2013-2014 M/J Language Arts I Pacing Guide

COURSE CODE: 1001010 UNIT TITLE: What Makes a Hero? SEMESTER: 1 Grading Period: 1 COURSE NAME: M/J Language Arts I UNIT ESSENTIAL QUESTION: What are the characteristics (qualities, actions) of a hero? Students will analyze the actions of characters to determine characterization. Students will understand that heroes can come in all forms. Students will identify the characteristics of a short fiction genre. LA.6.2.1.1, LA.6.2.2.1, LA.6.1.7.1, LACC.6.L.1, LACC.6.L.2, LACC.6.SL.1.1 LESSON ESSENTIAL QUESTION(S) & STRATEGIES The Scribe Pre-reading Think of someone who helped you, how did they help you? How would you describe that person? Is that person a hero? (T-Chart) Post Reading Compare the characteristics of the person that helped you to the characteristics of James in The Scribe, is James a hero? TIME: Hurricane Heroes Pre-Reading What do you know about hurricanes? (Graphic Organizer: KWL Chart) Post Reading TIME Magazine describes Jim Williams, Ron Wegner, and Melissa Baldwin as heroes, cite evidence from the text to support or disagree with TIME magazine. Select one of the individuals listed above and state what you would have done in a similar situation. LA.6.1.7.4, LA.6.2.1.2, LA.6.6.2.3, LACC.6.L.1, LACC.6.L.2, LACC.6.SL.1.1 LESSON ESSENTIAL QUESTION(S) & STRATEGIES Can animals be heroes? As you read, notice the ways in which the dog, Bimbo, helps his friend, Tito, during an emergency in Pompeii. Would you characterize Bimbo as a hero? How does the speaker s argument in Eulogy on the Dog hold true to the actions of the dog in The Dog of Pompeii? LA.6.2.1.1, LA.6.1.7.3, LA.6.1.7.5, LA.6.2.2.2, LACC.6.L.1, LACC.6.L.2, LACC.6.SL.1.1 LESSON ESSENTIAL QUESTION(S) & STRATEGIES What are the characteristics of short fiction? What are the elements of a short story? What Exactly is a Hero? Are all heroes celebrities? Can anyone be a hero? 1

Setting, Concrete Details, Sensory Details, Cause, Effect, Pre-write, Draft, Revise, Edit, Proofread, Argument, Simile, Metaphor, Personification Narrator, Point of View, Characterization, Dialogue, Analyze, Text Feature, Title, Section Headings, Sub Headings, Caption Vocabulary Workshop: Word Parts (p.23) Characters, protagonist, characterization, indirect characterization, direct characterization, Plot, Exposition, Rising Action, Conflict, Climax, Falling Action, Resolution, Point of View, Narrator, First- Person Point of View, Limited Third- Person Point of View, Omniscient Point of View, Theme(stated and implied), Main Idea, Supporting Details The Scribe p. 9-23 Time: Hurricane Heroes p.24-27 Letter from Mary Mayer to Albert Greenfield www.digitalhistory.hsp.org/node/7428 The Dog of Pompeii p. 28-42 Eulogy on the Dog p.478-482 Text Structure: Comparing and Contrasting Genre Focus: Short Fiction p.44 Literary Elements p.44 Characteristics of the Genre p.45 - Grammar and Language Workbook Daily 2

Characterization and Dialogue Activity: Analyze the dialogue between the mean old man and Marie Lawson Muskogee in The Scribe on p.13. Complete a characterization chart on the mean old man and/or Marie Lawson Muskogee. Social Studies: <www.digitalhistory.hsp.org/node/7428> Read the Letter from Mary Mayer to Albert Greenfield Writing Prompt: After reading Letter from Mary Mayer to Albert Greenfield what inferences can you draw about banks during the Great Depression? Do you think the actions of banks during the Great Depression caused some of the characters in The Scribe to lose faith in banks. If you had lived during the Great Depression, once it was over, would you have placed your money in a bank. Writing: Journal Writing Writing: Research Report p.43 The Dog of Pompeii Pre-reading Partner Talk Strategy- With a partner, talk about how you prepared (or would prepare) for an emergency. During Reading Cause and Effect Graphic Organizer Post reading The author uses very descriptive language to help the reader imagine Pompeii. Illustrate Pompeii as described on p.33 or another description of a setting in the story. Writing: Write a Letter p.51 -p.r10 Functional Documents (letter format) What Exactly is a Hero? Pre-Reading Develop class list of heroes. During Reading - Main Idea and Supporting Details Graphic Organizer 3

