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ELA
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January
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LANGUAGE ARTS
SUPPORTING THE STANDARTDS Reading Comprehension
Persuasive Nonfiction
"Technology Is Killing My Movies!" (Author's Point of View and Purpose, Author's Argument)
"Thank You, Technology! (Denotation, Evaluate Author's Claims)
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MODULE 2: UNIT 2
- What are rules to live by?
- How do people use these rules?
- How do people communicate these "rules"?
- How does figurative language and word choice affect the tone and meaning of a text?
- People develop "rules to live by" through their own life experience.
- How do people use these rules to both survive or to thrive?
- The "rules to live by" are communicated through a variety of literary modes.
- How does an author's choice affects the tone and meaning of a text.
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| (2) |
L.6.2 |
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| (2) |
L.6.5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (1) |
RI.6.1 |
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
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RI.6.5 |
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. |
| (2) |
RL.6.1 |
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| (2) |
RL.6.2 |
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. |
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RL.6.5 |
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. |
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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. |
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RL.6.9 |
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. |
| (1) |
SL.6.1 |
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
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MODULE 2: UNIT 2
STUDENTS WILL BE ABLE TO:
- Select text evidence to support themes from Bud Not Buddy.
- Analyze the writing techniques the author uses to convey themes in Bud, Not Buddy.
- Can identify the meaning of unfamiliar vocabulary from the context
GRAMMAR
- Expand, combine, and reduce sentences for meaning.
- Use context relationships and comparisons in text
- Use common, grade appropriate Greek and Latin affixes and roots as the meaning of the words.
- Interpret Figurative Language, including similes and metaphors, in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
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Persuasive Nonfiction Assessment
"Bring Back the Band"
(Skils: Authors Point of View and Purpose, Authors Argument, Denotation and Connotation, and Evaluating Author's Claim)
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MODULE 2: UNIT 2
IXL LANGUAGE ARTS
WEEK 1-Subject - Verb Agreement
- 4th grade I1, I2, I3, I4,
- 5th grade H1, H2
- 6th grade R1, R2
- 7th grade Y1, Y2, Y3
- 8th grade AA1, AA2, AA3
WEEK 2- COMMAS
- 4th grade HH1, HH2
- 5th grade DD1, DD2, DD3, DD4, DD5
- 6th grade A1, A2, A3, A4, A5
- 7th grade A1, A2, A3, A4, A5
WEEK 3-ADDRESSES
- 4TH grade LL1,
- 5th grade GG1
- 6th grade G1
- 7th grade J1
- 8th grade J1
WEEK 4-8
- Gallery Walk Protocol
- Conveying Themes
- Notice and Wonderings
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ELA
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February
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LANGUAGE ARTS
MODULE 2- Unit 2 - Writing An Argument/Persuasive Letter
- Qualities of a strong literary Argument/Persuasuading Letter
- Stating your claim with the best evidence
- Selecting Evidence to logically support claims
- Writing:Drafting Body Paragraphs and revising for Language
- Planning for Writing: Introduction and Conclusion of a Literary Argument/Persuasive Letter
- Introducing Research folders and generating a topic
- Final draft of Argument/Persuasive Letter
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| (1) |
L.6.1 |
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| (2) |
L.6.2 |
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
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L.6.3 |
Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| (2) |
L.6.5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (1) |
L.6.6 |
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| (1) |
L.CCR.1 |
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| (1) |
L.CCR.2 |
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
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L.CCR.4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
| (1) |
L.CCR.5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (1) |
L.CCR.6 |
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. |
| (2) |
RL.6.1 |
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| (2) |
RL.6.2 |
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. |
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W.6.4 |
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| (1) |
W.6.5 |
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. |
| (1) |
W.6.9 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. |
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MODULE 2- Unit 2 - Writing An Argument/Persuadive Letter
STUDENTS WILL BE ABLE TO:
- Argue a claim using text evidence from 2-3 pieces of writing
- Use precise and domain specific language to formally argue my claim about how Bud uses his rules.
