Assessed Curriculum Standards and IB Month IB Unit Assessments and Activities ATL Skills Criterion and Strands Anchor Text (Memoir in Verse): from Brown Girl Dreaming by Jacqueline Communication/ ​ ​ ​ Woodson Communication Skills CCSS Standards: Media (Comic Strip): Gallery of Calvin and Hobbes Comics by Bill ● Use a variety of speaking ● Read and analyze how authors ​ ​ ​ Watterson techniques to express their points of view in different types of texts. RL.6.6 Analyze the Text: communicate with a ​ ● Expand Knowledge and use of ● make inferences ● review and clarify variety of audiences ​ ● speculate ● present and discuss ● Use appropriate forms academic and concept vocabulary. ● make a judgment ● answer the essential RL.6.4 of writing for different ● answer the essential question question ● Write a nonfiction narrative in which ● interpret images ● make inferences and purposes and audiences you develop experiences or events ● analyze character support ● Interpret and use ● sequence of events ● speculate using narrative techniques ● draw conclusions effectively modes of effectively. W.6.3 ​ Unit 1 non-verbal ● Conduct research projects of various Whole Analyze Craft and Structure: communication lengths to explore a topic and clarify Class ● Use and interpret a meaning. W.6.7 ● memoir and poetry ​ Learning ● answer the essential question range of ● Correctly use common, proper, and discipline-specific terms possessive nouns in writing and

presentations. L.6.1 Conventions: and symbols ​ ● Use word choice, sentence ● Write for different ​ ● noun ● proper noun structures, and tone to develop your ● common noun ● possessive nouns purposes voice in your writing. L.6.3 ● Organize and depict ​ ● Engage in collaborative discussions, information logically ​ Formative: build on the ideas of others, and Performance-Based Assessment Task express your own ideas clearly. Write a Nonfiction Narrative Social Skills/ Collaboration SL.6.1 Prompt: When did you have to use your imagination to find another way Skills ● ​Integrate audio, visuals, and text in to do something? ● Give and receive presentations. SL.6.5 ​ Language Development: Author’s Style: Voice meaningful feedback Public Document: Declaration of the Rights of the Child ​ ​ IB Criterion and Strands: The United Nations General Assembly Self management/ Criterion B: Organizing Magazine Article: Michaela DePrince: The War Orphan Who Became a ​ ​ Reflection Skills ● employ organizational structures Ballerina by William Kremer ​ ● Focus on the process of that serve the context and intention Unit 1 Memoir: from Bad Boy by Walter Dean Myers ​ ​ creating by imitating the ● organize opinions and ideas in a Small Poetry: I Was a Skinny Tomboy Kid by Alma Luz Villanueva ​ ​ ​ work of others coherent and logical manner Group ● Keep a journal to record ● use referencing and formatting tools Learning Analyze the Text: reflections to create a presentation style ● review and clarify ● analyze details suitable to the context and ● present and discuss ● post your work intention. ● answer the essential question ● analyze character Research/ Information Objective C: Producing text ● sequence of events literacy Skills

Analyze Craft and Structure: ● Present information in a ● produce texts that demonstrate thought, imagination and sensitivity ● development of ideas ● author’s purpose variety of formats and ● biographical writing ● figurative language: platforms while exploring and considering new ● narrative nonfiction ● symbol ● Evaluate and select perspectives and ideas arising from ● direct quotations ● central symbol personal engagement with the information sources and ● central idea creative process digital tools based on ● make stylistic choices in terms of their appropriateness to Conventions: linguistic, literary and visual devices, specific tasks demonstrating awareness of impact ● pronoun ● reflexive pronoun on an audience ● pronoun case ● intensive pronoun ● nominative (or) subjective ● adjective Research/Media Literacy ● select relevant details and examples case ● adverb skills to develop ideas. ● objective case ● Understand the impact Objective D: Using language ● possessive case ● use appropriate and varied of media vocabulary, sentence structures and representations and Formative: forms of expression modes of presentation Performance-Based Assessment Task ● write and speak in an appropriate

