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What Defines a Family?6th Grade Year Long Plan

Bradford LardnerEDUC 463

10 October 2011

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Context-My classroom is a middle school classroom, grade 6, at Boltz Middle School in

the Poudre School District of Colorado. The Mission of Boltz Middle School is to be: “A school where respect, rigor, relevance, responsibility and relationships drive

learning.” Boltz believes that all students have the right and responsibility to learn, believes that all teachers have the right and responsibility to teach, has high academic and behavioral expectations for students and staff and has policies, expectations, and systems in place that reflect these high standards.

Boltz has close to 600 students per year, and has a student/teacher ratio of about 18/1 with 31 teachers with a Masters degree or higher in education or their content area. English classes like mine meet every day for an hour and five minutes. Boltz’s demographics are as follows:

76% White15% Hispanic9% Other52% Male48% Female3% ELL/ELA Students22% Educationally Disabled

There are many different learning styles present and many of the students participate in clubs or sports. Most students either ride the bus or walk/ride their bikes to school because of the close proximity to surrounding neighborhoods.

The community surrounding the school is comprised of mostly middle class families. Most households have at least one family car, and the majority of houses own a computer. Most parents and guardians work full time, so they might not get adequate time to volunteer in their student’s school, but the majority of parents do hold a college degree. The community in general supports the school and recognizes the power of an education, so parents do volunteer occasionally and most parents are able to help students with homework after school. That being said, many parents are conservative with literature, and might challenge certain curriculum choices.

Below is a model of the classroom setup I would like to use. Desks are arranged in a circle to maximize community development and discussion-centered lessons. The four desks in front of the board can be moved to either side, creating a U shape and allowing all students to see the board if there are notes to take or points to be written. The teacher’s desk is outside the circle because the class should be focused on individual and group student learning, with the teacher as a guide and mentor. During discussions, I will take an active role and just use a student desk. There is a reading corner opposite the teacher desk to emphasize the value of reading, and is a reward for students finishing early or wanting to take a book home.

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Defense of the Concept-My overarching theme for the year will be “What Defines a Family?” This is a very

important question most students ask. 6th grade especially is a tumultuous grade in which students start to take notice of the world around them, comparing their home life to what they read in school, what they see on television and what they hear from other people. The dynamics of family surround every single child. Some students come from homes with one parent and a stepparent or a single parent home. Some might be raised by relatives or might come from a foster home or were adopted, while others have two parents who have provided nothing but love and care. This aspect in a student’s life is so important to their development and education, and is one of the biggest factors in a student’s success through school. Through this concept of family, I will choose novels, short stories, poems and movies that show good families, bad families, unorthodox and strange families, and even some instances of no family.

Family affects every person, regardless of identity. Family can be the key to success in every aspect of life, or the source of downfall and constant strife. Students in 6th grade will be facing so many struggles in their secondary education career. Pressures from sports, relationships, puberty and academic rigor will only continue to grow. All this and more is why my concept will be family. Students can be shown through English that whatever their situation in life is, whatever life is like at home, they should not only have the power to command their future, but they have a right to every happiness that comes with growing up. This in-depth study

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of what makes a family will show students other kids just like them who have overcome hardship at home to find happiness. The broad range of texts we will read and view will give students a better grasp of the world and allow them to relate and connect what they’re reading to one of the most important elements of their own lives- their family.

Units in Chronological Order-1. What Makes a Family and Breaks a Family2. In a New Place3. Paying a Price4. Loss of a Loved One5. The Cost of Independence6. I’m Stuck with These People7. Forced to Leave 8. Not Having Any Family9. The Family of the FutureI structured the units in such a fashion that they would cover anything a student might

wonder about a family. Obviously, before going on a journey discussing family, students must first define what makes up a family. This is no easy task, of course, and it’s a question that we keep revisiting in every unit, taking note of the protagonist’s surroundings and how the beings around them either make up a family or don’t, and why.

Some of the units have very sensitive topics, such as addiction in the family and not having any family at all. These units have been designed carefully to incorporate as much learning as possible, but at the same time maintain a high level of respect and confidentiality if the subjects touch on something sensitive for students. A lot of the assessment in these units is passive or silent, focusing on introspection and not necessarily learning from the group as a whole.