Students will analyze themes in a folktale and the effects of oral tradition on literature. Students will use visualization to enhance reading comprehension. Students will determine how tone impacts the overall meaning. LA.6.2.1.2, LA.6.2.1.4, LA.6.1.7.1, LACC.6.L.1, LA.6.2.1.2, LA.6.1.7.5, LACC.6.L.1, LACC.6.L.2, LACC.6.RL.1.3 LA.6.2.1.7, LA.6.2.1.2, LA.6.1.7.6, LA.6.1.7.7, LA.6.2.1.4, LACC.6.L.1, LACC.6.L.2, LACC.6.RI.1.1 LESSON ESSENTIAL QUESTION(S) LESSON ESSENTIAL QUESTION(S) LESSON ESSENTIAL QUESTION(S) Would you help someone if risks were involved? Would you get involved if it was the right thing to do? Is it possible for a person of any age to be a hero? What does it mean to visualize? *whole class visualization exercise All Stories are Anansi s When stories are told by oral tradition, will they change? What lesson(s) could the reader learn from the folktale? Analyze the items that Anansi removed from the wild, why might some people consider Anansi a hero who deserves to be rewarded? Dragon, Dragon What makes the hero of this tale different from other heroes? Pecos Bill How is Pecos Bill different from other cowboys you ve read about? What qualities make him a tall-tale hero? What is the author s attitude toward Pecos Bill? The Courage That My Mother Had My Father is a Simple Man How does the tone of each poem influence the mutual theme reveled in both poems? Analyze the two poems and cite evidence to support the mutual theme revealed in both poems. 4

Theme, Universal Themes, Predictions, Plot, Character, Round Characters, Flat Characters, Main Characters, Minor Characters, Compare, Contrast, Problem/Solution, Direct/Indirect, Characterization, Folktale, Fairy Tale Plot, Exposition, Rising Action, Conflict, Climax, Falling Action, Resolution, Visualize Tall Tale, Tone, Plot, Characters, Setting, Theme, Compare/Contrast The King of Mazy May p.52 Social Studies: from Yukon Gold The Story of the Klondike Gold Rush p.69 All Stories Are Anansi s\ p.76-80 (Start a class secret and pass by word-of mouth. Have the last person reveal the secret) Dragon, Dragon p.81-93 Complete Grammar Link and Review p.94 -Grammar Workshop p.120-121 Pecos Bill p.122-134 The Courage That My Mother Had p.136 My Father is a Simple Man p.137 - Grammar and Language Workbook Daily Project Idea Construct a Plot Mobile. Write the event on one side and illustrate what you visualize when reading that element of the story. (The King of Mazy May) Writing: Summary using literary present tense p.68 Graphic Organizer Use a Venn Diagram to compare and contrast the 3 sons in Dragon, Dragon. Pre-reading In groups, develop a detailed plan to trick your parents, or any adult, into giving you $100. Writing: Writing Workshop -Narrative p.140 5

