloquy, sonnet) The Devil’s Arithmetic (Jane Yolen) and various connotations. Contribute to a class word contributes to its (730L) map showing examples of courage from your reading. meaning. When Hitler Stole Pink Rabbit (Judith Kerr) (940L) LITERATURE RESPONSE RL.7.7: Compare and Number the Stars (Lois Lowry) (670L) Write a response in your journal to the question, “What contrast a written Summer of My German Soldier (Bette makes Anne Frank a person to whom I can relate?” story, drama, or poem Greene) (800L) Justify your response with examples of the language in to its audio, filmed, Daniel’s Story (Carol Matas) (720L) the text. staged, or multimedia Pocket Full of Seeds (Marilyn Sachs) version, analyzing the NOTE TAKING ON CHARACTERIZATION (720L) effects of techniques Read one of the fictional stories to compare it to Anne Poetry unique to each Frank. Take notes on questions such as where the War and the Pity of War (Neil Philip and medium (e.g., lighting, character lived, what was going on in the world, what Michael McCurdy) sound, color, or was a typical day like, and how is the character like or Drama camera focus and different from Anne Frank? Note the author’s angles in a film). The Diary of Anne Frank: A Play (Frances characterization techniques. Keep track of the page Goodrich and Albert Hackett numbers of your examples so you can cite them in a RI.7.3: Analyze the 101 Monologues for Middle School paper. Compare your notes to those of a classmate

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

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

Love, and Survival (Mona Golabek) DRAMATIZATION/FLUENCY (OPTION 2) (920L) Choose a poem from War and the Pity of War or a Speeches diary entry from a book. Memorize it and present it to “Blood, Toil, Tears, and Sweat: Address the class. to Parliament on May 13th, 1940” (Winston Churchill) (E) MEDIA APPRECIATION “Declaration of War on Japan” (Franklin Watch Paper Clips and discuss how the format of the D. Roosevelt) documentary contributes to its meaning and why it is important to learn from history.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards ART, MUSIC, AND MEDIA WORD STUDY Film Add new words to your personal dictionary. Trace the George Stevens, dir., The Diary of Anne meaning of some of the words in your dictionary back Frank (Screenplay by Frances Goodrich to their historical origins. and Albert Hackett) (1959) Robert Dornhelm, dir., Anne Frank: The INFORMATIVE/ EXPLANATORY WRITING Whole Story (2001) Write an informative/explanatory essay in response to Elliot Berlin and Joe Fab, dir., Paper Clips the essential question of this unit. Revise your work (HBO documentary) (2004) after your teacher reviews it. Summarize your work on Peter Jones, dir., Bataan Rescue: The two PowerPoint slides and contribute them to a class Most Daring Rescue Mission of World presentation. War II (PBS documentary) (2005) GRAMMAR AND USAGE Select a piece of your own writing and edit it for 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 LITERARY TEXTS INTRODUCTORY ACTIVITY theme or central idea Stories Read “The Song of the Wandering Aengus.” Talk to a of a text and analyze The Call of the Wild (Jack London) classmate about what you think the poem means, its development over (1120L) literally and figuratively. Write your ideas in a journal. the course of the text; Woodsong (Gary Paulsen) (1090L) provide an objective Far North (Will Hobbs) (820L) NOTE TAKING ON CHARACTER DEVELOPMENT summary of the text. Incident at Hawk’s Hill (Allan W. Eckert) Read The Call of the Wild. Takes notes about how the (1200L) characters, including the animals, are affected by their RI.7.5: Analyze the Black Hearts in Battersea (Joan Aiken) environment. Note page numbers so you can cite your structure an author (900L) ideas in a discussion. Consider the character’s typical uses to organize a day and challenges, and the meaning of “the call of the text, including how the Comparisons to The Call of the Wild wild.” major sections Touching Spirit Bear (Ben Mikaelsen) contribute to the whole (670L) NOTE TAKING AND CLASS DISCUSSION and to the The Higher Power of Lucky (Susan Compare and contrast characters from the novels you development of the Patron) (1010L) read. Generalize about the traits that allow a character ideas. to survive in the wild. Discuss the characters with your Call It Courage (Armstrong Sperry) (830L) class. Create a Venn diagram to summarize your Hatchet (Gary Paulsen) (1020L)

