Grade: 6-8 ESL/ELA Units of Study Quarter 1 English Language Arts

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1 Grade: 6-8 ESL/ELA Units of Study Quarter 1 English Language Arts Unit 2 Comparing and Contrasting Literature Recommended Number of Instructional Days: 20 Days Overview Focus Standards that have been mastered or addressed in previous units will need to be reinforced in upcoming units and may show up in future assessments. Red text in standards for grades 6 and 8 indicate a difference from grade 7 standards and recommend differentiation of instruction. In this unit students will compare and contrast stories, poems, and dramas in a fictional portrayal of time, place, and character. Students will understand relationships between particular words and demonstrate a command of English grammar. Additionally, students will introduce topics and organize ideas for compare and contrast in writing. Students will continue work in collaborative groups to engage in productive talk. During this time the teacher may incorporate mini-lessons connected to the language functions of compare and contrast. Students should be exposed to culturally inclusive literary texts (poems, stories, videos, etc ) in a staircase of complexity. This unit is taught in the first quarter because the skills are fundamental and require students to be able to determine basic concepts, like compare and contrast, throughout the year. In the subsequent units, students will be expected to compare and contrast works with similar themes. The skills in this unit are foundational for comparing and contrasting themes in different products and with analyzing texts. As with all units aligned to the Common Core State Standards, English Learners should read and be exposed to texts with an appropriate range of complexity. Teachers maintain high expectations by engaging students in tasks that provide high challenge with appropriate support. Activities are robust but flexible enough to allow multiple entry points for all students regardless of where they start. Teachers should continually integrate the WIDA model performance indicators to support instruction of English Learners. Additionally, when writing and speaking in discussions, students will use academically challenging vocabulary. Reading Anchor Standard CCRA.R.7 CCRA.R.9 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Analyze how two or more texts address similar themes or topics in order Page 1 of 10

2 to build knowledge or to compare the approaches the authors take. Writing Anchor Standard CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Speaking and Listening Anchor Standard No anchor standard identified in this unit. Language Anchor Standard CCRA.L.2 CCRA.L.5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Demonstrate understanding of figurative language, word relationships, and nuances in word meaning Concepts to Be Learned and Skills to Be Used COMPARE/CONTRAST story, drama, poem COMPARE and CONTRAST a fictional portrayal of time, place or character INTRODUCE topic, ORGANIZE ideas APPLY grade level reading literature standards DEMONSTRATE command of the conventions of standard English USE relationship between particular words DISTINGUISH among connotations Essential Questions How do I use compare and contrast to better understand what I read and write? How do I organize information to write paragraphs which compare and contrast? Why is it important to compare and contrast text to different medium? How does my choice of words make my writing more interesting and convincing? How does the author use words, phrases and clauses to present ideas throughout the text? Assessment Task Name: Written Curriculum Page 2 of 10

3 Standards that are the Focus in the Unit of Study: Reading Standards: Literature Integration of Knowledge and Ideas RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). o RL.6.7 Compare and contrast the experience of reading a story, drama or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. o RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Reading Standards: Literature Integration of Knowledge and Ideas RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. o RL.6.9 Compare and Contrast text in different forms or genres (example stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. o RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including how describing the material is rendered new. Writing Standards Text Types and Purposes W.7.2a. Introduce a topic clearly, previewing what is to follow; 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. W.7.9a Apply grade 7 Reading standards to literature (e.g., Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history ). Language Standards Page 3 of 10

4 Conventions of Standard English L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (A focus in unit 2 and supporting standard in units 3 through 8) Language Standards Vocabulary Acquisition and Use L.7.5 b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Standards that Reinforce/Support the Unit of Study Focus Standards: Reading Standards: Informational Text Key Ideas and Details RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (A focus in unit 1 and supporting standard in units 2 through 8) o RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. o RI.8.1 Standard is identical to grade 7 Writing Standards Text Types and Purposes W.7.1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Speaking and Listening Standards Comprehension and Collaboration Page 4 of 10

5 SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Language Standards Vocabulary Acquisition and Use L.7.6 Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (A focus in unit 1 and supporting standard in units 2 through 8) Standards that are Continuous for the entire school year: Continuous standards are a selection of standards which should be integrated into instruction throughout the school year. Reading Standards: Literature Range of Reading and Level of Text Complexity RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Standards: Informational Text Range of Reading and Level of Text Complexity RI.7.10 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. Writing Standards Range of Writing W.7.10 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. Page 5 of 10

