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Unit 2 Overview Content Area: English Unit Title: Analyzing Character and Point of View & Understanding Theme Target Course/Grade Level: 6th Grade Unit Summary

I Reading Literature & Informational Text:

A. Stories: 1. “Eleven” by Sandra Cisneros (p 198) 2. “Ghost of the Lagoon” by Armstrong Perry (p 206) 3. “Jeremia’s Song” by Walter Dean Myers (p 220) 4. “The Horse Snake” by Huynh Quang Nhuong (p 126) 5. “President Cleveland, Where Are You?” by Robert Cormier (p 234) 6. “Aaron’s Gift” by Myron Levoy (p 248) 7. “Wine in the Desert” by Max Brand 8. “The Good Deed” by Marion Dane Bauer (p 46) 9. “Scout’s Honor” by Avi (p 360) 10. “The Dog of Pompei” by Louis Untermerer (p 324) 11. Ramayana – ancient Indian epic

B. Nonfiction & Media:

1. An Interview with Ji-Li Jiang (p 284) 2. “In Search of Pompei” (p 340) 3. “Italians Trying to Prevent a Modern Pompeii” (p 346) 4. “How to Build a Bat House” (p 378) 5. Media Study: from Smallville (p 260) 6. Film Clip from “Houdini: The Great Escape” (p 860)

Biography, Autobiography, and Memoir: for the Memoir Writing Unit 1. “The Red Guards” by Ji-Li Jiang (p 274) 2. “Role-Playing and Discovery” by Jerry Pinkney ( p 264) 3. “The Life and Adventures of Nat Love” (p 269) 4. “The Horse Snake” by Huynh Quang Nhoung (p 126) 5. Biography from The Voice That Challenged a Nation by Russel Freedman (p 806) 6. Autobiography from My Lord, What a Morning by Marian Anderson (p 807) 7. Biography: “Matthew Henson at the Top of the World” by Jim Haskins (p 808) 8. from “Over the Top of the World” by Will Steger (p 822) 9. “Up and Over the Top” by Bill Cosby (p 827) 10. from The Story of My Life by Helen Keller (p 832) 11. “American Sign Language” Procedural Text (p 840)

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12. Memoir: from Under the Royal Palms by Alma Flor Ada (p 844) 13. from Spellbinder: The Life of Harry Houdini by Tom Lalicki (p 850)

C. Text Analysis Workshops: 1. Character and Point of View (p 192) 2. Understanding Theme (p 318) 3. Biography and Autobiography (p 802)

D. Poetry: 1. “The Pasture” by Robert Frost (p 62) 2. “Life Doesn’t Frighten Me” by Maya Angelou (p 288) 3. “On Turning Ten” by Billy Collins (p 293) 4. “Words Like Freedom” & “Dreams” by Langston Hughes (p 402; p 404) 5. “Same Song” by Pat Mora (p 406) 6. “Without Commercials” by Alice Walker (p 410) 7. “Born Without a Chance” by Edmund Vance Cooke 8. “In a Neighborhood in Los Angeles” by Francisco X. Alarcon (p 864) 9. “For Gwen, 1969” by Margaret Walker (p 869)

E. Novels

1. Karen Hesse Author Study (Students to choose from one or two of these novels by Karen Hesse): Music of the Dolphins; Phoenix Rising; Stowaway; Letters to Rivkah; Witness; Out of the Dust

II Speaking and Listening: 1. Discuss literature 2. Workshop: Asking Questions and Paraphrasing Ideas (p 306) 3. Global Read Aloud: The One and Only Ivan (Students will listen to the story and then communicate with students who also read this text around the world).

III Language:

A. Grammar: 1. Verbs: Action, Linking, Principal Parts, Verb Tense, Progressive Forms, Active and Passive Voice 2. Modifiers: Adjectives, Predicate Adjectives, Adverbs, Adjective or Adverb, Comparison of Modifiers, Regular Comparisons, Irregular Comparisons, Problems with Modifiers 3. Use correct sentence types and punctuation 4. Independent and Subordinate Clauses 5. Simple, compound, and complex sentences. 6. Prepositional Phrases

B. Vocabulary: 1. Students will learn vocabulary in context from the stories within the anthology. 2. The following academic vocabulary will also be covered: convey, create, influence, interact, qualities,

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attitude, communicate, context, illustrate, implicit 3. Unit 2 Sadlier-Oxford Level A

