Hamtramck K-8 English Language Arts Curriculum Based on the Michigan Grade Level Content Expectations Grade 6 May/June Fantasy

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1 The Fun They Had Narrative elements Propaganda techniques Self-questioning Prepositional phrases Adjusting reading rate Basal Text and Literature Resources Choice of fantasy novels Wrinkle in Time George Washington s Socks Spidernick Chronicles Phantom Tollbooth Bartholomew Fifth Michigan Reading and Writing Genre and Additional Resources Narrative Reading Genre: Fantasy Greyling (Prentice Hall) Dragon, Dragon (Prentice Hall) The Phantom Tollbooth Bridge to Terabithia (trade book) The Lion, the Witch and the Wardrobe (trade book) Harry Potter and the Sorcerer s Stone (trade book) website offering steps to writing a fantasy story Informational Writing Genre: Cause and effect writing (website offering information about cause and effect writing Lucy Calkins Writer s Workshop Writing Journals Study Island Literature Circles Graphic Organizers Binder The Write Source Time for Kids 1

2 Word Recognition R.WS automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year. R.WS acquire and apply strategies to identify unknown words and construct meaning. Fluency R.WS fluently read beginning grade-level text and increasingly demanding text as the year proceeds. Narrative Text R.NT describe how characters form opinions about one another in ways that can be fair and unfair in classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT analyze the structure, elements, style, and purpose of narrative genre including folktales, fantasy, adventure, and action stories. R.NT analyze how dialogue enhances the plot, characters, and themes; differentiates major and minor characters; and builds climax. R.NT analyze how authors use literary devices including dialogue, imagery, mood, and understatement to develop the plot, characters, point of view, and theme. Harcourt assessments Word Challenge Game MLPP running records (as possible) Teacher observation Scholastic 3-Minute Reading Assessment Graphic organizer to identify the narrative elements of a fantasy story Character graph to analyze a main character in a fantasy story Analysis chart of good vs. evil as found in a fantasy story Harcourt and Prentice Hall assessments to accompany fantasy stories 2

3 Informational Reading R.IT analyze the structure, elements, features, style, and purpose of informational genre, including research reports, how-to articles, and essays. R.IT analyze organizational text patterns including descriptive, chronological sequence, and problem/solution. R.IT explain how authors use text features including footnotes, bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension R.CM connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM retell through concise summarization grade-level narrative and informational text. R.CM analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. Writing journal: taking notes over an article on propaganda techniques Graphic looking at cause and effect from an article from Time for Kids Highlighting signal words that are used in cause and effect writing Small groups will make connections with propaganda techniques by listing examples they have seen on TV, internet, radio, or music 6-sentence summary of cause and effect article After reading and listening to several fantasy stories, students will create their own fantasy using the Lesson Plan Page website printouts 3

4 Metacognition R.MT self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Writing journals: write questions for the author, teacher, or peers while reading SQP3R before reading informational articles In small groups, demonstrate parts of a reading where adjusting reading rate helped in comprehension Critical Standards R.CS compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others. Use a student-developed rubric to self-assess cause and effect writing Use a student-developed rubric to self-assess a fantasy story 4

5 Writing Genre W.GN write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas. Writing Process W.PR apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers designed to develop a plot that includes major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational writing (e.g., problem/solution or sequence). W.PR revise drafts for clarity, coherence, and consistency in content, voice, and genre characteristics with audience and purpose in mind. W.PR draft focused ideas for a specific purpose using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g., word choice, level of formality, and use of example) when writing compositions. W.PR proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. Create a cause and effect essay From a teacher created list of cause and effect ideas, choose one idea that is interesting Brainstorm ideas using a cause and effect chart After studying several introduction types, create an introduction for the cause and effect writing Teacher-led self-assessment using a rubric and highlighters Read around groups to assist in revision (Kelly Gallagher) 5

6 Personal Style W.PS exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). Grammar and Usage W.GR in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes. Handwriting W.HW write neat and legible compositions. Writing journal Student-written cause and effect essay Student-written fantasy story Prentice-Hall assessments: prepositional phrases Write Source: signal words for cause and effect writing and dialogue Writing journal 6

7 Speaking Discourse S.DS engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols. S.DS respond to multiple text types in order to compare/contrast ideas, form, and style; to evaluate quality; take a stand and support an issue; and to identify personally with a universal theme. Listening Response L.RP listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions. L.RP select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit. L.RP identify a speaker s affective communication expressed through tone, mood, and emotional cues. L.RP relate a speaker s verbal communications (e.g., tone of voice) to the nonverbal message communicated (e.g., eye contact, posture, and gestures). L.RP respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to compare/contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes. L.RP identify persuasive and propaganda techniques used in television, and identify false and misleading information. Reading and discussion of student writing in small groups Whole class discussion of what makes a quality fantasy story Listen to a fantasy story and take notes about the main character, plot, and elements of fantasy Using a student-created rubric, analyze presentations of fantasy stories Watch a TeacherTube video of presenting a fantasy story and critique their presentation on voice, gestures, and posture Watch several different clips from advertisements and news programs; identify the different propaganda techniques that are used 7