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 68 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 VIEWExcerpts from:
 "The White Umbrella" by Gish Jen (worksheet)
 "The NoGuitar 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 AllAmerican 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 68 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
 MidUnit 3 Assessment Part 1: Researching and Interpreting Information: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires
 MidUnit 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
 Selfassessment of the article on Row 3 of the Newspaper Article Rubric
 Final draft of newspaper article
 ELA STAR RENNAISANCE TESTING
 Read 45 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 threedimensional 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 realworld
and mathematical problems. 
(1) 
6.G.4 
Represent threedimensional 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 realworld
and mathematical problems. 

Mathematics:
base, composite figure, congruent, formula, height, parallelogram, polygon, rhombus

Mathematics:
Weekly Quizzes
Chapter Test

Mathematics:
IXL.com
http://connected.mcgrawhill.com/connected/login.do

Math

June

Mathematics (June):
Chapter 11: Statistical Measures
 Statistical Questions
 Mean
 Median and Mode
 Use Logical Reasoning: ProblemSolving
 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

MayJune

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 AfroEurasia 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, scholarofficial, merit system, urbanization, money economy, porcelain

Social Studies:
Chapter Quiz
Chapter Test
Quarterly Projects

Social Studies:
pearsonsuccessnet.com