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Focus Suggested Works/Resources Sample Activities and Assessment Standards W.7.1: Write Other Will Hobbs survival tales, such as character comparison. arguments to support Beardance (890L) claims with clear Graphic Novel LITERATURE RESPONSE reasons and releveant The Call of the Wild (Puffin Graphics, jack Find examples of anthropomorphism in the stories you evidence. London) read. Record them in your journal. Discuss how this Poetry additional “character” plays a role in the story. SL.7.4: Present claims “The Song of Wandering Aengus” and findings, (William Butler Yeats) (E) WRITING (ARGUMENT) emphasizing salient Takes notes about the characters of John Thornton points in a focused, INFORMATIONAL TEXTS and Judge Miller in The Call of the Wild. Write an coherent manner with Nonfiction argument about who, from the book’s point of view, is pertinent descriptions, Into the Ice: The Story of Arctic the better master. Cite examples. facts, details, and Exploration (Lynn Curlee) examples; use SAS Survival Handbook, Revised Edition: LITERATURE RESPONSE appropriate eye For Any Climate, in Any Situation (John Notice the use of flashbacks in Hatchet. Write a contact, adequate “Lofty” Wiseman) response to this question in your journal: “How does volume, and clear Biographies Gary Paulsen incorporate the past into the present?” pronunciation. Jack London: A Biography (Daniel Dyer) Compare two authors’ use of flashbacks in different Guts (Gary Paulsen) works. L.7.5: Demonstrate Will Hobbs (My Favorite Writer Series) understanding of LITERATURE RESPONSE AND WRITING (Megan Lappi) figurative language, (ARGUMENT) word relationships, Read the graphic novel of The Call of the Wild. Write a ART, MUSIC, AND MEDIA and nuances in word convincing argument for reading the original version. Art meanings. Cite similarities and differences between the versions. Théodore Géricault, The Raft of the

Medusa (1818-1819) RESEARCH ESSAY Winslow Homer, The Gulf Stream (1899) Study proper documentation of sources with your Frederic Edwin Church, The Heart of the class. Write a research essay about an author who Andes (1859) writes about wilderness survival. Describe at least Albert Bierstadt, The Rocky Mountains, three significant events in the author’s life and explain Lander’s Peak (1863) their significance. Edit your writing for grammar Thomas Cole, View from Mount Holyoke, conventions studied this year. Watch online interviews Northampton, Massachusetts, after a with your author. Add multimedia elements and

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Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards Thunderstorm – The Oxbow (1836) present your research to the class. Film Richard Gabai, dir., Call of the Wild MEDIA APPRECIATION (2009) Compare the book and movie versions of The Call of Peter Svatek, dir., The Call of the Wild: the Wild. Write your ideas in your journal. Cite specific Dog of the Yukon (1997) examples. Mark Griffiths, dir., A Cry in the Wild (based on Hatchet) (1990) WORD STUDY Add words from this unit to your personal dictionary. Include a section on idioms and figures of speech. Group words that are synonyms and antonyms.

NARRATIVE ESSAY Write a survival-in-the-wilderness story, using words, techniques, and styles from the novels read in this unit. Work with peers to strengthen your writing. Edit for grammar conventions studied so far.

CLASS DISCUSSION Reread “The Song of Wandering Aengus.” Describe how your understanding of the poem has changed 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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Preliminary Edition – August 2012

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 LITERARY TEXTS 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 Dune (Frank Herbert) (800L) circumstances, and what is the theme of the novel. well as inferences The War of the Worlds (H.G. Wells) drawn from the text. (1100L) CLASS DISCUSSION AND INFORMATIVE/ The Invisible Man (H.G. Wells) EXPLANATORY WRITING RI.7.9: Analyze how I, Robot (Isaac Asimov) (820L) Compare and contrast settings and experiences from two or more authors Journey to the Center of the Earth the stories you read. As you read one of the novels, writing about the same (Enriched Classics) (Jules Verne) (1040L) take notes about the story elements that make it topic shape their science fiction. Keep track of page numbers so you presentations of key “Modern” Science Fiction can cite your examples in class discussion. Write a information by The Ear, the Eye, and the Arm (Nancy well-developed paper that explains what makes emphasizing different Farmer) science fiction a unique genre. Edit your writing for the evidence or advancing conventions studied so far. My Favorite Science Fiction Story (Martin Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 17