- Draft the introduction, body paragraphs, and conclusion of my literary argument/persuasive letter
- Ask a speaker questions to encourage them to clarify their ideas and eloborate on what they are asking.
- Determine the difference between relevant and irrelevant research questions.
- Use a literary rubric to provide kind, specific, and helpful feedback to my peers.
- Use teacher feedback to revise their argumentn essay to further meet the expectations of the Literary Argument/Persuasive Letter Rubric
GRAMMAR
- Expand, combine, and reduce sentences for meaning.
- Use context relationships and comparisons in text
- Use common, grade appropriate Greek and Latin affixes and roots as the meaning of the words.
- Interpret Figurative Language, including similes and metaphors, in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
- Use grade appropriate transitional words and phrases to make text flow easlily
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MODULE 2- Unit 2 - Writing An Argument /Persuading Letter
End of Unit 2: Evaluating both sides of a current event issue, student will make a claim and support it with expert evidence
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MODULE 2- Unit 2 - Writing An Argument/Persuasive Letter
- Qualities of a strong Literary Argument
- Qualities of a strong Literary Argument/Persuading Letter
- Gallery Walk Protocol
- Mix and Mingle Protocol
- Effective Disscussion Criteria
- Concentric Circles Protocol
- Following Rubric
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Math
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January
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Mathematics (January):
Chapter 4: Multiply and Divide Fractions
- Estimate Products of Fractions
- Multiply Fractions and Whole Numbers
- Multiply Fractions
- Multiply Mixed Numbers
- Convert Measurement Units
- Divide Whole Numbers by Fractions
- Divide Fractions
- Divide Mixed Numbers
Begin Chapter 5: Integers and the Coordinate Plane
- Integers
- Integers and Graphing
- Absolute Value
- Compare and Order Integers
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Chapter 4 (Glencoe): What does it mean to multiply and divide fractions?
- Why is estimating products of fractions useful? Estimation helps to compute mentally and to determine the reasonableness of answers.
- How is the process used to multiply a fraction and a whole number similar to the process used to multiply two whole numbers? The order in which any two numbers are multiplied does not matter. Multiply the numerators, and then multiply the denominators the same way you multiply whole numbers.
- If two positive fractions are less than 1, why is their product also less than 1? Sample answer: Multiplying a number x by a fraction that is less than 1 will yield a product that is less than the number x.
- How do you multiply mixed numbers? Sample answer: To multiply mixed numbers, write the mixed numbers as improper fractions. Simplify, if possible, before multiplying. Then, multiply the numerators and multiply the denominators.
- How can you use ratios to convert units of measurement? Sample answer: You can use ratios with numerators and denominators that represent the same amount. Choose the ratio that allows you to divide out the common units.
- Why does a whole number divided by a fraction less than one have a quotient greater than the whole number dividend? Sample answer: Since the divisor is less than one, each “part” is less than one whole. So, there will be more “parts” than “wholes.”
- How is the process used to divide fractions similar to the process used to multiply fractions? Sample answer: To divide fractions, multiply by the reciprocal of the divisor.
- How do you divide mixed numbers? Sample answer: Write the mixed number as an improper fraction. Divide using the same process used to divide fractions.
Chapter 5 (Glencoe): How are integers and absolute value used in real world situations?
- How can you use integers to represent data? Sample answer: Integers can be used to represent a gain or loss, temperatures above or below 0°, or elevations above and below sea level.
- How can absolute value help you to understand the size of a quantity? Sample answer: Absolute value describes the distance of an integer from zero. If an account balance is -30 dollars, the absolute value 30 describes the size of the debt.
- How can symbols and absolute value help you to order sets of integers? Sample answer: Positive numbers have a greater value than negative numbers. You can use absolute value to determine the distance of a number from 0.
- How are repeating decimals used in real-world situations? Sample answer: Repeating decimals can be used to describe real-world situations, such as batting averages.
- How can a number line help in ordering rational numbers? Sample answer: On a horizontal number line, numbers are shown from least to greatest from left to right.