COURSE CODE: 1001010 UNIT TITLE: WHY Read? SEMESTER: 1 Grading Period: 2 COURSE NAME: M/J Language Arts I UNIT ESSENTIAL QUESTION: How does reading affect the world around you? Students will understand the use of flashback to reveal the connections between past actions and present conditions. Students will identify the author s purpose to help understand why they are reading a text. Students will understand the organization of an informational text. LA.6.1.7.2, LACC.6.RI.2.6, LACC.6.L.1, LACC.6.SL.1.1 LA.6.1.7.2, LACC.6.L.1, LACC.6.SL.1.1, LACC.6.RL.1.1,, LACC.6.W.3.9 LA.6.2.2.4, LACC.6.L.1, LACC.6.L.3.4, LACC.6.SL.1.1 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION The author of Tracking Trash has multiple purposes, give two reasons why someone might want to read this article? What are two forms of informational text? The Sand Castle What are the contrasts between the world of Mrs. Pavloff s childhood and that of her adulthood? How does the use of flashback help the author meet her purpose for writing the text? What important issues in today s world is the author focusing on? What past actions contributed to the present conditions of the beach? After reading Tracking Trash and The Sand Castle what can you conclude about the changes of the beach from Mrs. Pavloff s (grandma) childhood to present day? How does the use of a graphic organizer help you better understand the organization of an informational text. 6

Flashback, Contrast, Setting, Main Idea, Draw Conclusions, Author s Purpose, Entertain, Inform, Persuade, Express, Chronological Order Text Structure, Sequence, Chronological order, Spatial Order, Order of Importance, Cause and Effect, Problem and Solution, Comparison and contrast Tracking Trash p.162-169 The Sand Castle p.178-186 The Climate p.210-217 Text Features, Titles, Headlines, Heads, Subheads, Boldface terms, Footnotes, Graphics, Caption Genre Focus: Informational Text p.218 The Climate p.210-217 - Grammar and Language Workbook Daily Grammar Workshop: Sentence Fragments p.189 Research and Report: Internet Connection p.217 (Global Warming) Genre Focus: Informational Text Vocabulary Workshop: Context Clues 7

Students will understand the important use of folktales to pass on culturally based stories. Students will make inferences about characters. Students will compare and contrast characters in folktales. LA.6.2.1.1, LA.6.2.2.4, LACC.6.RI.3.9, LACC.6.RL.3.9 LA.6.2.1.2, LACC.6.RL.1.1 LA.6.1.7.7, LA.6.2.1.2, LACC.6.RL.1.2, LACC.6.W.1 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION Why would a culture want to pass this story along from generation to generation? How is the narration in from Dust Tracks on a Road similar to the narration in How the Snake Got Poison? Folktale, Dialogue, Diction, Compare, Main Idea, Visualize, Moral/, Mood What are the conflicts between generations in the story? What do younger and older characters value? Support your opinion with evidence from the text. What lessons can you learn from the lion in He Lion, Bruh Bear, and Bruh Rabbit and the donkey in The Toad and the Donkey? How can you apply those lessons in your life? Conflict, Internal Conflict, External Conflict, Character, Folktale, Compare, Contrast Make Inferences, Character, Direct Characterizations, Indirect Characterization, Plot How the Snake Got Poison p.227-231 From Dust Tracks on a Road p. 232-235 Ta-Na-E-Ka p.248-261 He Lion, Bruh Bear, and Bruh Rabbit p.271-276 The Toad and the Donkey p.277-279 Four Haiku: Seasons p.236-239 (Haiku) Media Workshop: Media Elements p.247 (Magazine/Online Article) Writing: Functional Document p.280 8

COURSE CODE: 1001010 UNIT TITLE: What Makes You Who You Are? SEMESTER: 2 Grading Period: 3 COURSE NAME: M/J Language Arts I UNIT ESSENTIAL QUESTION: How do personal beliefs, values, interests, and culture make you who you are? Students will locate and analyze the effects of rhyme scheme. Students will analyze how a character s actions contributes to the development of the theme. Explain how Sandra Cisneros s choice of words develops that point of view of the young speaker in her story Eleven (RL.6.6) Cite evidence from the text to support the position that the son and daughter in Same Song and the maestro in Maestro have low self-esteem and seek approval from others. Students will make inferences about characters. LA.6.1.7.3, LA.6.2.1.5, LA.6.2.3.1, LA.6.2.1.7, LA.6.2.1.3, LACC.6.RL.3.9, LACC.6.SL.1.2 LA.6.2.1.2, LACC.6.RL.1.1, LACC.6.L.3.5 LACC.6.RL.1.2, LACC.6.L.3.5 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION What are the qualities that make you, you? What would a perfect world be like? Is homelessness a problem in America? What are the dreams and goals of each speaker in I Dream a World and Life Doesn t Frighten How does Geraldine s experiences help Me? make her who she is? Geraldine is concerned about her circumstances. Analyze her actions in Mrs. Scott s English class, would you characterize Geraldine as a daydreamer according to Eloise Greenfield s description of daydreamers in Daydreamers, Why or Why not? Cite evidence from both texts. 9