Still other units are designed for whole group interaction and cooperation, such as in the case of The Cost of Independence or Paying the Price. In these units, students will be designing art projects to capture some element from the books we’re reading.

The great variety of units requires variety in organizing them. I didn’t want to arrange all the tough units together so students would feel overwhelmed week after week, and I still want them to be challenged to grow, so they are strategically varied by intensity or difficulty.

Standards-These are the standards set forth by the State of Colorado for 6th grade in the areas of

reading, writing and communicating.

Standard: 1. Oral Expression and ListeningStudents can:a. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,

and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (CCSS: SL.6.4)

b. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (CCSS: SL.6.5)

c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.6.6)

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d. 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. (CCSS: SL.6.1)

i. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.6.1a)

ii. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (CCSS: SL.6.1b)

iii. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (CCSS: SL.6.1c)

iv. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (CCSS: SL.6.1d)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.

e. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS: SL.6.3)

f. Use evidence to develop credibility (such as citing textual evidence to support opinions)Recognize the difference between informal and formal language and make choices

appropriate for group purposes

Standard: 2. Reading for All PurposesStudents can:a. Use Key Ideas and Details to:

i. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.6.1)

ii. 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. (CCSS: RL.6.2)

iii. Describe how a particular story 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. (CCSS: RL.6.3)

b. Use Craft and Structure to:i. Determine the meaning of words and phrases as they are used in a text, including figurative

and connotative meanings; analyze the impact of a specific word choice on meaning and tone. (CCSS: RL.6.4)

ii. 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. (CCSS: RL.6.5)

iii. Explain how an author develops the point of view of the narrator or speaker in a text. (CCSS: RL.6.6)

c. Use Integration of Knowledge and Ideas to:i. 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. (CCSS: RL.6.7)

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ii. 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. (CCSS: RL.6.9)

d. Use Range of Reading and Complexity of Text to:i. 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. (CCSS: RL.6.10)

e. Use different kinds of questions to clarify and extend comprehensionf. Identify how the author uses dialogue and specific word choice to achieve an effecta. Use Key Ideas and Details to:

i. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.6.1)

ii. Determine a 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. (CCSS: RI.6.2)

iii. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). (CCSS: RI.6.3)

b. Use Craft and Structure to:i. Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings. (CCSS: RI.6.4)ii. 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. (CCSS: RI.6.5)iii. Determine an author’s point of view or purpose in a text and explain how it is conveyed in

the text. (CCSS: RI.6.6)c. Use Integration of Knowledge and Ideas to:

i. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (CCSS: RI.6.7)

ii. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS: RI.6.8)

iii. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). (CCSS: RI.6.9)

d. Use Range of Reading and Complexity of Text to:i. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text

complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.6.10)

e. Generate questions, make/confirm/adjust predictions, make inferences, and draw conclusions based on text structures

f. Use information from text and text features (such as timeline, diagram, captions) to answer questions or perform specific tasks

a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. (CCSS: L.6.4)

i. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.6.4a)

ii. Make connections back to previous sentences and ideas to resolve problems in comprehension

iii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (CCSS: L.6.4b)

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iv. Employ synonyms or antonyms gleaned from a passage to provide an approximate meaning of a word

v. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (CCSS: L.6.4c)

vi. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.6.4d)

b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.6.5)

i. Interpret figures of speech (e.g., personification) in context. (CCSS: L.6.5a)ii. Use the relationship between particular words (e.g., cause/effect, part/whole,

item/category) to better understand each of the words. (CCSS: L.6.5b)iii. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). (CCSS: L.6.5c)c. 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. (CCSS: L.6.6)

Standard: 3. Writing and CompositionStudents can:a. Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences. (CCSS: W.6.3)i. Engage and orient the reader by establishing a context and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.6.3a)

ii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (CCSS: W.6.3b)

iii. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.6.3c)

iv. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. (CCSS: W.6.3d)

b. Provide a conclusion that follows from the narrated experiences or events. Employ a range of planning strategies to generate descriptive and sensory details (webbing, free writing, graphic organizers)

c. Use a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts

d. Organize literary and narrative texts using conventional organizational patterns of the chosen genre

e. Use literary elements of a text (well-developed characters, setting, dialogue, conflict) to present ideas in a text

f. Use word choice, sentence structure, and sentence length to create voice and tone in writinga. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.6.1)

i. Introduce claim(s) and organize the reasons and evidence clearly. (CCSS: W.6.1a) ii. Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text. (CCSS: W.6.1b)

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iii. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (CCSS: W.6.1c)

iv. Establish and maintain a formal style. (CCSS: W.6.1d) v. Provide a concluding statement or section that follows from the argument presented.