- How are number lines and the coordinate plane related? The coordinate plane is the intersection of a vertical and horizontal number line.
- How can the coordinate plane be used to represent geometric figures? Sample answer: You can graph and connect the points to represent geometric figures on the coordinate plane.
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6.NS.1 |
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction
model to show the quotient; use the relationship between multiplication
and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9 is 2/3.
(In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person
get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup
servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of
land with length 3/4 mi and area 1/2 square mi? |
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6.NS.5 |
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge); use positive and
negative numbers to represent quantities in real-world contexts,
explaining the meaning of 0 in each situation. |
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6.NS.6 |
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative
number coordinates. |
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6.NS.6.a |
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g.,
-(-3) = 3, and that 0 is its own opposite. |
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6.NS.6.c |
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. |
| (2) |
6.NS.7 |
Understand ordering and absolute value of rational numbers. |
| (1) |
6.NS.7.a |
Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example,
interpret -3 > -7 as a statement that -3 is located to the right of -7 on
a number line oriented from left to right. |
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6.NS.7.b |
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 oC > -7 oC to express the fact that -3 oC is warmer than -7 oC. |
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6.NS.7.c |
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude
for a positive or negative quantity in a real-world situation. For
example, for an account balance of -30 dollars, write |-30| = 30 to
describe the size of the debt in dollars. |
| (1) |
6.NS.7.d |
Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars. |
| (1) |
6.RP.3 |
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. |
| (1) |
6.RP.3.d |
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. |
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Mathematics:
Chapter 4:
Commutative Property
dimensional analysis
reciprocals
unit ratio
Chapter 5:
absolute value
positive integer
bar notation
quadrants
integer
rational number
negative integer
repeating decimal
opposites
terminating decimal
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Mathematics:
Weekly Quizzes
Chapter Test
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Mathematics:
IXL.com
http://connected.mcgraw-hill.com/connected/login.do
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Math
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February
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Mathematics (February):
Chapter 5: Integers and The Coordinate Plane
- Number Lines
- Terminating and Repeating Decimals
- Compare and Order Rational Numbers
- The Coordinate Plane
- Graph on the Coordinate Plane
- Find Distance on the Coordinate Plane
Chapter 6: Expressions
- Structure of Expressions
- Powers and Exponents
- Numerical Expressions
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Chapter 5 (Glencoe): How are integers and absolute value used in real world situations?
- How can you use integers to represent data? Sample answer: Integers can be used to represent a gain or loss, temperatures above or below 0°, or elevations above and below sea level.
- How can absolute value help you to understand the size of a quantity? Sample answer: Absolute value describes the distance of an integer from zero. If an account balance is -30 dollars, the absolute value 30 describes the size of the debt.
- How can symbols and absolute value help you to order sets of integers? Sample answer: Positive numbers have a greater value than negative numbers. You can use absolute value to determine the distance of a number from 0.
- How are repeating decimals used in real-world situations? Sample answer: Repeating decimals can be used to describe real-world situations, such as batting averages.
- How can a number line help in ordering rational numbers? Sample answer: On a horizontal number line, numbers are shown from least to greatest from left to right.
- How are number lines and the coordinate plane related? The coordinate plane is the intersection of a vertical and horizontal number line.
- How can the coordinate plane be used to represent geometric figures? Sample answer: You can graph and connect the points to represent geometric figures on the coordinate plane.
Chapter 6 (Glencoe): How is it helpful to write numbers in different ways?
- How is using exponents helpful? Sample answer: A product of like factors can be written in a simpler, shorter format using exponents. For example 9 × 9 × 9 × 9 × 9 × 9 × 9 × 9 can be written as 98.
- How are grouping symbols helpful in simplifying expressions correctly? Sample answer: Grouping symbols like parentheses help identify the expression(s) that must first be simplified.
- How are numerical expressions and algebraic expressions different? Sample answer: Numerical expressions include only numerical values and operations. Algebraic expressions can include numerical values, operations, and variables.