6 Production and Distribution of Writing W.7.5 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 7 on page 52 [of the full ELA Common Core State Standards document].) Language Standards Conventions of Standard English L.7.2b. Spell correctly. o L.6.2b Standard is identical to grade 7 o L.6.2b Use an ellipsis to indicate an omission. Language Standards Knowledge of Language L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Key = Clarifying the Standards RL Reading Standards for Literature W Writing Standards RI Reading Standards for SL Speaking & Listening Standards Informational Text RF Foundational Skills L Language Standards RL In grade 6 students will compare and contrast texts in different forms or genres examining their approaches to similar themes and topics. As they move to grade 7, they build on this by using several pieces of evidence to support their literary analysis. Students will compare and contrast a fictional portrayal of time, place or character and a historical account of the same era to understand how authors of fiction use or alter history. In grade 8, they begin choosing the strongest available evidence to support their literary analysis. Students will analyze how modern works of fiction uses themes, patterns of events, or character types from myths, traditional stories or various religious works. Page 6 of 10

7 W In sixth grade, students will introduce and develop a topic with supporting details. They will organize ideas, concepts and information using strategies such as: definition, classification, comparison and contrast, and cause and effect. They will use graphics and multimedia to aid in comprehension. In seventh grade, students will clearly introduce and develop a topic with supporting details while previewing what is to follow. They will continue to organize ideas, concepts and information using strategies such as: definition, classification, comparison and contrast, and cause and effect. They will use graphics and multimedia to aid in comprehension. In eighth grade, they will continue to organize ideas, concepts and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia to aid in comprehension. Students will clearly introduce and develop a topic with supporting details while previewing what is to follow. L Students in grade 6 will be expected to distinguish connotations of words with similar denotations. They will have an understanding of conventions for grammar and usage. The students will focus on nonrestrictive/parenthetical elements by using commas, parentheses and dashes. In grade 7, they will use the relationship between words (synonym/antonym, analogy) to understand vocabulary while continuing their understanding of connotation and denotation. Similarly, the grade 7 conventions for punctuation will focus on correct comma use to separate coordinate adjectives. In grade 8, students will continue to focus on indicating a pause or break by using commas, ellipsis, and dashes. Similarly to continue demonstrating their command of the conventions for standard English. Resources: References to Appendices A, B, and C and Other Resources Page 7 of 10

8 Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms Informational/Explanatory Writing, pg. 23 Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Literature and Thought Series Unit 2 Resources To Be a Hero Flying in the Face of the Führer, (article) pg. 39/The Man in the Water, (editorial essay) pg. 23. And Justice for All The Law vs. Justice (satirical essay) pg. 36 High Point Level C may be used for text resources Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and résumés. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Appendix B: Text Exemplars and Sample Performance Task Page 8 of 10

9 Appendix C: Samples of Student Writing Not available at this time Terminology: Evidence Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science analyze analyze compare comprehension contrast explanatory text inference informative text multimedia objective summary strategies textual evidence theme Challenging Concepts Challenging Concepts Ideas to help students Unit 2 Unit 2 Students don t understand multiple themes or that a theme is created and developed to Use a picture book/children s book so students could better identify theme result in a final lesson use themes in common films use storyboards, weekly and daily practice centered around one theme When comparing and Venn Diagram contrasting, students forget to T-Chart contrast Graphic Organizers Students don t cite evidence or Utilize web tools (bibme.org) cite correctly Create a visual model for students Teach in text citation Online Resources: Multicultural Resources Dual Language: WiDA: Page 9 of 10

10 Idea_Supporting%20Detail.pdf Additional Resources GLAD (Guided Language Acquisition Design) Strategies Training through APS/LCE and DLeNM Word Q is a Universal Tool that can be used by all students. (Regular education, special education and ESL students) Word Q works with all applications. Word Q is ready to help with any reading and writing assignments that involve electronic text applications such as: Web browsers (i.e. Internet explorer, Safari, Chrome) Word Processing applications (i.e. MS Word, iworks, Notepad, PDF s saved as text files) Graphic Organizers (i.e. Inspiration, Wespiration, Kidspiration) clients (i.e. Outlook, Gmail, Hotmail) Albuquerque Public schools owns a District License for Word Q. You can install Word Q on your APS computers by going to tech.aps.edu. The standards listed below include all the CCSS linked to this Unit of Study. The list does not distinguish among FOCUS, SUPPORTING and RECURRING standards in this Unit of Study Page 10 of 10

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