(CCSS: W.6.1e)b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. (CCSS: W.6.2)i. Introduce a topic; organize ideas, concepts, and information, using strategies such as

definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (CCSS: W.6.2a)

ii. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.6.2b)

iii. Use appropriate transitions to clarify the relationships among ideas and concepts. (CCSS: W.6.2c)

iv. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.6.2d)

v. Establish and maintain a formal style. (CCSS: W.6.2e)vi. Provide a concluding statement or section that follows from the information or

explanation presented. (CCSS: W.6.2f)c. Write multi-paragraph compositions that have clear topic development, logical organization,

effective use of detail, and variety in sentence structured. Organize information into a coherent essay or report with a thesis statement in the

introduction and transition sentences to link paragraphse. Write to pursue a personal interest, to explain, or to persuadef. Write to analyze informational texts (explains the steps in a scientific investigation)g. Analyze and improve clarity of paragraphs and transitionsh. Select vocabulary and information to enhance the central ideai. Identify persuasive elements in a peer’s writing and critique the effectivenessa. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. (CCSS: L.6.1)i. Ensure that pronouns are in the proper case (subjective, objective, possessive). (CCSS:

L.6.1a)ii. Use intensive pronouns (e.g., myself, ourselves). (CCSS: L.6.1b)iii. Recognize and correct inappropriate shifts in pronoun number and person. (CCSS:

L.6.1c)iv. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous

antecedents). (CCSS: L.6.1d)v. Recognize variations from standard English in their own and others' writing and

speaking, and identify and use strategies to improve expression in conventional language. (CCSS: L.6.1e)

vi. Identify fragments and run-ons and revise sentences to eliminate them vii. Use coordinating conjunctions in compound sentencesviii. Maintain consistent verb tense within paragraph.ix. Choose adverbs to describe verbs, adjectives, and other adverbs

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b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.6.2)i. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical

elements. (CCSS: L.6.2a)ii. Spell correctly. (CCSS: L.6.2b)

c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.6.3)i. Vary sentence patterns for meaning, reader/listener interest, and style. (CCSS: L.6.3a)ii. Maintain consistency in style and tone. (CCSS: L.6.3b)

d. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in grade level expectations 1 and 2 above.) (CCSS: W.6.4)

e. 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. (CCSS: W.6.5)

f. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (CCSS: W.6.6)

Standard: 4. Research and ReasoningStudents can:a. Conduct short research projects to answer a question, drawing on several sources and

refocusing the inquiry when appropriate. (CCSS: W.6.7)i. Identify a topic for research, developing the central idea or focus and potential research

question(s)b. Gather relevant information from multiple print and digital sources; assess the credibility of

each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (CCSS: W.6.8)i. Use a range of print and nonprint sources (atlases, data bases, reference materials, online

and electronic resources, interviews, direct observation) to locate information to answer research questions

ii. Locate specific information within resources using indexes, tables of contents, electronic search key words, etc.

c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.6.9)i. Follow established criteria for evaluating accuracy, validity, and usefulness of

informationii. Select and organize information, evidence, details, or quotations that support the central

idea or focusiii. Apply grade 6 Reading standards to literature (e.g., “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”). (CCSS: W.6.8a)

iv. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). (CCSS: W.6.8b)

a. Accurately identify own assumptions, as well as those of othersb. Make assumptions that are consistent with one another

