|
ELA
|
May
|
LANGUAGE ARTS
MULTICULTURAL UNIT - AMERICA STREET
Concepts in Comprehension
- Comparing Depth and Breadth of a Short Story
- Point of View and Author's Perspectives based on culture
- Interpreting Perspectives based on character's cultural influences
- Comparing and Contrasting Multiple Perspective
- Using Plot Elements to Retell a Story
|
|
- How does understanding diverse points of view help us to live in an increasingly diverse society?
- How does the author’s purpose affect the narrator’s point of view?
- How does an author convey point of view?
- How does an author introduce, illustrate, and elaborate on an idea?
- How would a story change by written in a different point of view?
- How does the main character's background influence his/her perspective on the problem?
- What are the simalarities and differences in the two characters perspectives based on the cultural background?
|
|
|
| (1) |
L.6.2 |
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| (2) |
RI.6.6 |
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. |
| (2) |
RL.6.10 |
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. |
| (2) |
RL.6.11 |
Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. |
| (1) |
RL.6.3 |
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. |
| (1) |
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. |
| (2) |
RL.6.6 |
Explain how an author develops the point of view of the narrator or speaker in a text. |
| (2) |
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. |
|
|
STUDENTS WILL BE ABLE TO:
- Identify 1st person point of view
- Identift 3rd person point of view
- Identify 3rd person point of view omniscient
- Dedine Perspectives
- Define Culture
- Define Elements of Plot
- Define Gist
|
- New York State English Language Arts Assessments
- New York State Mathematics Assessments
- ELA STAR RENNAISSANCE TESTING
America Street A Multicultural Anthology of Stories by Anne Mazer
One short story from each lesson is selected to assess students understanding of skills taught
A Final Portfolio Grade is given with students reflection on work completed throughout the year
|
GENRE LESSON - Short Stories:
"Captain Dang Tames the Alhambra Beast"
Examining a Short Story Example Chart 1
"The Future Is Our"
Short Story 2 Worksheet
America Street by Anne Mazer
POINT OF VIEW-Excerpts from:
- "The White Umbrella" by Gish Jen (worksheet)
- "The No-Guitar Blues" by Gary Soto (Chart and Point of View Worksheet)
- "The Wrong Lunch Line" by Nicholasa
- '"Hamadi"Naomi Shihab Nye
AUTHOR'S PERSPECTIVE: Excerpts from:
- "The Journey" by Duane Big Eagle
- "La Ciramella" by Mary K. Mazotti
- "The Circuit" by Francisco Jimenez
MULTIPLE PERSPECTIVES: Excerpts from:
- "The All-American Slurp" by Lensey Namioka
- "Thank You, M'am" by Langston Hughes
- "Moving Day" by
- "The Loudest Voice" by Grace Paley
Using Plot Elements To Retell a Story: Excerpts from"
- "Business at Eleven" (Plot Chart) Toshio Mori
- "Raymond Run" by Toni Cade Barnbara
- "Sixth Grade" by Michele Wallace
|
|
ELA
|
June
|
LANGUAGE ARTS
|
|
|
|
|
| (1) |
RI.6.1 |
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| (2) |
RI.6.6 |
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. |
| (1) |
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.6.10 |
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. |
| (2) |
RL.6.11 |
Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. |
| (2) |
RL.6.6 |
Explain how an author develops the point of view of the narrator or speaker in a text. |
| (2) |
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. |
| (1) |
SL.6.2 |
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. |
| (1) |
W.6.4 |
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|
|
STUDENTS WILL BE ABLE TO:
- Interpret an excerpt of a poem and make connections between it and other texts I have read.
- Write interview questions that will provide me with the information I need in my newspaper article.
- Interpret an excerpt of a play and make connections between it and other texts I have read.
- Identify compelling quotes to answer my research questions in an eyewitness account.
- Interpret a short story and make connections between it and other texts I have read.
- Identify compelling quotes to answer my research questions in an eyewitness account.
-
interpret information from different resources as part of my research about the 1906 San Francisco earthquake and fire and explain how it deepens my understanding of the 1906 San Francisco earthquake and fire.
-
Refocus the research question to guide my continuing researc
-
Interpret a short story and make connections between it and other texts I have read.
|
- Exit Ticket: Interview Questions
- Connecting Texts
- Researching Eyewitness
- Accounts graphic organizer
- Mid-Unit 3 Assessment Part 1: Researching and Interpreting Information: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires
- Mid-Unit 3 Assessment, Part 2: Explaining How New Information Connects to the Topic Rubric
- Five W’s web organize
- Annotated newspaper articles
- Newspaper Article Criteria
- Eyewitness account quotes recorded on the Newspaper Article Planning graphic organizer
- Information organized according to the inverted pyramid structure on the Newspaper Article Planning graphic organizer
- End of Unit 3 Assessment: Draft newspaper article
- Revised End of Unit 3 Assessment: Draft newspaper article
- Self-assessment of the article on Row 3 of the Newspaper Article Rubric
- Final draft of newspaper article
- ELA STAR RENNAISANCE TESTING
- Read 4-5 grade level texts
|
- Connecting Texts
- Newspaper Article Criteria
|
|
Math
|
May
|
Mathematics (May):
Continue Chapter 10: Volume and Surface Area
- Volume of Rectangular Prisms
- Volume of Triangular Prisms
- Surface Area of Rectangular Prisms
- Nets of Triangular Prisms
- Surface Area of Triangular Prisms
- Nets of Pyramids
- Surface Area of Pyramids
|
|
|
Chapter 10 (Glencoe): How is shape important when measuring a figure?