Present a Retelling register and style Prompt: Deliver a retelling of the childhood challenges presented in Thinking/ Critical-thinking ● use correct grammar, syntax and either the magazine article, the memoir excerpt, or the poem from this skills punctuation section. ● Gather and organize ● spell (alphabetic languages), write relevant information to (character languages) and pronounce with accuracy ● from Peter Pan by J. M. Barrie formulate an argument ● use appropriate nonverbal ● Oranges by Gary Soto communication techniques ● The Boy Nobody Knew by Faith Ringgold Thinking/ Transfer skills Unit 1 ● Raymond’s Run by Toni Cade Bambara ● Combine knowledge, Individual understanding and skills Learning Summative to create products or Performance-Based Assessment Task solutions Writing to Sources: Nonfiction Narrative Writing Prompt: When did a challenge lead to a triumph? Speaking & Listening Outcome: Recitation Assessed Curriculum Standards and IB Month IB Unit Assessments and Activities ATL Skills Criterion and Strands Anchor Text (Memoir): from My Life With the Chimpanzees by Jane ​ ​ ​ Communication/ Standards: Goodall Communication Skills ● ​Read and analyze the development Anchor Text (Historical Fiction): Hachiko: The True Story of a Loyal Dog Unit 2 ​ ​ ● Use a variety of media to of ideas and language in literature by Pamela S. Turner Whole communicate with a and nonfiction texts, including how Analyze the Text: authors that write in different Class range of audiences genres explain ideas. RL.6.2, RI.6.2 Learning ● analyze first person narrative ● infer key ideas ● Read a variety of sources ​ ● make inferences ● interpret ● Expand Knowledge and use of for information and for ​ ● speculate ● compare and contrast academic and concept vocabulary. ● answer the essential question pleasure RL.6.4, RI.6.4

● Use a variety of ● ​Write an explanatory essay in which Analyze Craft and Structure: organizers for academic you examine a topic and convey ● author’s purpose ● setting writing tasks ideas, concepts, and information. ● memoir ● conflict ● Structure information in W.6.2 ● ● historical fiction theme summaries, essays and ● Conduct research projects of various reports lengths to explore a topic and clarify meaning. W.6.7 Conventions: ​ ● Ensure that pronouns are in the Self Management/ ● comma ● parentheses proper case. L.6.1.a ● nonessential ● dashes Organization SKills ​ ● nonrestrictive ● irregular plurals ● Engage in collaborative discussions, ● ● element ● capitalization Plan strategies and take build on the ideas of others, and action to achieve express your own ideas clearly.

personal and academic SL.6.1 Formative: goals ● Integrate audio, visuals, and text in Performance-Based Assessment Task ● Select and use presentations SL.6.5 Write an Explanatory Essay ​

Prompt: What qualities do Goodall and Turner believe people and technology effectively animals share? and productively IB Criterion and Strands: Language Development: Conventions Criterion A: Analyzing ● identify and explain the content, Poetry: A Blessing by James Wright Self Management/ ​ ​ ​ context, language, structure, Poetry: Predators by Linda Hogan Affective Skills ​ ​ technique and style of text(s) and Essay: Monkey Master by Waldemar Januszczak ​ ​ ● Mindfulness the relationships among texts Short Story: Black Cowboy, Wild Horses by Julius Lester ​ ​ ​ Self Management/ ● justify opinions and ideas, using

Reflection Skills examples, explanations and Analyze the Text: ● Consider content terminology ● review and clarify ● analyze simile Criterion B: Organizing ● present and discuss ● interpret quotation ● employ organizational structures ● answer the essential question ● understand figurative Research/ Information ● analyze opinion language Literacy Skills that serve the context and intention ● analyze conflict ● organize opinions and ideas in a Unit 2 ● Collect, record and verify coherent and logical manner Small data ● use referencing and formatting tools Group Analyze Craft and Structure: ● Collect and analyse data to create a presentation style ● ● to identify solutions and Learning elements of poetry: two lines suitable to the context and ● lyric poem ● eight lines make informed decisions ● ● intention. sound devices four lines ● repetition ● six lines Objective C: Producing text ● alliteration ● plot Research/ Media Literacy ● produce texts that demonstrate ● figurative language ● exposition Skills thought, imagination and sensitivity ● simile ● conflict ● tone ● rising action ● Communicate while exploring and considering new ● poetic structures ● climax information and ideas perspectives and ideas arising from ● stanza ● falling action effectively to multiple personal engagement with the ● line ● resolution creative process ● stanza structure audiences using a variety ● select relevant details and examples of media and formats to develop ideas.

