District Overview:

Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 6 Description:

In this class, students will have the opportunity to grow as readers, writers, speakers, and listeners. Students will read a variety of novels and short stories from different genres and authors. Students will demonstrate critical thinking while reading, and keep areading log to show their accountability for reading every day. They will be required to read novels in four genres, but will also have the opportunity to read many novels of their choice. Furthermore, students will complete a project or have a test at the culmination of each novel.

Grade 6 Units:

● Unit 1: Novel Study

● Unit 2: Short Story Fiction: Character, Setting and Plot

● Unit 3: Short Story Fiction: Analyzing Character and Point of View

● Unit 4: Short Story Fiction: Understanding Theme

● Unit 5: Short Story: Non Fiction/Informational Text

● Unit 6: Vocabulary

● Unit 7: Literature Circles - Independent Reading

Subject: Reading Grade: 6 Suggested Timeline: Three - 6 week novel studies

Unit Title: Novel Study

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing fiction text. Students will identify and analyze literary elements, literary genres, and figurative language. They will learn how to collaborate and discuss information related to text with peers. They will read novels and identify and discuss elements related to each. As they begin to identify elements, they will discuss and practice reading strategies important for being successful independent readers. Essential questions addressed in this unit:

How do literary elements and active reading enhance literature? How do readers know what to believe in what they read, hear and view? How does interaction with text provoke thinking and response? What reading strategies will help me be a successful independent reader?

Unit Objectives: Students will 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. Students will cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/ or generalizations drawn

from the text. Students will 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. Students will analyze how the structure of a text contributes to the development of theme, setting, and plot. Students will determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation

of figurative language in context. Students will compare and contrast the experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live

version of a text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching.

Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Students will read and comprehend literary fiction on grade level, reading independently and proficiently.Focus Standards Addressed in this Unit:

1.3.6.A - Determine a theme or central idea of a text and how it is conveyed 1.3.6.B - Cite textual evidence to support analysis of what the text says explicitly, as well as inferences 1.3.6.C - Describe how a particular story or drama’s plot unfolds in a series of episodes 1.3.6.E - Analyze how the structure of a text contributes to the development of theme, setting, and plot 1.3.6.F - Determine the meaning of words and phrases as they are used in grade-level reading and content

Important Standards Addressed in this Unit: 1.3.6.G - Compare and contrast the experiences of reading a story 1.3.6.I - Determine or clarify the meaning of unknown and multiple meaning words and phrases 1.3.6.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Misconceptions: Students may assume that the central idea is explicitly stated and not realize that sometimes it is implicitly stated. Students believe text evidence does not need to be relevant and support, it should not just be non-specific. Students believe that analysis of text requires minimal discussion and no re-reading.

Concepts/Content: Theme/Central Idea Elements of Plot Figurative Language Analysis of text Point of View

Competencies/Skills: Identify the theme/ central idea

of a story Identify exposition, rising action,

climax, falling action, resolution Identify personification,

metaphor, simile, idiom, onomatopoeia, hyperbole

Analyze character traits and appearance

Acquire fundamental listening, speaking and thinking skills

First person point of view

Description of Activities: Read 3 novels Small and large group discussions Create a plot line Create a character analysis poster Figurative language scavenger hunt Create timeline of events in novel

Assessments: Evaluate a novel using a plot diagram Analyze a character by creating a poster Timeline Skills Assessment

Interdisciplinary Connections: 1.4.6.N Writing 1.4.6.O Writing 1.4.6.P Writing 1.4.6.R Writing 1.4.6.S Writing 1.4.6.U Writing 1.5.6.E Speaking and Listening 1.5.6.F Speaking and Listening Digital Resources

Additional Resources: Approved Novels Approved Supplemental Resources Power Points Digital Tools

Subject: Reading Grade: 6 Suggested Timeline: 4 weeks

Unit Title: Short Story Fiction: Character, Setting and Plot

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing fiction text. Students will identify and analyze the characters, setting and plot of a fiction text. Students will learn how to collaborate and discuss information related to text with peers. They will read story selections and identify and discuss elements related to each. As they begin to identify elements, they will discuss and practice reading strategies important for being successful independent readers.

Essential questions addressed in this unit: How does the setting affect the plot? How do strategic readers create meaning from informational and literary text? How does characterization play a role in the different elements of plot? What event advances the plot? What reading strategies will help me comprehend this story?

Unit Objectives: Students will 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 person opinions or judgments. Students will cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn

from the text. Students will 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. Students will analyze how the structure of a text contributes to the development of the theme, setting and plot. Students will determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation

of figurative language in context.

