School District of Springfield Township

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1 School District of Springfield Township Springfield Township Middle School Course Overview Integrated Language Arts (6) Grade Level: 6 Unit Titles Unit 3: African American Unit 5: Persuasive Unit 6: Westing Game Essential Questions 1. What is community? 2. How do relationships impact a community? 3. How can active people create positive changes? 4. How does the vacant lot transform the people involved? 5. What do the vacant lot and the garden symbolize? 6. What literary devices do authors use to create characters? 1. What is figurative language? 2. Why do authors use it and what is its effect on literature? 3. What are the types of figurative language? 4. What is poetry and what is the role of figurative language in poetry? Unit 3: African American History 1. What is the difference between non-fiction and historical fiction? 2. How have prejudice, racism, and oppression changed over 300 years of African-American history? 3. What are some of the key events, people, and places that define the history of African- Americans? 4. What is justice and injustice? 1. Is prejudice learned or is it innate? 2. Can racism and prejudice be overcome? 3. How does a character undergo a change within a novel? 4. How does setting affect the plot of a story?

2 Unit 5: Persuasive 1. What is persuasion? 2. Where do we experience persuasion and in what forms does it exist? 3. What are the types of persuasion? 4. How do we organize and research a persuasive writing piece? 5. What are transitional words and how are they used in persuasive writing? 6. How do we use research and facts to create a strong persuasive argument? Unit 6: Westing Game 1. What is a mystery? 2. What are the elements of mystery writing? 3. How can clues and details lead to a solution of a mystery? 4. What makes mystery writing a unique genre of fiction writing? Big Ideas/Enduring Understandings/Concepts Effective readers make meaning by using reading comprehension strategies such as previewing the text, making predictions, understanding purpose for reading, using context clues, making connections and making inferences. Effective readers recognize the literary elements of fiction including characterization, setting, plot, theme and point of view and the text structures of nonfiction including cause and effect, and problem solution Writers engage readers by creating a strong focus, organizing ideas, developing content, using varied sentences and strong words, and by following the conventions of English. Effective note-taking from a variety of media can be applied to creating high quality research, informative writing, and digital story telling projects. Key Competencies/Skills/Procedures Engage in independent reading of literature paired with full class read alouds Cite evidence of character change Make inferences about characters based on literary device evidence Identify components of fiction: plot, theme, setting, character Respond to literature in writing ( Double Entry Journal) Participate in literature circles (critical thinking, discussion skills, and fulfillment of group roles) Complete reading comprehension activities per chapter Use writing process for writing piece in 1 st person narrative using dialogue and similes Form complete and effective sentences (avoid fragments and run-ons, write simple and compound sentences) Define figurative language Brainstorm sensory language and imagery

3 Analyze and highlight teacher-made poem What is Pink? Hunt for figurative language in poems activity Figurative language bookmark (Students find examples of figurative language in their independent reading.) Apply figurative language to writing a color poem Unit 3: African American History Use Cornell note-taking template to record events from the film Roots. Create multi-genre project such as diary entries, poems, or news articles told from the point of view of character from Roots Make connections between texts (timeline connections, Sounder connections) Active independent reading of Sounder or Chains Make inferences, draw conclusions, and cite evidence from fictional text Identify figurative language in fiction (Sounder) Research key events in African American history Summarize non-fiction articles and media for photostory research project using Cornell notetaking Synthesize research into outline format and write informational piece Present findings, research, and essential learning to group of peers in form of photostory Cite evidence of character change Make inferences about character based on literary device evidence Respond to literature in writing Identify figurative language in fiction Identify components of fiction: plot, theme, setting, character Synthesize double-entry journal responses and chosen quotes in a graphic organizer. Write an open-ended response demonstrating a character change while citing evidence Unit 5: Persuasive Writing Select debatable topic of interest and state a position for or against Analyze television commercials and record evidence of elements of persuasion. List pros and cons of stated position and research topic using resources such as EBSCO and INFOTRAC. Identify main idea and relevant details: non-fiction Differentiate fact from opinion in nonfictional text Distinguish between essential and nonessential information within or between texts, including bias and exaggeration Organize research into persuasive graphic organizer Pre-write and draft a persuasive introduction, body paragraphs and conclusion using the graphic organizer and step-up format Incorporate transitional language into persuasive writing to create fluency of ideas