Conventions: Objective D: Using language ● use appropriate and varied ● verb ● future tense ● action verb ● perfect tense vocabulary, sentence structures and ● linking verb ● present perfect forms of expression ● tense ● past perfect ● write and speak in an appropriate ● past tense ● future perfect register and style ● present tense ● use correct grammar, syntax and punctuation Formative: ● spell (alphabetic languages), write Performance-Based Assessment Task (character languages) and Speaking and Listening Focus: Deliver an Informative Presentation pronounce with accuracy ​ Prompt: How can the bonds between people and animals be surprising? ● use appropriate nonverbal ● from The Wind in the Willows by Kenneth Grahame communication techniques ● How the Camel Got His Hump from Just So Stories by Rudyard Kipling ● The Girl Who Gets Gifts From Birds by Katy Sewall ● Pet Therapy: How Animals and Humans Heal Each Other by Julie Unit 2 Rovner Individual Learning Summative Performance-Based Assessment Task Writing to Sources: Explanatory Essay Prompt: How can animals and people help one another? Speaking & Listening Outcome: Informative Presentation Assessed Curriculum Standards and IB Month IB Unit Assessments and Activities ATL Skills Criterion and Strands Anchor Text (Short Story): Feathered Friend by Arthur C. Clarke ​ ​ ​ Communication/ CCSS Standards: Anchor Text (Blog Post): Teens and Technology Share a Future by Stefan ​ ​ ​ Communication Skills ● Read and determine authors’ points Etienne ● Read critically and for of view and evaluate ideas Anchor Text (Blog Post): The Black Hole of Technology by Leena Khan ​ ​ comprehension expressed in both literary works Media (Video): The Internet of Things by IBM Social Media ​ ​ ​ ● Paraphrase accurately and nonfiction texts. RL.6.6, RI.6.6 Analyze the Text: ​ ​ ​ and concisely ● Expand Knowledge and use of Unit 3 ● analyze description ● speculate ● Take effective notes in academic and concept vocabulary. ● notice and ● evaluate RL.6.4, RI.6.4 Whole ● highlight the details that tell ● analyze persuasive class ​ ​ ● Write an argument to support a Class what the canary techniques ● looks like and how it moves in ● paraphrase claim with clear reasons and Learning Social Skills/ Collaboration the absence ● interpret relevant evidence.W.6.1 Skills ​ ● of gravity ● analyze repetition ● Conduct research projects of ● analyze first person narrative ● analyze characterization ● Listen actively to other ● ● various lengths to explore a topic analyze irony analyze evidence perspectives and ideas ● infer and clarify meaning. W.6.7 ​ ● synthesize ● Use words, phrases, and clauses to Self Management/ clarify the relationships among Organization SKills claims and reasons. L.6.1 Analyze Craft and Structure: ​

● Keep an organized and ● determine theme ● appeal to emotion ● ​Engage in collaborative discussions, ● theme ● appeal to reason logical system of build on the ideas of others, and ● implied theme ● evaluate information express your own ideas clearly. ● setting ● analyze SL.6.1 ● author’s perspective: ● interpret files/notebooks ● ● argument ● answer the essential ● Use appropriate ​Integrate audio, visuals, and text in ● claim question presentations. SL.6.5 strategies for organizing ​ ● perspective ● repetition ● complex information persuasive techniques IB Criterion and Strands:

Criterion A: Analyzing Self Management/ Conventions: ● identify and explain the content, Affective Skills context, language, structure, ● compound words ● independent clause ● Perseverance ● appositive ● dependent/subordinate technique and style of text(s) and ● appositive phrase clause the relationships among texts ● clause ● relative clauses Research/ Information ● identify and explain the effects of ● nonrestrictive Literacy Skills the creator’s choices on an ● Access information to be audience ● justify opinions and ideas, using Formative: informed and inform examples, explanations and Performance-Based Assessment Task others terminology Write an Argument ● Use critical-literacy skills ● interpret similarities and Prompt: Do electronic devices and online access really improve our lives? to analyse and interpret differences in features within and Language Development: Style, transitions media communications between genres and texts. Short Story: The Fun They Had by Isaac Asimov ​ ​ ​ ● Create references and Criterion B: Organizing Blog Post: Is Our Gain Also Our Loss? By ​ ​ ​ citations, use ● employ organizational structures Cailin Loesch footnotes/endnotes and that serve the context and intention Media (Podcast): Bored . . . and Brilliant? A Challenge to Disconnect ​ ● organize opinions and ideas in a From Your Phone by NPR construct a bibliography ​ coherent and logical manner Analyze the Text: according to recognized conventions ● use referencing and formatting ● analyze narrator ● answer the essential tools to create a presentation style ● review and clarify question suitable to the context and ● present and discuss ● analyze anecdotes Research/ Media Literacy ● intention. Unit 3 analyze evidence Skills Small Objective C: Producing text ● Seek a range of ● make stylistic choices in terms of Group Analyze Craft and Structure: perspectives from linguistic, literary and visual devices, Learning ● development of ideas: reflective writing multiple and varied demonstrating awareness of impact ● science fiction writing sources on an audience ● themes ● select relevant details and examples Thinking/ Critical-Thinking to develop ideas. Objective D: Using language Conventions: Skills ● use appropriate and varied ● verb ● adverb ● Identify obstacles and vocabulary, sentence structures and ● action verb ● comparative degree challenges forms of expression ● ● linking verb superlative degree ● adjective ● write and speak in an appropriate register and style

● use correct grammar, syntax and Formative: Thinking/ punctuation Performance-Based Assessment Task Creative-Thinking Skills ● spell (alphabetic languages), write Speaking and Listening Focus: Deliver a Multimedia Presentation ● Consider multiple (character languages) and ​ pronounce with accuracy Prompt: Do the benefits of technology outweigh its disadvantages? alternatives, including ● 7-Year-Old Girl Gets New Hand From 3-D Printer by John Rogers ● use appropriate nonverbal those that might be communication techniques ● Screen Time Can Mess With the Body’s “Clock” by Andrew Bridges unlikely or impossible ● All Watched Over by Machines of Loving Grace by Richard Brautigan ● Sonnet, without Salmon by Sherman Alexie Thinking/ Transfer Skills Unit 3 ● Teen Researchers Defend Media Multitasking by Sumathi Reddy ● Apply skills and Individual knowledge in unfamiliar Learning Summative situations Performance-Based Assessment Task Writing to Sources: Argument Prompt: Do we rely on technology too much? Speaking and Listening Outcome: Oral Presentation Assessed Curriculum Standards and IB Month IB Unit Assessments and Activities ATL Skills Criterion and Strands Communication/ Anchor Text (Drama): The Phantom Tollbooth,Act I play by Susan Nanus, ​ ​ ​ Communication Skills CCSS Standards: based on the book by Norton Juster ● Use intercultural ● Read and analyze character and plot Anchor Text (Drama): The Phantom Tollbooth,Act II play by Susan Nanus, ​ ​ ​ ​ understanding to development. RL.6.3 based on the book by Norton Juster ​ interpret ● Expand Knowledge and use of Multimedia: from The Phantom Tollbooth ​ ​ ​ communication academic and concept vocabulary. Analyze the Text: RL.6.4 ● Use a variety of speaking techniques to ● Write a fictional narrative as you develop imagined experiences or ● analyze characters ● examine setting communicate with a ● analyze structure ● analyze characterization events using effective techniques. variety of audiences Unit 4 ● understand alliteration ● examine couplets W.6.3 ● examine foreshadowing ● analyze punctuation ● Use appropriate forms ● Conduct research projects of various Whole ● interpret ● analyze dialogue of writing for different lengths to explore a topic and clarify Class ● speculate ● analyze theme purposes and audiences meaning. W.6.7 Learning ● draw conclusions ● deduce ​ ● Interpret and use ● Combine sentences for variety. L.6.1 ● make inferences ● paraphrase ​ ● answer the essential ● answer the essential effectively modes of ● Engage in collaborative discussions, question question non-verbal build on the ideas of others, and communication express your own ideas clearly. Analyze Craft and Structure: ● Share ideas with SL.6.1 multiple audiences using ● Integrate audio, visuals, and text in ● dramatic structures presentations. SL.6.5 a variety of digital ​ ● stage directions environments and media IB Criterion and Strands: ● Make inferences and Conventions: Criterion A: Analyzing draw conclusions