- How can writing phrases as algebraic expressions help you solve problems? Sample answer: Key words and phrases, such as four times as many, can help you to determine which operation to use in an expression in order to solve a problem.
- How can using properties help you to simplify expressions? Sample answer: The properties can help you to mentally solve problems.
- How can the Distributive Property help you to rewrite expressions? Sample answer: You can rewrite a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor.
- How can properties help to write equivalent algebraic expressions? Sample answer: To find equivalent algebraic expressions, apply the properties and combine like terms, if needed.
Mathematical Practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
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| (1) |
6.EE.1 |
Write and evaluate numerical expressions involving whole-number exponents. |
| (1) |
6.EE.2 |
Write, read, and evaluate expressions in which letters stand for numbers. |
| (1) |
6.EE.2.a |
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 - y. |
| (1) |
6.EE.2.b |
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the
expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both
a single entity and a sum of two terms. |
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6.EE.2.c |
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems.
Perform arithmetic operations, including those involving wholenumber
exponents, in the conventional order when there are no
parentheses to specify a particular order (Order of Operations).
For example, use the formulas V = s3 and A = 6 s2 to find the volume
and surface area of a cube with sides of length s = 1/2. |
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6.EE.3 |
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to
produce the equivalent expression 6 + 3x; apply the distributive property
to the expression 24x + 18y to produce the equivalent expression
6 (4x + 3y); apply properties of operations to y + y + y to produce the
equivalent expression 3y. |
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6.EE.4 |
Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. |
| (1) |
6.EE.6 |
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set. |
| (1) |
6.NS.3 |
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |
| (1) |
6.NS.4 |
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a
sum of two whole numbers 1-100 with a common factor as a multiple
of a sum of two whole numbers with no common factor. For example,
express 36 + 8 as 4 (9 + 2). |
| (2) |
6.NS.6 |
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative
number coordinates. |
| (2) |
6.NS.6.c |
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. |
| (2) |
6.NS.7 |
Understand ordering and absolute value of rational numbers. |
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Chapter 6:
algebra
algebraic expression
base
Associative Properties
coefficient
Commutative Properties
constant
defining the variable
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Social Studies
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January-February
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Social Studies:
Mediterranean World: Feudal western Europe, the Byzantine Empire, and the Islamic Caliphates
- Students will examine reasons for the fall of the Roman Empire and the development of feudalism in Western Europe, including efforts to restore the empire, the decentralization of political authority, and the role of the Christian Church in providing some meaure of central authority.
- Students will examine how the Byzantine Empire preserved elements of the Roman Empire by blending Roman traditions with Greek culture and developed a Christian faith, known as Orthodox Christianity, which united Church and state authority in the person of the emperor.
- Students will examine the Umayyad and Abbasid caliphates, noting how the introduction of Islam changed the societies and cultures each conquered, blending with those societies and cultures and creating dynamic new Islamic societies and cultures.
- Students will examine the three distinct cultural regions of the Mediterranean world in terms of their location, the extent of each region at the height of its power, and the political, economic, and social interactions between these regions.
- Students will examine the conflict of the Crusades from three different perspectives: feudal Europe, Byzantine, and Islamic.
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- What is power? Who should have it?
- How should we handle conflict?
- How are religion and culture connected?
- What distinguishes one culture from another?
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| (1) |
SS.6.6 |
MEDITERRANEAN WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE, AND THE ISLAMIC CALIPHATES (ca. 600 C.E. – ca. 1450): The Mediterranean world was reshaped with the fall of the Roman Empire. Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the Islamic caliphates. These regions interacted with each other and clashed over control of holy lands. |
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Social Studies:
VOCAB: Middle Ages, medieval, topography clergy, secular, excommunicate, pilgrimage, crop rotation, fallow, three-field system, guild, Byzantine, strait, moat, Greek fire, oasis, Bedouin, Hijra, Kaaba
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Social Studies:
Chapter Quiz
Chapter Test
Quarterly Projects
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Social Studies:
pearsonsuccessnet.com
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