Rhyme, End Rhyme, Rhyme Scheme, Personification, Poem, Stanza, Line, Simile, Alliteration, Assonance, Imagery, Symbol Internal Conflict, External Conflict, Inference, Personification, Characterization Eleven p.299-304 (CC Exemplar) My Parents p.307 Same Song and Maestro p.309-313 Mad p.331-333 Writing: Journal Entry p.308 Grammar Link p.314 I Dream a World p.339 Life Doesn t Frighten Me p.340 Social Science: Martin Luther King, Jr. I Have a Dream Speech. Audio and Text www.americanrehtoric.com/speeched/mlkihave adream.htm Writing: Analyze King s speech and cite evidence to so show the similarities between King s and Hughes vision of the world. What events in the world do you think inspired Hughes to write I Dream a World and King s I Have A Dream Geraldine Moore the Poet p.346-355 Daydreamers p.377-381 - Grammar and Language Workbook Daily Writing: Short Story p.356 Vocabulary Workshop: Multiple-Meaning Words p. WebQuest: Teacher developed web quest on homelessness in America. <www.pbs.org/now/shows/526/homelessfacts.html> 10

Students will identify literary elements and how they are used to create effects in poetry. Students will locate, use, and analyze specific information from organizational text features. Students will use foreshadow to help predict what might happen in the story. Students will understand the effects of rhythm and meter on a text. LA.6.2.2.1, LACC.6.L.3.5 LA.6.2.1.7, LACC.6.RL.2.4 LA.6.1.7.1, LA.6.1.7.7, LACC.6.RL.1.3, LACC.6.RL.1.1, LACC.6.RI.2.5 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION What literally makes you, you? Is it your How do authors use literary elements to create How has success had a negative impact actions or simply your genetic scene? effects and achieve their purpose for writing? on who Daedalus has become? Cite evidence from the text to support the following statement, the gods will punish someone who is clever but not always kind. Why do you think the gods did not intervene to save Icarus? Title, Headline, Bulleted lists, Rhythm, Meter Lines, Stanza, Rhyme, Rhyme Scheme, Meter, Rhythm, Alliteration, Onomatopoeia, Consonance, Assonance, Imagery, Figurative Language, Simile, Metaphor, Personification, Idiom Foreshadow, Predictions, Plot, Suspense, Characterization, Denotation, Connotation, Multiple-Meaning Words, Oral Tradition 11

TIME: The Gene Scene p.384-387 Whatif and Jimmy Jet and His TV Set p.388-393 Stopping By Woods on a Snowy Evening Robert Frost Wings p.360-373 - Grammar and Language Workbook Daily Enrichment: Read Stopping By Woods on a Snowy Evening by Robert Frost. Complete a Poem Web. (see p.345 for poem web example) Project: Select a poem of your choice. Complete a poem web. Creatively illustrate the overall meaning/theme of the poem on poster board using recycled items. (Ex. Road Not Taken by Robert Frost Illustrate by painting a road that divides. Cover both sides with grass or pine straw, make one side thicker. Paint the thinner side with a little black paint to show wear.) Social Studies: King Minos And Art on the Palace Walls p.374-376 Vocabulary Workshop: Multiple Meaning Words p.382 Daily Life and Culture: Gods and Myths in Ancient Greece p.412 Arachne p.405-412 (LA.6.2.1.1) 12