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c. Identify the natural tendency in humans to use stereotypes, prejudices, biases, and distortionsd. Identify stereotypes, prejudices, biases, and distortions in self and thinking of otherse. Accurately state the assumptions underlying the inferences they or others make, and then

accurately assess those assumptions for justifiability

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Units-1. What Makes a Family and Breaks a Family- Time Allotment: 4 weeks- Standards Addressed-2.1.c.i. – Use integration of knowledge to compare and contrast the experience of reading

a story or poem3.2.c. - Write multi-paragraph compositions that have clear topic development, logical

organization, effective use of detail, and variety in sentence structure3.2.e. - Write to pursue a personal interest, to explain, or to persuade3.2.d. Organize information into a coherent essay or report with a thesis statement in the

introduction and transition sentences to link paragraphs3.3.b.i. - Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.3.3.d. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audienceStudents will address evidence outcomes by honing their writing skills on the essay

assessment and lesson. They will use the poem and novel as examples for comparing and contrasting the experience of reading. They will write to pursue a personal interest by writing the essay about their family. They will monitor their conventions within the essay by learning about format and mechanics, and they will use a thesis statement to direct their paper and will focus on purpose and audience when considering style and organization of their writing.

Description: Students will read about the Hiddle family and Sal’s journey to discover the truth about her mother. Students will discuss family secrets, why they are kept, and what happens to a family when secrets are revealed. What happens when a family keeps things from each other? Is there still redemption possible? Can there still be a family after terrible things happen? Students will discuss what makes a family and relate Sal’s family and the family of the boy in Hughes’ poem to their own lives.

Work by Week-Week 1- Introduction of essay format. Talk about and read Walk Two Moons.Week 2- Talk about and read Walk Two Moons. Discuss Sal’s interesting family situation.Week 3- Essay due. Talk about and finish Walk Two Moons/ start Mother to Son.Week 4- Finish Mother to Son. Comprehension quiz.Required Texts- Walk Two Moons novel by Sharon Creech and Mother to Son poem by

Langston Hughes.

Assessments-My Family is… Essay- In a well-formed five-paragraph essay, explain who your family

is in your own words. What are their mannerisms, what makes each member unique, what is something they might hide from the world? Each paragraph must have a minimum of three sentences, max five. Essay must be at least a page in length.

Comprehension Quiz- This is a short quiz to just check that you have read and understand Walk Two Moons and Mother to Son. The quiz is to monitor progress and pace with reading and make sure students are keeping up and staying engaged. Some questions are multiple-choice while others are fill in the blank.

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2. In A New Place- Time Allotment: 4 weeks- Standards Addressed- 1.1.d.i. Come to discussions prepared, having read or studied required material; explicitly

draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

1.1.g. Use evidence to develop credibility (such as citing textual evidence to support opinions)

2.1.a.i. Use Key Ideas and Details to cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

2.2.b.i. Use Craft and Structure to determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

3.3.a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Students will address evidence outcomes by the two assessments presented. They will come to the silent discussion having read the novel. They will develop credibility by citing the novel in their stickies. In their journals, students will command the conventions practiced in the previous unit, and use the journals to cite examples from the text they’re talking about.

Description: In this unit, students will learn about being uprooted from one home plagued by alcoholism and having to find another. They will think about their own lives and what would happen if they were taken from their family, or if there was an addiction in the family. Students will compare the two texts and how they portray alcohol, and do a lot of passive exercises in the classroom centered on the sensitive topic.

Work by Week-Week 1- Read Harris and Me, discuss book. Silent Journaling.Week 2- Finish Harris and Me. Discussion- Changes in Life.Week 3- Effects of Drug Addictions on FamiliesWeek 4- Read and discuss My Papa’s Waltz. Sticky Note Seminar.Required Texts- Harris and Me by Gary Paulsen and My Papa’s Waltz by Theodore

Roethke.

Assessments-

Safe Zone Journaling- Students will make several “journal entries” either from their own perspective or from the perspective of a student who has alcoholism in their family. These are confidential and won’t be shared with the class.

Silent Sticky Note Seminar- S.S.N. Seminar is situated like a Socratic seminar, except students will write down complete sentence thoughts on stickies in complete silence anonymously then walk around the room and comment on other’s notes.