Students will determine or clarify the meaning of unknown and multiple –meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Students will read and comprehend literary fiction on grade level, reading independently and proficiently. Students will compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as

their use of additional literary elements.Focus Standards Addressed in this Unit:

1.3.6.B - Cite textual evidence to support analysis of what the text says explicitly, as well as inferences 1.3.6.C - Describe how a particular story or drama’s plot unfolds in a series of episodes 1.3.6.E - Analyze how the structure of a text contributes to the development of theme, setting, and plot 1.3.6.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Important Standards Addressed in this Unit: 1.3.6.A - Determine a theme or central idea of a text and how it is conveyed 1.3.6.F - Determine the meaning of words and phrases as they are used in grade-level reading 1.3.6.H - Compare and contrast texts in different forms or genres 1.3.6.I - Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-level reading

Misconceptions: Students believe that text evidence is not important to support their theme. Students believe that opinions or judgments are needed when writing a summary. Students believe a character is static throughout the story. Students believe that structure of the text does not matter when developing the theme, setting and plot.

Concepts/Content: Plot Stages Conflict Setting Reading Strategies

Competencies/Skills: Define and identify the

exposition, rising action, climax, falling action and resolution of a plot

Define and identify an external conflict and internal conflict

Understand that a strong plot will pull you in and moves the story toward the climax

Understand that a setting usually

Description of Activities: Read short stories and poetry Small group discussion Talk to the text analysis Create plot diagrams Highlight and illustrate text Choose part of the plot line of the short story

and act it out. Create chart identifying external and internal

conflicts Graphic organizers for inferences

causes the events of a plot to unfold in an unusual way

Monitor reading Connect to the story Make inferences

Complete a Y chart to compare and contrast which details would stay the same and which details would change if the setting changed

Assessments: Evaluate a given story using a plot diagram Analyze the given story’s conflict and determine if it is external or internal Present one’s interpretation and understanding of a story using appropriate public speaking strategies Skill assessment

Interdisciplinary Connections: 1.4.6.A Writing 1.4.6.C Writing 1.4.6.S Writing 1.5.6.A Speaking and Listening Solar System – Science Digital Tools

Additional Resources: District Approved Short Stories District Approved Supplemental Resources Graphic Organizers Power Point presentations

Subject: Reading Grade: 6 Suggested Timeline: 4 weeks

Unit Title: Short Story: Analyzing Character and Point of View

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing fiction text. Students will identify and analyze the characters, setting and plot of a fiction text. Students will learn how to collaborate and discuss information related to text with peers. They will analyze how point of view determines what information is included, how it reflects the author’s bias, and conveys the theme.

Essential questions addressed in this unit: How do strategic readers create meaning from informational and literary text? How does interaction with text provoke thinking and response? How does an author’s point of view influence how text should be read? Do you need a reason to read? What is a bias?

Unit Objectives: Students will 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. Students will cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn

from the text. Students will determine an author’s purpose in a text and explain how it is conveyed in a text. Students will analyze how the structure of a text contributes to the development of theme, setting, and plot. Students will determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation

of figurative language in context. Students determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and

content, choosing flexibly from a range of strategies and tools. Students will read and comprehend literary fiction on grade level, reading independently and proficiently.

Focus Standards Addressed in this Unit: 1.3.6.D - Determine an author’s purpose in a text and explain how it is conveyed in a text 1.3.6.F - Determine the meaning of words and phrases as they are used in grade-level reading and content

Important Standards Addressed in this Unit: 1.3.6.B - Cite textual evidence to support analysis of what the text says explicitly, as well as inferences 1.3.6.C - Describe how a particular story or drama’s plot unfolds in a series of episodes 1.3.6.E - Analyze how the structure of a text contributes to the development of theme, setting, and plot 1.3.6.I - Determine or clarify the meaning of unknown and multiple meaning words and phrases 1.3.6 K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Misconceptions: Students believe that an author’s point of view cannot be inferred by character’s conversational voice. Students believe if you read a story in first person point of view, you know everything that is happening in the story. You only know one

character’s thoughts, words and ideas. Students believe if an author uses third person point of view (limited vs. omniscient), you will know everything. Students believe that cultural and historical setting is only the particular time and place. It does not include customs.