● Use and interpret a ● identify and explain the content, ● sentence ● clause ● simple subject ● independent range of context, language, structure, ● complete subject ● main discipline-specific terms technique and style of text(s) and ● simple predicate ● dependent and symbols the relationships among texts ● complete predicate ● subordinate ● identify and explain the effects of

● compound subject the creator’s choices on an audience Self Management/ Criterion B: Organizing Organization SKills Formative: ● employ organizational structures ● Create plans to prepare Performance-Based Assessment Task that serve the context and intention for summative Write a Fictional Narrative ● organize opinions and ideas in a Prompt: One day in the Kingdom of Wisdom . . . assessments coherent and logical manner Language Development: Conventions: Combining Sentences for variety (examinations and Objective C: Producing text Novel Excerpt: from Alice’s Adventures in Wonderland by performances) ● produce texts that demonstrate ​ ​ ​ Lewis Carroll ● Use appropriate thought, imagination and sensitivity Poetry: Jabberwocky from Through the Looking-Glass by while exploring and considering new ​ ​ ​ strategies for organizing Lewis Carroll complex information perspectives and ideas arising from Reflective Essay: The Importance of Imagination by Esha Chhabra personal engagement with the ​ ​ ​ creative process Analyze the Text: Self Management/ ● make stylistic choices in terms of ● analyze characterization ● answer the essential Reflection Skills ● linguistic, literary and visual devices, review and clarify question ● Develop new skills, ● present and discuss ● analyze invented language demonstrating awareness of impact techniques and on an audience strategies for effective ● select relevant details and examples Analyze Craft and Structure: learning to develop ideas.

Research/ Information Objective D: Using language ● characterization ● alliteration Literacy Skills ● use appropriate and varied Unit 4 ● direct characterization ● consonance vocabulary, sentence structures and ● Make connections Small ● indirect characterization ● author’s influences forms of expression ● make inferences ● reflective essay between various sources Group ● write and speak in an appropriate ● sound devices ● central idea of information Learning ● onomatopoeia ● make inferences register and style ● use correct grammar, syntax and Thinking/ punctuation Conventions: Creative-Thinking Skills ● spell (alphabetic languages), write ● Create original works (character languages) and ● conjunctions ● agreement in number and ideas; use existing pronounce with accuracy ● use appropriate nonverbal ● coordinating conjunctions ● agreement in person works and ideas in new ● pronoun ● clear/unclear antecedent communication techniques ● antecedent ways

Formative: Performance-Based Assessment Task Speaking and Listening Focus: Perform a Fictional Narrative ​ Prompt: When Alice finally gets through the tiny door …