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3. Paying a Price- Time Allotment: 4 weeks- Standards Addressed-1.1.b. Include multimedia components (e.g., graphics, images, music, sound) and visual

displays in presentations to clarify information2.2.c.1. Use Integration of Knowledge and Ideas to integrate information presented in

different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

2.3.a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

3.2.h. Select vocabulary and information to enhance the central idea4.1.a. Conduct short research projects to answer a question, drawing on several sources

and refocusing the inquiry when appropriate4.1.b.i. Use a range of print and nonprint sources (atlases, data bases, reference

materials, online and electronic resources, interviews, direct observation) to locate information to answer research questions

Students will address evidence outcomes by the assessments they will be assigned. Cornell notes will help students enhance the central idea of the novel or poem and help student learn the meaning of unknown words by writing them down in the left column. C notes also display information in a different format visually. The art project will give students experience with abbreviated research and will give them access to varied sources used to answer questions about cultural art. Their art show will also be multimedia.

Description: Students will take the book for the unit and apply it to a world context, remembering tragedies, understanding cultures and families from other countries. Students will do the same with the poem, comparing the two and speaking about death in a family. They will work on note taking then have some fun with an art project centered around the texts.

Work by Week-Week 1- Read poem, Cornell notes about tragedy.Week 2- Talk about origami, art in culture. Finish poem discussion.Week 3- Introduce art project, read novel. Cornell notes book.Week 4- Finish novel, display art projects.Required Texts-Students will read Sadako and the Thousand Paper Cranes Eleanor Coerr and The

Charge of the Light Brigade by Alfred Lord Tennyson.

Assessments-Cornell Notes- Students will take these specific notes in their notebook. The left column

is for questions or trigger words or quotes, the right side is for notes and thoughts, and the bottom of the page is for summary of what was read. Students will practice this on the poem and book.

Research Art Project- Students will create an art project with origami being the focus. Students will have a lot of room for creativity with this project, but they must relate their art to the poem or book, or the time periods we talked about in class. Origami will be taught because it’s essential to the novel.

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4. Loss of a Loved One- Time Allotment: 4 weeks- Standards Addressed-1.1.h. Recognize the difference between informal and formal language and make choices

appropriate for group purposes2.2.d.i. Use Range of Reading and Complexity of Text to by the end of the year, read and

comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range

3.1.a.ii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters

3.1.f. Use word choice, sentence structure, and sentence length to create voice and tone in writing

3.3.e. 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

3.3.f. Use technology, including the Internet, to produce and publish writing as well as to interact with others; Show command of keyboarding skills to type three pages in a single sitting

4.1.c.iii. Apply grade 6 Reading standards to literature (e.g., “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”).

Students will address evidence outcomes by participating in class and writing their essay. With the Team Pair Share/Writing Prompt, students will recognize the difference between formal and informal language and receive guidance from peers about their writing. In their pet narrative, they will use techniques like dialogue and description. Students will experience a non-fiction text and possibly write about it or another text in their compare/contrast, using word choice to create tone and will compare different forms and genres. Students will use the internet to research their essay and write three pages in one sitting during computer lab time.

Description: What happens when a family member dies, even if that member is not human? This unit has an emphasis on non-human members and losing them. Does a pet ever become a part of the family? Can it be the primary caregiver, or is it always dependent on humans? These questions will be considered as students go into the world of animals.

Work by Week- Week 1- Start non-fiction novel. Think pair shares writing.Week 2- Discussion- Loss of a Pet/ Excerpts from Where the Red Fern GrowsWeek 3- Introduce Compare/Contrast concept. Finish novel. Internet research Week 4- Peer edit draft of essay, finish discussing works, type essay in class.Required Texts- Students will read excerpts from Where the Red Fern Grows by Wilson

Rawls and the whole nonfiction novel Rascal by Sterling North. Assessments-Take Home Compare/Contrast Essay- Students will compare and contrast the two texts

from the unit. Students will consider mechanics, styles, characters, animals, and fiction vs. nonfiction in their essay. Students will also use the internet to research animal behavior if applicable. They will have time to peer edit the essays in class. First drafts can be handwritten but final drafts will be typed in class. Essays must be three double-spaced pages long.

Team Pair Share Pet Stories/Writing Prompt- This pre-assessment is to get kids excited about reading about animals. They will share interesting written stories with their partner about their pets. Peer editing workshop will follow, then students can present to the class.