Preliminary Edition – August 2012

Focus Suggested Works/Resources Sample Activities and Assessment Standards different H. Greenberg) (940L) LITERATURE RESPONSE interpretations of facts. Eva (Peter Dickinson) Read A Wrinkle in Time. Take notes in your journal in The House of the Scorpion (Nancy response to Meg’s mother’s words, “Just because we W.7.2: write Farmer) don’t understand doesn’t mean an explanation doesn’t informative/explanator Fly by Night (Frances Hardinge) (1080L) exist.” Relate this to the content of the book and also y texts to examine a George’s Cosmic Treasure Hunt (Lucy to the scientific principles in it. defend your answers, topic and convey and Stephen Hawking) (940L) using citations from the text. ideas, concepts, and Among the Hidden (Shadow Children information throught Series, #1) (Margaret Peterson Haddix) INFORMATIVE/ EXPLANATORY WRITING the selection, (800L) Read Eva and takes notes about the author’s organization, and George’s Secret Key to the Universe comments on human beings’ impact on the analysis of relevant (Lucy and Stephen Hawking) (850L) environment. Describe whether and why this book content. The Hitchhiker’s Guide to the Galaxy made you think more about this issue. Explain your (Douglas Adams) answer in a well-developed paper. Edit your writing for SL.7.5: Include the grammar conventions studied so far. Ender’s Game (Orson Scott Card) (780L) multimedia The Collected Stories of Arthur C. Clarke components and CLASS DISCUSSION (Arthur C. Clarke) visual displays in Write in your journal your ideas about why H.G. Wells presentations to clarify didn’t give a name to his protagonist in The War of the Audiobooks claims and findings Worlds and whether this adds to the effectiveness of A Wrinkle in Time (Madeleine L’Engle) and emphasize salient the story. Discuss these questions with your class. points. INFORMATIONAL TEXTS RESEARCH PROJECT L.7.1: Demonstrate “Elementary Particles” from the New Book Write a research essay about an astronaut or a command of the of Popular Science (E) science fiction author. Include at least three significant conventions of “Space Probe” from Astronomy & Space: details and cite at least three sources. Use both proper Standard English From the Big Bang to the Big Crunch paraphrasing and direct quotes in the essay. grammar and usage (Phillis Engelbert) (E) when writing and Almost Astronauts: 13 Women Who ANALYSIS OF INFORMATIONAL TEXT AND speaking. Dared to Dream (Tanya Lee Stone) INFORMATIVE/ EXPLANATORY WRITING Robo World: The Story of Robot Designer Compare and contrast the way the authors of Beyond Cynthia Breazeal (Women’s Adventures Jupiter, a biography, and Stargazing, a procedural text, in Science Series) (Jordan D. Brown) discuss the topic of astronomy. Note how the (1040L) differences affect readers’ understanding of the topic.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Planets/Stars MEDIA APPRECIATION AND PRESENTATION Beyond Jupiter: The Story of Planetary Listen to the original 1938 radio broadcast of War of Astronomer Heidi Hammel (Women’s the Worlds. Discuss the following questions: Which Adventures in Science Series) (Fred techniques helped the show “come alive;” did you get Bortz) (1030L) invested what happened to any of the characters, and Summer Stargazing: A Practical Guide for does this remind you of any similar stories you have Recreational Astronomers (Terence heard? Write your ideas in your journal. Dickinson) (1270L) Stephen Hawking: Cosmologist Who Gets Follow up by researching the public reaction to the a Big Bang Out of the Universe (Mike program. Venezia) (940L) Stars & Planets (Carole Stott) (1000L) Write your own broadcast script that includes the same The Physics of Star Trek (Lawrence M. techniques to make the story believable. Krauss) MUSIC APPRECIATION ART, MUSIC, AND MEDIA Listen to The Planets in which each movement is Music named after a planet of the solar system. Discuss what Gustav Holst, The Planets (1914-1916) makes the music for each planet unique. Media War of the Worlds (Orson Welles, The WORD STUDY Mercury Theater of the Air, October 30, Add words from this unit to your personal dictionary. 1938) NARRATIVE WRITING AND MULTIMEDIA PRESENTATION Write your own science fiction story that answers the question, “What if…” Work with peers to edit and strengthen your story, and present it to the class.