COURSE CODE: 1001010 UNIT TITLE: What s Fair and Unfair? SEMESTER: 2 Grading Period: 4 COURSE NAME: M/J Language Arts UNIT ESSENTIAL QUESTION: When on the path to accomplishing worthwhile goals is it important to consider how you treat others? How does fairness bring out the best in you? Students will understand the characteristics of fables. Students will understand the importance of point of view in an argument Students will explain how an author s purpose is conveyed in a (auto) biographical text. LA.6.2.1.2, LA.6.1.7.2, LACC.6.RI.2.6, LA.6.2.1.1, LACC.6.RL.1.2, LACC.6.RL.2.5, LA.6.2.1.2, LACC.6.RI.2.6, LACC.6.W.1 LACC.6.RL.1.1, LACC.6.W.1 LACC.6.W.1 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION How can seeing things from only one point of view affect an argument? Romulus and Remus s actions result in tragedy. How could the tragedy have been prevented? Cite evidence from the text to explain. What does the wolf mean when he says, lean freedom is better than fat slavery. Do you agree? Why or why not? Analyze the quote, what s right for one may be wrong for another. Explain the significance of this quote in The Donkey and the Lapdog What would make you trust or distrust the narrator, or author, of a biography? Do you think an autobiography is more accurate than a biography, why? How would you summarize the theme of each fable? (see pg. 509) Myth, Main Idea, Character, Plot, Author s Fable, Moral, Stereotypes, Make Author s Purpose, Tone, Biography, Purpose, Theme, Resolution, Conflict Generalizations, Narrator, Autobiography 13

Romulus and Remus p.470-477 Novel: Night by Elie Wiesel (weekly literature circles) TIME: Dressed for Success p.461-463 (recognize bias) The Wolf and the House Dog and The Donkey and the Lapdog p.502-509 Novel: Night by Elie Wiesel (weekly literature circles) Genre Focus: Biography and Autobiography p.658 Elie Wiesel: Voice from the Holocaust p.596-603 (biography) Primary s p.607-619 (autobiography) Novel: Night by Elie Wiesel (weekly literature circles) - Grammar and Language Workbook Daily Social Studies: WebQuest: United States Holocaust Memorial Museum(www.ushmm.org) *Site has multiple resources for teachers Vocabulary Workshop: Dictionary Skills p.625 Social Studies: The Secret Schools p.604-606 Writing: Journal Entry p. 619 Media Workshop: Media Ethics and Plagarism Writing: Research Report p.704 14

Students will determine what makes goals worthwhile. 2013-2014 M/J Language Arts I Pacing Guide Students will analyze the elements of dramatic literature. Students will analyze the character s response to conflict and the irony of the resolution. LA.6.1.7.2, LA.6.1.7.3, LA.6.3.5.3, LACC.6.RL.4.10, LACC.6.W.1, LA.6.2.1.1, LA.6.2.1.7, LACC.6.RL.1.3 LA.6.2.1.2, LA.6.1.7.2, LACC.6.RL.1.3, LACC.6.RL.1.2, LACC.6.RL.1.1, LACC.6.RL.2.6 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION Why would an education be a worthwhile goal for a former slave? What goals did Madam C.J. Walker set for herself and how did they help her achieve success? Damon risked his life on the faithfulness of his friend Pythias, would you make the same sacrifice for one of your friends? Why did Pythias return to prison, would you have returned? The Bracelet: Think about the main characters in the story. How do they react to the difficult situation they are in? The Golden Touch: Think about what Midas wishes for and what he gets. What might the author be suggesting about human desires? Summarize, Identify, Infer, Evaluate Plot, Conflict, Rising Action, Falling Action, Resolution, Dialogue, Stage Directions, Diction, Dynamic Character, Static Character, Playwright, Script, Props, Act, Scene Madam C.J. Walker p.725-732 Genre Focus: Drama p.802 Damon and Pythias p.734-745 Conflict, External Conflict, Internal Conflict, Make Generalizations, Author s Purpose, Irony, Situational Irony, Myth, Interpret author s meaning The Bracelet p.746-756 The Golden Touch p.808-814 Novel: Night by Elie Wiesel (weekly literature circles) Writing: Reader Response p. 732 Novel: Night by Elie Wiesel (weekly literature circles) Novel: Night by Elie Wiesel (weekly literature circles) Social Studies: Executive Order no.9066 p.757 15