FONTANA UNIFIED SCHOOL DISTRICT Holt Middle School Grade 6 Semester 2 Quarter 3 Standards Based Minimum Course of Study Pacing Map

Transcription

1 Additional Content *Academic vocabulary instruction (including word analysis, e.g. roots, prefixes, etc.) should also be implemented. When and how this occurs is left to site ELA teams to determine. Additional resources TBD by site-based ELA team 2.0 Applications (Genres and Their Characteristics) Site-based supplementary writing Students write narrative, expository, persuasive, and WRITING instructional program(s) (e.g. Stepup, descriptive texts of at least 500 to 700 words in each genre. pp Application Workshop: Persuasive Six Traits, etc.) Student writing demonstrates a command of standard Supplement with site/district writing instructional Work closely with your ELA American English and the research, organizational, and program(s) as needed. department/ grade level team drafting strategies outlined in Standard 1.0. regarding instructional strategies 1 2 Using the writing strategies of grade six outlined in Standard 1.0 (1.1, 1.2, 1.3, 1.6) students: W2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant evidence. c. Anticipate and address reader concerns and counterarguments. W2.5 Write persuasive compositions (see above) WOC1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. Collaborate with site ELA team and the Department of Secondary Instruction for necessary instructional support Chapter 8: Using Pronouns Correctly pp The Forms of Personal Pronouns pp The Forms of Personal Pronouns: The Subject Form Application Instruction: Persuasive cont Chapter 8: Using Pronouns Correctly pp The Forms of Personal Pronouns pp Special Pronouns Problems pp Chapter Review and methods On-demand District Rubric (available online) Lesson Plans for Language Development pp , Listening &Speaking Workshop pp See above pp Page 1 of 7 Revised June 9, 2010

2 W2.5 Write persuasive compositions: Application Instruction: Persuasive cont On-demand District Rubric (available online) Chapter 9: Using Modifiers Correctly Developmental Language & Sentence pp What is a Modifier? Skills pp Comparison of Adjectives /Adverbs pp Other lessons as determined by teacher/grade-level team 4 District BM #1: Persuasive (Feb. 3 rd ) RD1.4 RD2.3 RD3.5 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. Connect/clarify main ideas by identifying relationships to sources and related topics. Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography). Chapter 5: Biography and Autobiography pp First- and Third-Person Narration pp A Glory over Everything pp Before You Read pp Questions and Activities p. 299 Vocabulary Chapter 9: Using Modifiers Correctly pp Placement of Modifiers pp On-demand District Rubric (available online) p. 179 : Looking at Lives p. 179 Strategy Launch pp The Picture p. 186 Own the Story p. 187 Interact with a Literary Text p. 193 (Glory Over ) pp pp , Developmental Language & Sentence Skills pp pp RD1.4 RD2.3 RD3.5 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. Connect/clarify main ideas by identifying relationships to sources and related topics. Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography). pp Connecting and Clarifying Main Ideas: Three Readings on Harriet Tubman: pp Reading Informational Materials p.306 Questions, Vocabulary p. 307 Vocabulary: Multiple-Meaning Words p. 314 Reading Check & Test Practice pp Standards Review pp Lit. Response & Analysis pp Informational Materials Site-base/Grade Level Common Assessment (R2.3, 3.5) Progress Assessment: Reading, Vocabulary, & Literature pp Page 2 of 7 Revised June 9, 2010

3 RD1.5 Understand and explain "shades of meaning" in related Chapter 6: Looking at Texts RD2.7 Make reasonable assertions about a text through accurate, pp Literary Devices pp The Mysterious Mr. Lincoln p Before You Read symbolism, imagery, metaphor) in a variety of fictional and p Literary Response/Analysis, nonfiction texts. Vocabulary Using the writing strategies of grade six outlined in Standard 1.0 (1.1, 1.2, 1.3, 1.6) students: W2.5 Write response to literature: a. Develop an interpretation exhibiting careful reading, understanding, and insight. b. Organize the interpretation around several clear ideas, premises, or images. c. Develop and justify the interpretation through sustained use of examples and textual evidence. RD1.5 Understand and explain "shades of meaning" in related RD2.7 Make reasonable assertions about a text through accurate, symbolism, imagery, metaphor) in a variety of fictional and nonfiction texts. W2.5 Write response to literature: a. Develop an interpretation exhibiting careful reading, understanding, and insight. b. Organize the interpretation around several clear ideas, premises, or images. c. Develop and justify the interpretation through sustained use of examples and textual evidence Application: Response to Literature pp Workshop 3: Response to Literature *Note: Holt s RTL Writer s Workshop focuses primarily on character analysis whereas a more comprehensive view of the genre should be presented to students. Please consult the CST released writing prompts and student samples to help guide instruction. Application: Response to Literature cont pp Lincoln s Humor p. 338 Before You Read p Reading Informational Text pp , 229 pp pp pp. 153, Site-based supplementary writing instruction programs (e.g., Step-up, Six Traits, etc.) Collaborate closely with site ELA team and the Department of Secondary Instruction for support regarding instructional strategies, methods and expectations for this genre. Site-based supplementary writing instruction programs (e.g., Step-up, Six Traits, etc.) p.230 pp. 153, 165 Page 3 of 7 Revised June 9, 2010