INFORMATIVE/EXPLANATORY WRITING 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 LITERARY TEXTS NOTE TAKING ON GENRE, SETTING, AND an author develops Stories CHARACTERIZATION and contrasts the Home of the Brave (Katherine Applegate) Take notes on genre, setting, characters, conflicts, and points of view of A Girl Named Disaster (Nancy Farmer) themes from the books and stories you read. Note different characters or (730L) page numbers so you can cite your examples. narrators in a text. Diary of a Wimpy Kid: The Last Straw (Jeff Kinney) (1060L) WRITING (ARGUMENT) W.7.1: Write Letters from a Nut (Ted L. Nancy) (840L) Select three traits that all humans have in common. arguments to support Cyrano (Geraldine McCaughrean) (830L) Discuss how these traits contribute to the human spirit. claims with clear The Prince and the Pauper (Mark Twain) Defend your choices and justify your answer by citing reasons and relevant (GN510L) examples from the texts. evidence. Dr. Jekyll and Mr. Hyde and Other Stories of the Supernatural (Robert Louis WRITING (ARGUMENT) SL.7.3: Delineate a Stevenson) (1040L) Read The Dark is Rising. Take notes in your journal speaker’s argument Fantasy about Will’s search for his destiny, and whether his and specific claims, search is organized or random. Choose a position and The Dark is Rising (Susan Cooper) (E) evaluating the defend your answer in a well-developed paper. Ware Public Schools Common Core Curriculum, ELA-Grade 7 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 21

Preliminary Edition – August 2012

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

for the class. INFORMATIONAL TEXTS

[None for this unit] CLASS DISCUSSION

Discuss some humorous stories and note how they ART, MUSIC, AND MEDIA contain some truth and provide insights into the human Art character. Write your ideas in a journal, share them Honoré Daumier, André-Marie-Jean- with a partner, and discuss them with the class. Jacques Dupin Aîné (1929/1930)

Honoré Daumier, Antoine-Maurice- MEDIA APPRECIATION Apollinaire, Comte D’Argout (1929) Compare and contrast a written story with its filmed or Honoré Daumier, Antoine Odier (1929) theatrical version. Compare a written text to a script Honoré Daumier, Auguste Gady (1929) that includes directions about lighting, sound, color, Honoré Daumier, Auguste-Hilarion, and camera angles.

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Focus Suggested Works/Resources Sample Activities and Assessment Standards Comte de Kératry (1929) INFORMATIVE/ Film EXPLANATORY WRITING (AND WORD STUDY) Fred Schepisi, dir., Roxanne (1987) Select a genre studied this year and write an 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 With a girl, I was twelve, Cold, and weighted down With two oranges in my jacket. December. Frost cracking Beneath my steps, my breath Before me, then gone, As I walked toward Her house, the one whose Porch light burned yellow Night and day, in any weather. A dog barked at me, until She came out pulling At her gloves, face bright With rouge. I smiled, Touched her shoulder, and led 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

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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.

Outside, A few cars hissing past, Fog hanging like old Coats between the trees. I took my girl's hand in mine for two blocks, Then released it to let Her unwrap the chocolate. I peeled my orange That was so bright against The gray of December That, from some distance, Someone might have thought I was making a fire in my hands.

Written by Gary Soto

Unit 3

War Poet

By Sidney Keyes

Second World War

I am the man who looked for peace and found

My own eyes barbed.

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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)

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:

Preliminary Edition – August 2012

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.

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