- Why can you use either the formula V = ℓwh or V = Bh to find the volume of a rectangular prism? Sample answer: The area of the base can be represented asℓ × w or as B. To find the volume of the prism, multiply the area of the base by the height of the prism.
- How is the area of a triangle related to the volume of a triangular prism? Sample answer: To find the volume of a triangular prism, you multiply the area of the triangular base B times the height h of the prism.
- What is the relationship between area and surface area? Sample answer: Surface area is calculated for a threedimensional figure. It is the sum of the areas of the surfaces that make up the three-dimensional figure.
- How is the area of a rectangle related to the surface area of a triangular prism? Sample answer: A triangular prism has three rectangular faces. You can use the area of a rectangle to find the area of the three rectangular faces of a triangular prism.
- How do you use the area of a triangle to find the surface area of a triangular pyramid? Sample answer: The base and all three lateral faces of a triangular pyramid are triangles. Use the area of a triangle to find the area of each face.
|
|
|
| (1) |
6.G.2 |
Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be
found by multiplying the edge lengths of the prism. Apply the
formulas V = l w h and V = b h to find volumes of right rectangular
prisms with fractional edge lengths in the context of solving real-world
and mathematical problems. |
| (1) |
6.G.4 |
Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world
and mathematical problems. |
|
Mathematics:
base, composite figure, congruent, formula, height, parallelogram, polygon, rhombus
|
Mathematics:
Weekly Quizzes
Chapter Test
|
Mathematics:
IXL.com
http://connected.mcgraw-hill.com/connected/login.do
|
|
Math
|
June
|
Mathematics (June):
Chapter 11: Statistical Measures
- Statistical Questions
- Mean
- Median and Mode
- Use Logical Reasoning: Problem-Solving
- Measures of Variation
- Mean Absolute Deviation
- Appropriate Measures
Chapter 12: Statistical Displays
- Line Plots
- Histograms
- Box Plots
- Shape of Data Distributions
- Interpret Line Graphs
- Select an Appropriate Display
|
|
|
Chapter 11 (Glencoe): How are the mean, median, and mode helpful in describing data?
- Why is it helpful to find the mean of a data set? The mean gives the average of the data set, which is a summary of all the data using a single number.
- How are mean and median similar? Sample answer: Both are one number used to summarize a data set.
- Describe the difference between measure of center and measure of variation. Sample answer: A measure of center summarizes a set of data with a single number, but a measure of variation uses a single number to describe how the values vary.
- What does the mean absolute deviation tell you about a set of data? Sample answer: It tells the average distance of each data value from the mean, which lets you know if the data values are close together and close to the mean, or close to the extremes and farther from the mean.
- How does an outlier affect the mean, median, and mode of a data set? Sample answer: An outlier affects the mean the greatest. It can affect the median some. The outlier does not affect the mode if it was not the mode.
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.
Chapter 12 (Glencoe): Why is it important to carefully evaluate graphs?
|
|
|
| (1) |
6.SP.1 |
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the
students in my school?" is a statistical question because one anticipates
variability in students' ages. |
| (1) |
6.SP.2 |
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. |
| (1) |
6.SP.3 |
Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number |
| (1) |
6.SP.4 |
Display numerical data in plots on a number line, including dot plots,
histograms, and box plots. |
| (1) |
6.SP.5 |
Summarize numerical data sets in relation to their context, such as by: |
| (1) |
6.SP.5.a |
Reporting the number of observations. |
| (1) |
6.SP.5.b |
Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. |
| (1) |
6.SP.5.c |
Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations
from the overall pattern with reference to the context in which the
data were gathered. |
| (1) |
6.SP.5.d |
Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. |
|
Mathematics
Chapter 11: average, first quartile, interquartile range, mean, mean absolute deviation, measure of center, measures of variation, median, mode, outliers, quartiles, range, statistical question, third quartile
Chapter 12: box plot, cluster, distribution, dot plot, frequency distribution, gap, histogram, line graph, line plot, peak, symmetric
|
|
|
|
Social Studies
|
May-June
|
Social Studies:
Interactions Across the Eastern Hemisphere
- Students will map the extent of the Mongol Empire at the height of its power.
- Students will examine the methods used by the Mongols to enable them to rule over a diverse population and how the Mongol rule expanded trade.
- Students will examine the spread of the Black Death (Bubonic Plague) as a result of interregional exchange and its impact on various regions within Afro-Eurasia using a variety of sources such as maps, poetry, and other primary source documents.
World Religions (Review)
- Review the similarities and differences between these belief system and their effect on social order and gender roles.
|
- What are the consequences of technology?
- How are religion and culture connected?
|
|
|
| (1) |
SS.6.7 |
INTERACTIONS ACROSS THE EASTERN HEMISPHERE (ca. 600 C.E. – ca. 1450): Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases. |
|
|
|
Social Studies:
VOCAB: bureaucracy, scholar-official, merit system, urbanization, money economy, porcelain
|
Social Studies:
Chapter Quiz
Chapter Test
Quarterly Projects
|
Social Studies:
pearsonsuccessnet.com
|