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5. The Cost of Independence- Time Allotment: 4 weeks- Standards Addressed-1.1.a. Present claims and findings, sequencing ideas logically and using pertinent

descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation

1.1.f. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

2.2.a.iii. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text

3.2.a. Write arguments to support claims with clear reasons and relevant evidence3.2.b. Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the selection, organization, and analysis of relevant content4.2.a. Accurately identify own assumptions, as well as those of othersStudents will address evidence outcomes by means of the Socratic seminar and the author

trials. They will present findings and claims from the texts with clear public speaking skills, identify their own assumptions, identify arguments and claims by reason or emotion, and analyze details from the texts during the Socratic seminar. In their Author Trial papers, they will form an argument and convey concepts and ideas through pinpointing and analyzing areas in the text essential to their arguments.

Description: In this unit, students will learn about children who have left home for one reason or another and follow them as they discover the cost of independence and trying to make it on their own. What happens when parents or adults are out of the picture? Students will discuss whether it’s better to be alone or with a group of children when independence comes into question.

Work by Week-Week 1- Start novel and read excerpts. Socratic Seminar.Week 2- Second seminar towards the end of the novel, revisit essay techniques.Week 3- Trials all week. Begin to format argument for/against author.Week 4- Trial paper due. Debrief paper process and seminar outcomes.Required Texts-Students will read My Side of the Mountain by Jean Craighead George and excerpts from

The Boxcar Children by Gertrude Warner.Assessments-Socratic Seminar- This is a student-led collaborative discussion where students will

examine a text, ask open-ended questions, discuss and debate viewpoints and analyze the text. Students will go into the discussion without bias or prejudice and contribute for the good and learning of the group. The objective of Socratic seminars is not to find “the answer”, but to learn how to dialogue and journey as a group intellectually.

Put The Author on Trial- As a recap and fun culminating activity for the first half of the year, students will choose one author that has been covered thus far in the class to put on trial. Each student will choose an author to defend, while the others ask questions about the decisions the author made in the book or poem. The student on trial will pretend they are the author and answer the questions using evidence gathered from the text. Then students will choose one trial to write a persuasive argument paper about whether or not they believe the “author”, and provide evidence from the text to support their argument.

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6. I’m Stuck with These People- Time Allotment: 3 Weeks- Standards Addressed-2.1.b.iii. Use craft and structure to explain how an author develops the point of view of

the narrator or speaker in a text.2.2.e. Generate questions, make/confirm/adjust predictions, make inferences, and draw

conclusions based on text structures2.2.f. Use information from text and text features (such as timeline, diagram, captions) to

answer questions or perform specific tasks3.2.i. Identify persuasive elements in a peer’s writing and critique the effectiveness3.3.c. Use knowledge of language and its conventions when writing, speaking, reading, or

listening4.2.b. Make assumptions that are consistent with one anotherStudents will address evidence outcomes by the exercises they will perform in class.

Through the imitating form exercise, students will write and identify persuasive elements in their own and their peer’s writing, and focus on point of view while writing. They will also use their knowledge about language gathered thus far when writing. Through the drawing board discussion, students will make inferences and decide conclusions from the text when drawing the characters, refer to a timeline they will build when analyzing the text, and make assumptions as a group based on the text about what the characters look like.

Description: In this unit, students will discuss what happens when a person doesn’t like their family and wishes they had something different or better. We will also talk about disabled people in families, and talk about younger siblings and their role in families. Students will discuss point of view, how it shapes a text and talk about the timeline of a text and how pace matters.

Work by Week-Week 1- Start and discuss novel. Discuss point of view. Imitating form workshop.Week 2- Finish novel, read short story.Week 3- Drawing board discussions all week, review texts of the unit.Required Texts-Students will read Rules by Cynthia Lord and The Ransom of Red Chief by O. Henry.

Assessments-Imitating Form Exercise- Students will imitate either point of view from the two texts and

write either about the little brothers in the text from the point of view of the narrator, or write about their own siblings if they have them. Writers need to be convincing enough in their style to accurately mirror the author. A reflection at the end will require the writer to persuasively state how they imitated the author, referencing style and point of view. Students will then workshop with another student before turning in their work.