4 Edit and revise and highlight final draft according to the district-adapted Step-Up to Writing method Publish final draft Unit 6: Westing Game Make inferences, draw conclusions, and cite evidence from fictional text Identify main idea and relevant details: fiction Identify components of fiction: plot, theme, setting, character Track character s identities, motives, events using note-taking Develop a narrative writing piece in the mystery genre Present final mystery narrative to group of peers Core Vocabulary syllabication, root words, affixes, context clues, author s purpose, before, during, and after reading strategies, summarizing, note taking, draw inferences and conclusions, similes, metaphors, symbolism and imagery personification, simile, alliteration, symbolism, metaphor, imagery, rhythm, rhyme, meter, freeverse, author and speaker, theme Unit 3: African American History slave trade, sharecropping, Abolitionism, Jim Crow Laws, Harlem Renaissance, Civil Rights Movement nautical terms, geographic terms, World War II events, West-Indian dialect Unit 5: Persuasive bandwagon, testimonial, plain folks, emotional appeal, Step- Up terminology Unit 6: Westing Game Elements of a mystery, clues, alibi, evidence, motive, red herring, suspects, witness. Core Resources Seedfolks by: Paul Fleishman How Reader s Make Meaning? PowerPoint presentation Model the rules of Double Entry Journals: Teacher created in SMART Notebook software dialogue movie and on-line quiz Voicethread.com sample: search Amy Palko s Colour Poetry or 6 th grade color poems (2008) similes and metaphors, and painting pictures with words SMARTboard presentation lessons on figurative language (teacher made)

5 Rhyming Dictionary Webster s Thesaurus and Dictionary My Many Colored Days by: Dr. Seuss Hailstones and Halibut Bones by: Mary O Neill The Highwayman by: Alfred Noyes demonstrate metaphor and alliteration Practical Poetry: A Non-Standard Approach to Meeting Content-Area Standards by: Sara Holbrook Unit 3: African Amercian History Cornell Note-taking template Time for Justice film on Civil Rights Escape from Slavery by: Frederick Douglas Sounder by: William H. Armstrong for research on selected topics -- sharecropper s song from Library of Congress Selected Cobblestone and Footstep magazines from STMS library for documenting works consulted Historical perspective powerpoints teacher generated (Abolitionism, Civil War and Reconstruction, Turbulent Years) Step-Up to Writing (informational) Photostory (Digital Story-telling) The Cay: by Theodore Taylor for each student and audio version for The Cay short video version Teacher-made PowerPoint overview of WWII Unit 5: Persuasive Unit Student and teacher resource containing mini-lessons, practice activities, and content Elements of Language (pp ) --- The Four Elements of Persuasion On-Line graphic organizer for persuasive writing Step-Up to Writing: Persuasive Writing Materials and Transition Words Persuasive Debate Topics Teacher Created Introduction Writing Step-Up Method SMART presentation (teacher-made -see g-drive in Persuasion Folder) Student Samples of Persuasion Marine Animals and Captivity (see g-drive in Persuasion Folder) EBSCO HOST in STMS library on-line databases. Use Middle Search Plus, Primary Search, and Newspapers as searchable databases. Librarian should administer search criteria lesson and out-of-school access procedure Unit 6: Westing Game -- Westing Game informational and interactive Website -- Submit a story/read a story website for The Mysteries of Harris Burdick (use with final mystery narrative) Audio or video recording of Abbott & Costello s Who s on First? use with Chapter 15

6 Pennsylvania State Standards and/or Keystone Anchor Standards Guiding Course 1.1. Reading Independently Students apply a wide range of strategies A. Apply appropriate strategies to describe author s purpose, using grade level text B. Use word analysis skills (e.g., syllabication, root words, affixes), the glossary/thesaurus, and context clues to decode and understand new words in content areas during reading C. Use meaning and knowledge of words (e.g., root words, literal meanings, idioms, common foreign words) across content areas to expand reading vocabulary D. Demonstrate comprehension /understanding before reading, during reading, and after reading on grade level texts through strategies such as summarizing, notetaking, extending ideas from text, comparing and contrasting texts, determining fact from opinion, and supporting assertions about text with evidence from text E. Demonstrate an appropriate rate of silent reading based upon grade level texts D. Draw inferences and conclusions based on a variety of information sources, citing evidence from texts to support generalizations C. Compare the literary elements within and among texts used by an author, including characterization, setting, plot, theme, and point of view D. Interpret the effect of various literary devices (e.g. personification, simile, alliteration, symbolism, metaphor, and imagery) A. Write poems, short stories, and plays. Identify various organizational methods to support writer s purpose. Include literary elements and devices A. Write with a clear focus, identifying topic, task, and audience and establishing a single point of view B. Develop content appropriate for the topic C. Write with controlled organization. Use appropriate transitions within sentences and between paragraphs. Establish purpose in the introduction. Include an introduction, body, and conclusion D. Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) that create voice. Include features that convey tone and voice (e.g. vivid verbs, specific nouns and modifiers) E.Revise writing to improve organization and refine central idea, content, paragraph development, level of detail, style, tone, and word choice F.Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly Punctuate correctly. Use correct grammar and sentence formation D. Interpret the effect of various literary device e.g., personification, simile, alliteration, symbolism, metaphor, and imagery) A. Write poems, short stories, and plays. Identify various organizational methods to support writer s purpose. Include literary elements and devices.