C. Language: 1. word acquisition 2. context clues (p 258) 3. compound words (p 232) 4. Spanish words frequently used in English (p 205) 5. prefixes that mean “Not” (p 286) 6. latin root: press, rupt (p 273; p 338) 7. syllabication and pronunciation (p 218) 8. analogies (p 376; p 839) 9. idioms (p 820) 10. foreign words in English 11. connotations 12. improving expression

IV Writing:

1. Using the writer’s workshop approach, students will write personal memoir. 2. Students will write a comparison-contrast essay in which they inform their audience of the similarities and differences between two literary texts, two characters, or two setting. 3. Conduct Short Research & Write About: the islands in the South Pacific. Learn more about the islands in one of these groups: Melanesia, Micronesia, and Polynesia. How were the islands formed? What is their climate and vegetation? Explain the cultural history of the people who live there. 4. Students will write a short story, either in response to artwork or their imagination, which is set in an interesting place that will appeal to their audience. Students will ensure that their story has a plot, a conflict, and one or more characters. 5. Short Constructed Response: Analysis: What do you think was Matthew Henson’s most important contribution? 6. Students will write an essay exploring the theme of “The Horse Snake” (the importance of cooperation, community, and collaboration) and how that impacts the outcome of the community’s success in defeating the snake. 7. Timed writing: Think of two literary characters that have major similarities or differences. Write a comparison-contrast essay that explores these similarities and differences, using specific relevant examples and concrete details to develop the essay. (45 minutes) 8. Timed writing: Write an entertaining short story for your classmates about a boy or girl your age who wants to play a team sport but whose parents are against it. Use precise language to establish a vivid setting. Use dialogue to develop a believable plot and characters. (45 minutes) 9. Timed writing: Write a personal narrative for your classmates based on a successful experience in your life. Include relevant details to help your readers understand what the experience was like. Conclude your narrative by explaining why the event was important to you.

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Primary interdisciplinary connections: Social Studies, Science, Art 21st century themes: Critical thinking and problem solving Unit Rationale Students will learn to analyze characters, point of view, and theme. Stories will be studied and read closely in order to focus students on understanding the characters, point of view, and theme of the stories more deeply. Characters will be compared and contrasted to one another, point of view and the effects of first person versus third person point of view will be studied. Themes will be understood and followed throughout the stories. Additionally, biography, autobiography, and memoir will be explored with an eye to students writing their own memoir pieces. Vocabulary acquisition and grammatical skills will be addressed to improve written expression.

Learning Targets Standards: RL1, RL3, RL4, RL5, RL6, RL9, RI1, RI2, RI3, RI4, RI6, RI7, RI9, RI10, W1, W2, W2a-f, W3, W3a-e, W4, W5, W7, W9a, W10, SL1, SL1a, SL1c-d, SL2, SL5, L1, L1a, L1e, L2, L2b, L3a, L3b, L4, L4a, L4b, L4c, L4d, L5b, L5c, L6 Content Statements

CPI # Cumulative Progress Indicator (CPI) RL1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL6 Explain how an author develops the point of view of the narrator or speaker in a text. RL9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. RI1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). RI10 By the end of the year, read and comprehend literary nonfiction in the grades 6– 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W1 Write arguments to support claims with clear reasons and relevant evidence. W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W2a-f • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. • Use appropriate transitions to clarify the relationships among ideas and concepts. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Establish and maintain a formal style. • Provide a concluding statement or section that follows from the information or explanation presented.

W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W3a-e • Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. • Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. • Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. • Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. • Provide a conclusion that follows from the narrated experiences or

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events.

W5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W9a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL1c-d • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. • Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L1a Ensure that pronouns are in the proper case (subjective, objective, possessive). L1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2b Spell correctly. L3a Vary sentence patterns for meaning, reader/listener interest, and style.*

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L3b Maintain consistency in style and tone.* L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. L6 Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions Unit Enduring • How do particular character traits evidence themselves to reveal the truth about a character? Understandings • How do characters evolve and change over the course of the story? • Characters are • How does an author develop the point of view of the narration of the text? understood • How is a theme, or central idea of a text, conveyed through particular details? by analyzing • How is a key individual, event or idea introduced, illustrated, and elaborated on in a text? their actions, thoughts, and the way others in the story perceive them. • Characters will almost always change from the beginning to the end of the story. • An author chooses to tell the story in a particular way. First person,

