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 (character languages) and relevant information to 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 ● sound devices ● four lines intention. ● 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