4 RD1.5 Understand and explain "shades of meaning" in related Application: Response to Literature cont. Site-based supplementary writing instruction programs (e.g., Step-up, Six RD2.7 Make reasonable assertions about a text through accurate, Traits, etc.) pp What do Fish Have to Do with Anything symbolism, imagery, metaphor) in a variety of fictional p. 347 Before You Read pp and nonfiction texts. p. 357 Literary Response and Analysis W2.5 Write response to literature pp Chapter 10: A Glossary of Usage pp p. 221 About the Glossary pp Glossary: a, an through how come pp pp W2.5 Write response to literature RD1.5 Understand and explain "shades of meaning" in related Application: Response to Literature cont. p. 229, RD2.7 Make reasonable assertions about a text through accurate, pp. 153, 165 pp Getting Leftovers Back on the Table: p. 359 Reading Informational Text symbolism, imagery, metaphor) in a variety of fictional p Test Practice, Vocabulary pp and nonfiction texts pp District Multiple Choice Diagnostic Benchmark #2 3/10/10 10 Benchmark #4: RTL Site Based standard English conventions appropriate to this WOC1.4 Use correct capitalization WOC1.5 Spell frequently misspelled words correctly (e.g., their, they're, there). W2.5 Write response to literature RD1.5 Understand and explain "shades of meaning" in related RD2.7 Make reasonable assertions about a text through accurate, symbolism, imagery, metaphor) in a variety of fictional and nonfiction texts. WOC1.4 Use correct capitalization Chapter 10: A Glossary of Usage cont. pp Glossary: its, it s through your, you re pp Chapter Review RTL Benchmark (Site-based) pp Eleven: p. 363 Before You Read p Literary Response/Analysis, Vocabulary pp Ch. 6: Standards Review Chapter 11 Capital Letters: p. 238 Diagnostic Preview pp Using Capital Letters pp Chapter Review p. 368 Correcting Errors in Capitalization pp. 234 pp , 169, 172 pp (for Handbook) Progress Assessment: Reading, Vocabulary, & Literature pp pp pp Page 4 of 7 Revised June 9, 2010

5 Quarter 4 Standards Based Minimum Course of Study Pacing Map *Note: This quarter s map is more flexible than the others due to CST testing. Collaboratively decide how to best teach the learning standards that need to be covered. The final three weeks are composed of review lessons which may be moved, altered, etc. to accommodate test preparation and administration earlier in the quarter. Additional Content *Academic vocabulary instruction (including word analysis, e.g. roots, prefixes, etc.) should also be implemented. When and how this occurs is left to site ELA teams to determine. Additional resources TBD by site-based ELA team RD3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, Chapter 7: Rhyme and Reason sentence structure, line length, punctuation, pp Poetry: Sound Effects rhythm, repetition, and rhyme. pp The Sneetches 1 pp. 380 Before You Read p. 386: Questions & Activities 2 CST Window Opens 3 RD3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. RD3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme Chapter 12 Punctuation: pp End Marks, Commas pp Poetry: Seeing Likenesses pp Ode to Mi Gato and In a Neighborhood in Los Angeles and Hard on the Gas pp. 389 Before You Read p. 394 Questions & Activities pp Haiku p. 395 Before You Read p. 398 Questions & Activities Chapter 12 Punctuation: pp Semicolons pp Colons pp. 399 How To Read (and Own) a Poem pp John Henry p. 404 Before You Read p. 409 Questions & Activities pp Standards Review pp. 419 Reading Informational Materials pp Literary Response & Analysis Practice/Review: p. 369 Using Periods, Question Marks, etc. p Commas, Semicolons and Colons p. 371 Punctuating and Capitalizing Quotations Plan and utilize CST test preparation materials as determined by site administration/ela lead(s) pp Strategy Launch pp pp. 239, 251 p. 271 p , 194, 199 pp. pp , 253 p. 274 pp , 197, 202 Progress Assessment pp Page 5 of 7 Revised June 9, 2010