Drawing Board Discussion- Students will divide into groups and discuss the texts read for class. Students will then either have a choice to draw a timeline for either text or their own interpretation of what the little boys look like in the texts. The timeline would show all the events in the text of their choice and their significance. The boy drawings would be character profiles, showing not only what they’d look like but also character traits that bring them to life.

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7. Forced to Leave- Time Allotment: 5 weeks- Standards Addressed-2.3.c. 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

3.1.c. Use a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts

3.2.g. Analyze and improve clarity of paragraphs and transitions4.2.e. Accurately state the assumptions underlying the inferences they or others make,

and then accurately assess those assumptions for justifiability4.3.a. Determine strengths and weaknesses of their thinking and thinking of others by

using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

4.3.b. Take control over their thinking to determine when thinking should be questioned and when it should be accepted

Students will address evidence outcomes by writing their exercise and developing a skit in groups. They will take care of their own thinking with creative control of the skit, and they will judge each other on the group’s thinking based on logic, depth, significance and accuracy based on the text. With the written exercise, students will accurately state their assumption about their prediction of the future and write with grade appropriate vocabulary they have used up until now. They will use poetic techniques and other elements to personalize their exercise, and they will practice writing better paragraphs.

Description: Students will read the texts and discuss what happens when a person is taken from their family because they were sent to jail, or their family was sent to jail. They will also discuss the implications of good grammar and spelling and how both are essential in educated society. They will also get a chance to work together and take ownership on a creative project.

Work by Week-Week 1- Introduction and reading of poem, poetic elementsWeek 2- Start novel, discussion about word choice and character dialogueWeek 3- Finish novel, writing exerciseWeek 4- Whole week set aside for group skit practiceWeek 5- Present skits, discuss creative processRequired Texts-Students will read Maybe Dats Youwr Pwoblem Too by James Hall and Holes by Louis

Sachar.Assessments-What Happens Next? Writing Exercise- Before the students read the epilogue to the

novel, they will write a short exercise about what happens next to Samuel and the boys of Camp Green Lake. It can be poetry or prose, and students will be strongly encouraged to write a poem.

Skits- Students will get into groups and choose a passage from the novel or use the poem as a whole and create a skit around it. They can either choose to rewrite a passage or choose one from the text, but they must focus on keeping the dialect and grammar and character’s diction and how they combine to create a dynamic character. Students have free choice to develop their skit together; responsibility rests with them. The skits will be between five and ten minutes long.

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8. Not Having a Family- Time Allotment: 5 weeks- Standards Addressed-1.1.c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate.2.1.d.i. Use range of reading and complexity of text to: 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

2.1.e. Use different kinds of questions to clarify and extend comprehension2.1.f. Identify how the author uses dialogue and specific word choice to achieve an effect3.2.f. Write to analyze informational texts4.2.c. Identify the natural tendency in humans to use stereotypes, prejudices, biases, and

distortions4.2.d. Identify stereotypes, prejudices, biases, and distortions in self and thinking of

othersStudents will address evidence outcomes by participating in the discussions of the unit

and completing their research project. They will learn about stereotypes and prejudices, write in their project about how people use stereotypes, ask and answer different types of questions and adapt their speech to the task of presenting their research project. The research project encompasses an analysis of the novel of the unit, which is considered literature by the common majority. They will see and discuss how the authors of the texts use dialogue to create an effect in the work.

Description: Students will read both novel and book and discuss what it would mean to a family to have a member run away from home. This unit will also provide historical context, and discuss what would happen if they never had a family. Students will do historical research into the time period of the book and ponder what being homeless would mean.

Work by Week-Week 1- Introduce and read poem, discuss purpose of poemWeek 2- Introduce novel, discuss research method, connect book to poem, discuss

homelessness in America, how that affects a familyWeek 3- Computer lab time for research and productionWeek 4- Computer lab time for research, put presentations togetherWeek 5- Research project presentationsRequired Texts- Students will read Bud, Not Buddy by Christopher Paul Curtis and Jim

Who Ran Away from His Nurse and Was Eaten by a Lion by Hilaire Belloc.Assessments-Historical research project- This will be one of the biggest assessments of the year. It’s a

research project on the time period of the novel read in class. Students will tie both the Great Depression and some element of the novel into their presentation. Students will use Powerpoint to present their findings in a well-formed speech with notes. Some examples of research topics could be “Finding Work in the 1930’s” or “Music of the 30’s” or “Orphans of the Great Depression”. Students will pick their own topic, but must focus at least two slides of their presentation on prejudice and racism and how they affected the time period. Presentations must be at least 10 slides, and students must cite the sources of their research at the end. Students will be given extra time in the computer lab because some students don’t have computers at home to work on it, so they must be given ample class time. In the fifth week, students will present their findings in front of the class.

