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Savvas Literature © 2015 Scope and Sequence (Grades 6-7-8)

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Savvas Literature © 2015 Scope and Sequence (Grades 6-7-8) GRADES 6-8 PEARSON LiteratureCOMMON CORE SCOPE & SEQUENCE Table of Contents Table of Contents Overview..... ...........................p 4 6 Units 1-5..... ............................p 6 Overview..... .........................p 16 7 Units 1-5..... ..........................p 18 Overview..... .........................p 28 GRADE 8 Units 1-6..... ..........................p 30 Skills Navigator - Grade 6 Overview The Skills Navigator provides a detailed look at the specific features, workshops, skills, and standards covered in each unit. Use these pages to guide you through planning your instruction for a day, unit, or entire year. The instructional model in Pearson Common Core Literature is data driven and provides flexibility based on your students’ needs. Therefore, the pacing recommendations on the following pages can be adjusted to meet the needs of your classroom. For example, the recommended number of days for Part 1: Setting Expectations is four days. Depending on your students and their ability to closely read a text, you may choose to use Part 1 for only one day or for as many as five days. Another example of flexible pacing is shown with Part 2: Guided Exploration. This Part provides scaffolded instruction focused on skills. Again, depending on your students’ needs, you may choose to teach one selection over a period of four days or teach three selections over a course of twelve days. The Pacing Recommendations are provided as a guide, but you know your students best and should chart the appropriate pathway through the programs based on students’ needs. INTRODUCTORY UNIT The Introductory Unit can be used at any time through the year to teach essential Common Core skills and standards. The chart below provides an overview of the features of this unit. Introductory Unit Features Standards Addressed Building Academic • General Academic Vocabulary Language 6 Vocabulary • Domain-specific Academic Vocabulary • Increasing Your Word Knowledge • Building Your Speaking Vocabulary Writing an Objective • Model Objective Summary Literature 2; Informational Summary Text 2 Comprehending Complex • Strategy 1: Multidraft Reading Literature 10 Texts • Strategy 2: Close Read the Text • Strategy 3: Ask Questions Analyzing Arguments • The Art of Argument Informational Text 8; Writing • Composing an Argument 1.a, 1.b, 1.e; Language 6 Conducting Research • Performing Short-Term and Writing 2, 2.a, 2.b, 2.d, 2.f, 6, Long-Term Research 7, 8 • Research Process Workshop • Research Model • Citing Sources and Preparing Manuscript 4 UNITS AT A GLANCE The chart below provides an overview of the features and assessments for each unit. A more detailed listing of each unit’s skills begins on the next page. Close Speaking Language Writing Unit Reading and Independent Reading Assessment Study Process Workshop Listening 1 Focus on Short Using a Following Oral Narrative: Titles for Extended Reading Assessment: Skills Story Dictionary Directions Short Story Online Text Set Selected Response and Eleven Constructed Response Thesaurus Reading, Writing, Sandra Cisneros Assessment: Synthesis Speaking, A Backwoods Boy Speaking and Listening: Research Models Russell Freedman Group Discussion Letter to Scottie Writing: Short Story Independent F. Scott Fitzgerald Writing to Sources: Practice Argument 2 Focus on Word Evaluating Informative Titles for Extended Reading Assessment: Skills Nonfiction Origins Media Text: Online Text Set Selected Response Messages and Comparison- Why Monkeys Live in Trees Constructed Response Advertisements and-Contrast Reading, Writing, Julius Lester Assessment: Synthesis Speaking, Essay Jake Wood Baseball Is the Speaking and Listening: Research Models Start of Something Group Discussion Special Writing: Narrative Independent Reginald T. Dogan Writing to Sources: Practice Wilbur Wright and Orville Explanatory Text Wright Rosemary and Stephen Vincent Benét 3 Focus on Poetry Words with Problem-and- Argumentative Titles for Extended Reading Assessment: Skills Multiple Solution Essay Online Text Set Selected Response Reading, Writing, Meanings Proposal The Lady and the Spider Constructed Response Speaking, Robert Fulghum Assessment: Synthesis Research Models Dragon, Dragon Speaking and Listening: John Gardner Group Discussion Independent Ankylosaurus Writing: Narrative Practice Jack Prelutsky Writing to Sources: Argument 4 Focus on Drama Connotation Delivering a Argument: Titles for Extended Reading Assessment: Skills and Persuasive Problem-and- Online Text Set Selected Response Reading, Writing, Denotation Speech Solution Essay My Heart Is in the Constructed Response Speaking, Highlands Assessment: Synthesis Research Models Jane Yolen Speaking