● from The Wonderful Wizard of Oz by L. Frank Baum ● Our Wreath of Rose Buds by Corrinne ● Fantasy by Gwendolyn Bennett ● The Shah of Blah from Haroun and the Sea of Stories by Salman Rushdie Unit 4 ● ​Prince Francis by Roddy Doyle Individual Learning Summative Performance-Based Assessment Task Writing to Sources: Fictional Narrative Prompt: What might happen if a fictional character were to come into the real world? Speaking and Listening: Storytelling Assessed Curriculum Standards and IB Month IB Unit Assessments and Activities ATL Skills Criterion and Strands Anchor Text (Memoir): from A Long Way Home by Saroo Brierley ​ ​ ​ Communication/ CCSS Standards: Media (Video): BBC Science Club: All About Exploration narrated by Dara ​ ​ ​ Communication Skills ● Evaluate written arguments by Ó ​ ● Give and receive analyzing how authors state and Analyze the Text: meaningful feedback support their claims. RI.6.8 ​ ● Use a variety of ● Expand knowledge and use of ● analyze first person narrative ● analyze information speaking techniques to academic and thematic vocabulary. ● analyze description ● draw conclusions RI.6.4 ● ● communicate with a connect make a judgement ● Write an essay in which you ● interpret ● evaluate variety of audiences Unit 5 effectively incorporate the key ● answer the essential question ● Interpret and use Whole elements of an argument. W.6.1 effectively modes of ​ Class ● Conduct research projects of Analyze Craft and Structure: non-verbal Learning various lengths to explore a topic communication and clarify meaning. W.6.7 ● central ideas: ​ ● autobiographical writing ● Structure information ● Correct errors with verbs. L.6.1 ​ ​ in summaries, essays ● Engage in collaborative discussions, Formative: and reports build on the ideas of others, and Performance-Based Assessment Task express your own ideas clearly. Write an Argument Research/ Information SL.6.1 Prompt: Can anyone be an explorer? Literacy Skills ● Integrate audio, visuals, and text in presentations. SL.6.5 Language Development: Conventions: Word Choice for Style and Tone ● Process data and report ​ News Article: Mission Twinpossible TIME For Kids ​ ​ ​ results Unit 5 Epic Retelling: from Tales From the Odyssey by Mary Pope Osborne IB Criterion and Strands: ​ ​ ​ ● Create references and Blog: To the Top of Everest by Samantha Larson Criterion A: Analyzing Small ​ ​ citations, use Media (Graphic Novel): from Lewis & Clark by Nick Bertozzi ● justify opinions and ideas, using Group ​ ​ ​ footnotes/endnotes and examples, explanations and Learning construct a bibliography Analyze the Text: terminology.

according to recognized ● interpret similarities and conventions differences in features within and between genres and texts. Research/ Media Literacy Criterion B: Organizing ● organize opinions and ideas in a Skills ● ● coherent and logical manner. analyze key details analyze suspense ● Locate, organize, ● review and clarify ● analyze character ● use referencing and formatting ● ● analyse, evaluate, present and discuss analyze conflict with nature tools to create a presentation style ● answer the essential question ● analyze descriptive synthesize and ethically ● analyze conflict language suitable to the context and ● infer key ideas ● analyze the image use information from a intention. variety of sources and Objective C: Producing text

media (including digital ● produce texts that demonstrate Analyze Craft and Structure: social media and online thought, imagination and sensitivity ● central idea: networks) while exploring and considering ● make inferences new perspectives and ideas arising ● ● Communicate universal theme from personal engagement with ● epic information and ideas the creative process. effectively to multiple ● select relevant details and Conventions: audiences using a variety examples to develop ideas. of media and formats ● prepositions and prepositional ● gerund phrase Objective D: Using language phrases ● subject complement ● use appropriate and varied ● object of the preposition ● predicate nominative Thinking/ Critical-Thinking vocabulary, sentence structures ● participial phrase ● predicate and forms of expression ● gerund ● adjective Skills ● Evaluate evidence and ● write and speak in an appropriate register and style arguments ● use correct grammar, syntax and Formative: ● Draw reasonable Performance-Based Assessment Task punctuation conclusions and Speaking and Listening Focus: Present an Advertisement ● spell (alphabetic languages), write ​ generalizations Prompt: Why should we explore new frontiers? (character languages) and ● Analyse complex pronounce with accuracy ● Mars Can Wait. Oceans Can’t. by Amitai Etzioni ​ concepts and projects ● use appropriate nonverbal ● from Shipwreck at the Bottom of the World by Jennifer Armstrong into their constituent communication techniques ● from Sacajawea by Joseph Bruchac parts and synthesize ● The Legacy of Arctic Explorer Matthew Henson by James Mills them to create new ● Should NASA Pay Companies to Fly Astronauts to the International Unit 5 Space Station? TIME For Kids understanding Individual ● Should Polar Tourism Be Allowed? by Emily Goldberg Learning Summative Performance-Based Assessment Task Writing to Sources: Argument Prompt: should kids today be encouraged to become explorers? Speaking and Listening: Speech