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9. Family of the Future- Time Allotment: 3 weeks- Standards Addressed-1.1.e. 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 study2.3.b. Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings3.1.b. Employ a range of planning strategies to generate descriptive and sensory details

(webbing, free writing, graphic organizers)3.1.d. Organize literary and narrative texts using conventional organizational patterns of

the chosen genre3.1.e. Use literary elements of a text (well-developed characters, setting, dialogue,

conflict) to present ideas in a textStudents will address evidence outcomes by completing their Webquest and subsequent

project. They will use previous works and the elements in them to form their own in their project. They will know how to organize genres and types of text based on what they’ve read in the past, and apply it to their creative project. They will use their web organizer to lay out a plan before they begin, and they will have understood the figurative language and word meanings based on previous experiences with the text. They will interpret information given them through their quest and apply it to their project.

Description: What happens in a family of the future? Students will answer this question, and the only way to determine the future is by looking to the past. Students will consider where families are headed, but do it in a creative and fun way. Students will also learn how to successfully navigate the Internet for good sources of information.

Work by Week-Week 1- Webquest basics in the computer lab, explain web organizerWeek 2- Time in computer lab to work on their questsWeek 3- Complete Webquest and small project, turn in creative projectRequired Texts-Students will draw on all of the previous texts as they prepare to embark on their quest.

Assessments-

Webquest- Students will participate in a Webquest to determine what they believe to be the family of the future. A Webquest is an inquiry-based exploration in which all of the information found is on the Internet. Students will have a preset list of eligible sites they can visit, all pertaining to the works covered previously in class. Their task is to, by referring to past works, creatively define what the family of the future will look like. This portrayal can be in any form the students prefer, from art to a short paper to a short video. Students must first brainstorm, using a web, which texts they will connect and why to their project. Students have creative control, but they must show how they came to their conclusion about the family of the future. Because of the seriousness of the previous unit, this is a way for students to review their work over the course of the year and have some fun while still staying on task and learning and growing.

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Culminating Assessment-

E-Portfolio-

Task-Students will pick five to seven of their creations/projects/writings spanning the whole

year and compile them into a digital portfolio, or e-portfolio, which will be posted to a common class wiki made for that purpose. If students want to include works of art or some other form of media, pictures will be taken of them and put into the student’s word document or links will be posted to document as well. The document will then be uploaded by the student to the wiki for all to see.

Artifact-The artifact is the document on which all the student’s work is contained that will be

digitized and put on the class wiki. The document contains:1. Personalized cover page (containing art, pictures, designs, AND student’s name)2. Introduction, including overall thoughts on the year (200 words)3. 5-7 projects, accurately and attractively portrayed in the document4. Rationale and reaction to work immediately following each entry (80-100 words each)5. Self-evaluation, in which students discuss their learning and effort and assign

themselves a grade, and defend that grade (300-350 words)

Tool-I will create and give students a rubric to give them direction on their project, but the

majority of the grading will come holistically. Students will be graded on the quality and thoughtfulness put forth for the project. They will be assessed based on whether or not they really considered each project to include, the quality of their rationale and the depth of their self-evaluation. Of course, students also need to write in complete sentences and practice all mechanics and skills they have learned throughout the year. This assessment is mostly to show students the tremendous work they’ve done this year, to give them a sense of pride in their work, to consolidate the best of it, and to display it for the world to see.

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Evidence Outcomes Graph-

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Language Arts Table

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Credit of Sources-

All of the Boltz Middle School statistical information came from their school website and the Colorado Department of Education website. The web addresses are below.

Boltz-schoolweb.psdschools.org/boltz/

CDEhttp://www.cde.state.co.us/

Rubric

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