and Listening: from Roll of Thunder, Hear Group Discussion My Cry Independent Writing: Narrative Practice Mildred D. Taylor Writing to Sources: Alphabet Informative Text Naomi Shihab Nye 5 Focus on Folk Idioms Oral Response Explanatory Titles for Extended Reading Assessment: Skills Literature to Literature Text: Cause- Online Text Set Selected Response and-Effect The Market Square Dog Constructed Response Essay Reading, Writing, James Herriot Assessment: Synthesis Speaking, Aaron’s Gift Speaking and Listening: Research Models Myron Levoy Small Group Discussion Childhood and Poetry Writing: Narrative Independent Pablo Neruda Writing to Sources: Practice Explanatory Text 5 Scope and Sequence - Grade 6 Unit 1: Is conflict always bad? Close Reading Speaking and Selection/Feature Pacing Standards Covered Assessment Conventions Language Study Research Writing Focus Listening The Old Grandfather and 4 days RL1, RL2, RL3, RL4, RL5, W2, W4, W7, Close Reading: Small-Group Explanation: Wolf Writing Model: His Little Grandson W8, W9, SL1, L6 Short Story Discussion Behavior Argument CLOSE READING Leo Tolstoy Writing: Explanatory WORKSHOP The Wounded Wolf Essay PART 1 Jean Craighead George Stray 4–16 RL3, W2b, W2e, W4, W7, SL3, L2, L4b Selection Test Make Predictions Common, Proper, Academic Vocabulary Brochure List of Reasons Cynthia Rylant days Open-Book Test Plot and Possessive Selection Vocabulary Nouns The Tail RL1, RL3, W4, SL2, L1, L1a, L6 Selection Test Make Inferences Personal and Academic Vocabulary Compare-and-Contrast Letter of Joyce Hansen Open-Book Test Characterization Possessive Pronouns Selection Vocabulary Chart Recommendation PART 2 THEME: CHARACTERS Zlateh the Goat RL1, RL3, W1, SL4, SL5, L1b, L4 Selection Test Make Inferences Interrogative, Academic Vocabulary Compare-and-Contrast Persuasive Speech AND CONFLICT Isaac Bashevis Singer Open-Book Test Conflict and Indefinite, Reflexive, Selection Vocabulary Chart Resolution and Intensive Pronouns The Circuit RL2, W4, SL1c, L1a, L4b Selection Test Draw Pronoun Case Academic Vocabulary Interview Description Francisco Jiménez Open-Book Test Conclusions Selection Vocabulary Theme Lob’s Girl 2 days RL5, W2a Selection Test Foreshadowing Timed Writing: PART 2 COMPARING Joan Aiken Open-Book Test and Flashback Explanatory Essay TEXTS Jeremiah’s Song Walter Dean Myers Language Study 1 day L4c, L4d, L5c Using a Dictionary and Thesaurus Speaking and Listening 1 day SL1c, SL1d Following Oral Directions WORKSHOPS Writing Process 3 days W3, W3a, W3b, W3c, W3d, W3e, L1c, Pronoun-Antecedent Voice Focus on Research: Narrative: Short Story L1d, L2b Agreement Narrative Pronoun Types and Case Anchor: The King of Mazy May 5 days RL1, RL2, RL3, RL4, RL5, W2, W4, W5, Selection Test Setting Nouns Diction and Style Group Discussion Investigate the Topic: Informative Text: Jack London W7, W8, W9, W9a, W10, SL1, SL4, L1, Open-Book Test Verb Tense Academic Vocabulary Gold Rush Struggles Cause-and-Effect Essay L2, L3, L4, L4a, L5, L6 Selection Vocabulary To Klondyke We’ve Paid Our Fare 2–3 days RL1, RL2, RL4, RL5, W3, W4, W7, W8, W9, Selection Test Alliteration Academic Vocabulary Group Discussion Investigate the Topic: Narrative: Short Story H.J. Dunham W9a, W10, SL1, SL4, L1 Open-Book Test Selection Vocabulary Striking It Rich Gold Rush: The Journey by Land 1 day RI1, RI7, W3, W4, SL1, L1, L2, L3, L4, L6 Academic Vocabulary Class Discussion Narrative: Journal Entry from The Sacramento Bee Selection Vocabulary TEXT SET TOPIC: THE GOLD RUSH A Woman’s View of the Gold Rush 2–3 days RL1, RL2, RL4, RL5, W2, W4, W7, W8, Selection Test Tone Academic Vocabulary Partner Discussion Investigate the Topic: Informative Text PART 3 Mary B. Ballou W9, W9a, W10, SL1, SL4, L1, L3, L4, L6 Open-Book Test Selection Vocabulary Gold Rush Housing Chinese and African Americans in 2–3 days RI1, RI2, RI4, RI5, RI6, W1, W2, W4, W7, Selection Test Author’s Purpose Academic Vocabulary Group Discussion Investigate the Topic: Editorial the Gold Rush W8, W9, W9b, W10, SL1, SL4, L1, L2, L3, Open-Book Test Selection Vocabulary Labor During the Johns Hopkins University L4, L6 Gold Rush Birds Struggle to Recover from 2–3 days RI1, RI2, RI3, RI4, RI5, RI6, RI7, W1, W4, Selection Test Imagery Academic Vocabulary Group Discussion Investigate the Topic: Argument Egg Thefts of 1800s W7, W8, W9, W9b, W10, SL1, SL4, L1, L2, Open-Book Test Selection Vocabulary The Gold Rush and Edie Lau L3, L4, L6 Food Extended Readings: All Creatures Great and Small (N) • Cathedral: The Story of Its Construction (N) • Discoveries: Trouble Ahead (N) • The Sherlock Holmes Mysteries (F) • An Island Like You: Stories of the Barrio (F) • DEMONSTRATING My Side of the Mountain (F) • The Book of Questions (F) RT 4 INDEPENDENCE PA Online Text Set: Eleven • A Backwoods Boy • Letter to Scottie UNIT-LEVEL ASSESSMENT Benchmark Test 6 Close
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