7 1.5.6.B. Develop content appropriate for the topic E. Revise writing to improve organization and refine central idea, content, paragraph development, level of detail, style, tone, and word choice. Unit 3: African American History 1.2. Reading, Analyzing and Interpreting Text Students read, understand, and respond to informational text A. Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness C. Distinguish between essential and nonessential information across a variety of texts; identify bias and persuasive techniques where present D. Draw inferences and conclusions based on a variety of information sources, citing evidence from texts to support generalizations E. Read, understand, and respond to essential content of text and documents in all academic areas A. Read, understand, and respond to works from various genres B Write multi-paragraph, informational pieces, (e.g. letters, descriptions, reports, instructions, essays, articles, interviews). Use relevant graphics (e.g. maps, charts, graphs, tables, illustrations, photographs). Use sources, as appropriate, to task A.Write with a clear focus, identifying topic, task, and audience and establishing a single point of view B. Develop content appropriate for the topic. Gather, organize, and determine validity and reliability of information. Write paragraphs that have details and information specific to the topic and relevant to the focus C. Write with controlled organization. Use appropriate transitions within sentences and between paragraphs. Establish purpose in the introduction D. Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g. adjectives, nouns, adverbs, verbs) that create voice. Include features that convey tone and voice (e.g. vivid verbs, specific nouns and modifiers) research questions. Include an introduction, body, and conclusion A. Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions B. Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations D. Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g. adjectives, nouns, adverbs, verbs) that create voice. Include features that convey tone and voice (e.g. vivid verbs, specific nouns and modifiers) research questions A. Develop, with teacher guidance, an inquiry based process in seeking knowledge B. Conduct inquiry and research on self selected or assigned topics using a variety of

8 appropriate media sources and strategies with teacher support C. Produce an organized product that presents and connects findings to support purpose, draws reasonable conclusions, and gives proper credit to sources A. Use media and technology resources for self-directed learning, group collaboration, and learning throughout the curriculum B. Identify techniques used in particular media messages. Respond with grade level appropriate questions, ideas, information or opinions A. Read, understand, and respond to works from various genres B. Identify and analyze the characteristics of poetry, drama, and fiction and explain the appropriateness of literary forms chosen by an author for a specific purpose of literature C. Compare the literary elements within and among texts used by an author, including characterization, setting, plot, theme, and point of view D. Interpret the effect of various literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, and imagery). Unit 5: Persuasive 1.2. Reading, Analyzing and Interpreting Text Students read, understand, and respond to informational text A. Evaluate text organization and content to determine the author s purpose, point of view, and effectiveness B. Differentiate fact from opinion utilizing resources that go beyond traditional texts(e.g., newspapers, periodicals, and electronic media) C. Distinguish between essential and nonessential information across a variety of texts; identify bias and persuasive techniques where present D. Draw inferences and conclusions based on a variety of information sources, citing evidence from texts to support generalizations E. Read, understand, and respond to essential content of text and documents in all academic areas A. Write with a clear focus, identifying topic, task, and audience and establishing a single point of view B. Develop content appropriate for the topic. Gather, organize and determine validity and reliability of information. Write paragraphs that have details and information specific to the topic and relevant to the focus C. Write with controlled organization. Use appropriate transitions within sentences and between paragraphs. Establish purpose in the introduction. Include an introduction, body, and conclusion D. Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g. adjectives, nouns, adverbs, verbs) that create voice. Include features that convey tone and voice (e.g. vivid verbs, specific nouns and modifiers) E. Revise writing to improve organization and refine central idea, content, paragraph development, level of detail, style, tone, and word choice F.Use grade appropriate conventions of language when writing and editing.

9 Spell common, frequently used words correctly. Use capital letters correctly Punctuate correctly. Unit 6: The Westing Game A. Read, understand, and respond to works from various genres B. Identify and analyze the characteristics of poetry, drama, and fiction and explain the appropriateness of literary forms chosen by an author for a specific purpose of literature C. Compare the literary elements within and among texts used by an author, including characterization,setting, plot, theme, and point of view A. Write with a clear focus, identifying topic, task, and audience and establishing a single point of view B. Develop content appropriate for the topic. Write paragraphs that have details and information specific to the topic and relevant to the focus C. Write with controlled organization. Use appropriate transitions within sentences and between paragraphs. Establish purpose in the introduction. Include an introduction, body, and conclusion D. Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g. adjectives, nouns, adverbs, verbs) that create voice. Include features that convey tone and voice (e.g. vivid verbs, specific nouns and modifiers). Prepared June 2011-WH Approved-chr

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