6 Quarter 4 Standards Based Minimum Course of Study Pacing Map *Note: This quarter s map is more flexible than the others due to CST testing. Collaboratively decide how to best teach the learning standards that need to be covered. The final three weeks are composed of review lessons which may be moved, altered, etc. to accommodate test preparation and administration earlier in the quarter. RD2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank Chapter 8: You are the Critic savings account, sports club, league pp Literary Criticism membership). pp The Dog of Pompeii and Pompeii 4 RD3.8 Critique the credibility of characterization and pp Before You Read the degree to which a plot is contrived or pp. 445 Questions & Activities realistic (e.g., compare use of fact and fantasy pp Preparing an Application in historical fiction). p. 447 Reading Informational Materials 5 6 D2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership). RD3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction). WOC 1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. WOC 1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. ETC Refer to Holt Literature book for standards associated with specific selections p. 449 Questions & Activity Standards Review pp Reading Informational Materials Chapter 16 Effective Sentences: pp Clear Sentences pp Combining Sentences Review & Re-teach standards by using selections not taught during the school year pp Just Once pp Ta-Na-E-Ka pp Medusa s Head and Perseus and Gorgon s Head pp He Lion, Bruh Bear, and Bruh Rabbit and The Fox and the Crow and the Wolf and the House Dog pp Storm Chapter 16 Effective Sentences cont.: Combining Sentences pp Using And, But, and Or pp Using Transitions pp Strategy Launch pp pp , , 215 pp. 209, 216, 219 Site-based common summative assessment pp pp Lesson Plans for Lang. Development pp pp Page 6 of 7 Revised June 9, 2010

7 Quarter 4 Standards Based Minimum Course of Study Pacing Map *Note: This quarter s map is more flexible than the others due to CST testing. Collaboratively decide how to best teach the learning standards that need to be covered. The final three weeks are composed of review lessons which may be moved, altered, etc. to accommodate test preparation and administration earlier in the quarter. R3.1 Identify the forms of fiction, and describe the major characteristics of each form. p. 489B- Plot R3.2Analyze the effect of the qualities of the character Objective: To understand plot as the pattern of related events in a (e.g., courage or cowardice ) on the plot and story. 7 resolution of the conflict. p. 489C- Characterization R1.2 Identify and interpret figurative language and words Objective: To understand characterization as the way a writer with multiple meanings. reveals traits of characters. p. 489D- Figurative Language Objective: To identify and interpret figurative language and words 8 R1.5 Understand and explain shades of meaning in related words (e.g., softly and quietly). R2.7 Make reasonable assertions about a text through accurate, R3.1 Identify the forms of fiction, and describe the major characteristics of each form. with multiple meanings. p. 489E- Shades of Meaning Objective: To understand and explain shades of meaning in related words (e.g., softly and quietly). p. 489F- Reasonable Assertions Objective: To make reasonable assertions about a text through accurate, p. 489G- Forms of Fiction Objective: To identify the forms of fiction, and describe the major characteristics of each form. Activities and resources are included in the Re-teaching the Standards lesson plans (look under the Guided Practice section). Activities and resources are included in the Re-teaching the Standards lesson plans (look under the Guided Practice section). 9 Final Week of School R3.5 Identify the speaker, and recognize the difference between first- and third-person narration (e.g., autobiography compared with biography). R3.6 Identify and analyze features of themes conveyed through characters, actions, and images. R3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts Standards preview Grade 7 p. 489L- Speakers Objective: To identify the speakers, and recognize the difference between first- and third-person narration. p. 489M- Theme Objective: To identify and analyze features of themes conveyed through characters, actions, and images. p. 489N- Literary Devices Objective: To explain the effects of common literary devices (e.g., imagery) in a variety of fictional and nonfictional texts Preview Grade 7 standards. Method TBD by site ELA team. Activities and resources are included in the Re-teaching the Standards lesson plans (look under the Guided Practice section) Grade 7 ELA Standards (CDE website) Page 7 of 7 Revised June 9, 2010