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second person, and third person (omniscient or limited) viewpoints are used and alter the meaning and effect of the story on the reader. • A theme is conveyed through accumulated details and actions, embedded in the text. The theme points to the author’s deep intention and message within the piece. • Key individuals are introduced and proceed to develop throughout the course of the text. Characters will often develop and alter due to events that occur and choices they make. Unit Learning Targets Students will ... • Students will learn to analyze characters by studying their actions, thoughts, and the way others in the story perceive them. • Students will take notes and write essays, documenting how characters change through the story, noting that

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characters will almost always change from the beginning to the end of the story. • Students will analyze point of view and how that narration advances the tone and meaning of the text. • Students will be able to analyze and determine the theme of a story. Evidence of Learning Summative Assessment (X days) • Timed Writing: Compare and Contrast two literary characters • Timed Writing: Personal Narrative of a successful experience in your life • Personal Memoir that has gone through the writing process • Literary Analysis essay that has gone through the writing process • Creative writing story which has gone through the writing process • Assessment Practice: from Phoenix Farm by Jane Yolen and from Ruby Holler by Sharon Creech • Assessment Practice: from Your World by Georgia Douglas Johnson • Assessment Practice: from John Glen: A Memoir • Unit 2 Benchmark Test • Unit 3 Benchmark Test • Unit 7 Benchmark Test • Independent reading project • Unit 2 Vocabulary Test-Sadlier-Oxford • Unit 2 Vocabulary from Literature Test • Unit 2 Grammar Test:

Equipment needed: overhead, LCD projector, computers Teacher Resources: Novels, Holt McDougal Text

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Formative Assessments Teacher may choose from any of the • Weekly analytical journal entries Diagnostic and Selection Tests/reading • Half of independent reading book read with notes, selection: either post-it, bookmark, or journal notes • Unit 2, words 1-6 Sadlier-Oxford Vocabulary • Selection Test: “Eleven” Quiz • Selection Test: “The Horse Snake” • Unit 2, words 7-13 Sadlier-Oxford Vocabulary • Selection Test: “The Good Deed” Quiz • Selection Test: “Ghost of the Lagoon” • Unit 2, words 14-20 Sadlier-Oxford Vocabulary • Selection Test: “Jeremiah’s Song” Quiz • • Selection Test: “President Cleveland, Where Unit 2 Grammar Quiz: Action, Linking, Principal Are You?”/ “Aaron’s Gift” Parts, Verb Tense, Progressive Forms, Active and Passive Voice, Modifiers: Adjectives, Predicate • Selection Test: “Role Playing and Discovery”/ Adjectives, Adverbs, Adjective or Adverb, The Life and Adventures of Nat Love” Comparison of Modifiers, Regular Comparisons, • Selection Test: “The Red Guards” Irregular Comparisons, Problems with Modifiers • Selection Test: “Life Doesn’t Frighten Me”/ • Unit 2 Grammar Quiz: Use correct sentence types “On Turning Ten” and punctuation; Independent and Subordinate • Selection Test: “The Dog of Pompeii” Clauses • Selection Test: Pompeii and Vesuvius • Unit 2 Grammar Quiz: Simple, compound, and • Selection Test: “Scout’s Honor” complex sentences; Prepositional Phrases • Selection Test: “How to Build a Bat House” • Selection Test: “Words Like Freedom”/ “Dreams” • Selection Test: “Matthew Henson at the Top of the World” • Selection Test: from “Over the Top of the World”/ “Up and Over the Top” • Selection Test: from “The Story of my Life” • Selection Test: “American Sign Language” • Selection Test: from Spellbinder: The Life of Harry Houdini” • Selection Test: “In a Neighborhood in Los Angeles”/ “For Gwen, 1969” • Selections Test: “Same Song”/ “Without Commercials”

Lesson Plans Lesson Timeframe Lesson 1 X hours/days Name of Lesson 1 Lesson 2 X hours/days Name of Lesson 2 Lesson 3 X hours/days

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Name of Lesson 3 Teacher Notes:

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Lesson Plan 1 Template Content Area: Lesson Title: Timeframe: X hours/days Lesson Components 21st Century Themes Global Financial, Economic, Civic Health Environmental Awareness Business, and Literacy Literacy Literacy Entrepreneurial Literacy 21st Century Skills Creativity and Critical Thinking and Communication Collaboration Innovation Problem Solving Interdisciplinary Connections: Integration of Technology: Equipment needed:

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