Concepts/Content: First Person Point of View Third Person Point of View Imagery Predict Cultural setting Historical setting Set a purpose for reading

Competencies/Skills: First Person Point of View using

pronouns I, me, my, etc. First Person Point of View – reveal

qualities of her character through her words, thoughts and feelings

First Person Point of View – only know about main character

Conversational Voice Third Person Point of View –

Narrator Third Person Point of View –

Description of Activities: Read short stories and poetry Small group discussions Talk to the text analysis Highlight and illustrate text Power point presentation Set a purpose for reading Create a picture of an items from the story Analyze a minor character Graphic Organizer for Point of View

Limited Third Person Point of View -

Omniscient Imagery – appeal to the senses of

sight, taste, touch, smell and hearing

Predict – Make a reasonable guess about the story

Cultural and Historical Setting - Time and Place but also refers to customs of the period

Purpose – Reason for Reading

Assessments: Evaluate point of view using graphic organizer Illustrate a detail from the story using imagery details from the story Write Narrative to develop imagined events Written narrative on Cultural and Historical setting Graphic Organizer Short story skills assessment

Interdisciplinary Connections: 1.4.6.A Writing 1.4.6.C Writing 1.4.6.S Writing 1.5.6.A Speaking and Listening Digital Resources

Additional Resources: District Approved Short Stories District Approved Supplemental Resources Graphic Organizers Power Point presentations Digital Resources

Subject: Reading Grade: 6 Suggested Timeline: 3 weeks

Unit Title: Fiction Short Story: Understanding Theme

Unit Overview/Essential Understanding:Students will demonstrate knowledge and apply skills related to comprehending and analyzing fiction text. Students will identify and analyze the characters, setting and plot of a fiction text. Students will learn how to collaborate and discuss information related to text with peers. The short stories themselves contain underlying themes or motifs that challenge the students to draw broader conclusions from the material, encouraging students to think on a wider level about interconnected issues and themes that run throughout the materials.

Essential questions addressed in this unit: What is a theme? Is a theme the same as the central idea? What is a topic? Is the topic the same as the theme?

Unit Objectives: Students will 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. Students will cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn

from the text. Students will analyze how the structure of a text contributes to the development of theme, setting, and plot. Students will 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. Students will determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation

of figurative language in context. Students will compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as

their use of additional literary elements. Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools.

Students will read and comprehend literary fiction on grade level, reading independently and proficiently.Focus Standards Addressed in this Unit:

1.3.6.A - 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

1.3.6.B - Cite textual evidence to support analysis of what the text says explicitly, as well as inferences 1.3.6.C - 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 1.3.6.E - Analyze how the structure of a text contributes to the development of theme, setting, and plot

Important Standards Addressed in this Unit: 1.3.6.F - Determine the meaning of words and phrases as they are used in grade-level reading and content 1.3.6.H - Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics 1.3.6 I - Determine or clarify the meaning of unknown and multiple meaning words and phrases 1.3.6.K - Read and comprehend literary fiction on grade level

Misconceptions: Students believe a character does not influence the theme. Students believe all character remain static throughout the plot. Students believe a theme is stated explicitly all of the times, it is never inferred. Students believe a theme is not the same as the central idea. Students believe a theme is the same as a topic.

Concepts/Content: Theme/ Central Idea Topic Implicit Historical Fiction Characters reveal Theme Predict

Competencies/Skills: Identify theme or central idea Identify a topic Recognize that historical fiction

uses both real and made-up settings, events, and characters from the past

Identify a theme by finding clues: what the character says and does, what lessons the characters learn,

Description of Activities: Read short stories and poetry Small group discussion Talk to the text analysis Graphic Organizers Power Point

whether the character change in any way

Use details and clues from the story to predict, make a reasonable guess

Assessments: Identify theme by using a graphic organizer to record clues that lead to theme Record and analyze a character’s actions, thoughts and words to determine if they were a dynamic character Present one’s interpretation and understanding of a story using appropriate public speaking skills Short Story skills assessment

Interdisciplinary Connections: Digital Tools Ancient Civilization 1.4.6.H Writing 1.4.6.I Writing 1.4.6.J Writing 1.4.6.S Writing 1.5.6.A Speaking and Listening

Additional Resources: District approved text book Power Points District approved supplemental resources Technology resources Teacher created resources

Subject: Reading Grade: 6 Suggested Timeline: 4 weeks

Unit Title: Non-Fiction/ Informational Text

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing non-fiction text. Students will identify and analyze the characters, setting and plot of a non- fiction text. Students will learn how to collaborate and discuss information related to text with peers. They will learn how to use text features to support their understanding of the content. Students will be engaging in work and research that furthers their understanding of main ideas and details. They are provided with opportunities to compare and contrast selections of similar topics.

Essential questions addressed in this unit: What is the difference between fiction and non-fiction? How is the non-fiction text organized? Does the author’s point of view influence the reader? Can two different author’s present similar information in different types of text? What text features did the author use to organize the writing?

Unit Objectives: Students will determine the central idea of a text and how it is conveyed through particular details provide a summary of the text distinct

from personal experience. Students will cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn

from the text. Students will analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. Students will determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Students will analyze the author’s structure through the use of paragraphs, chapters, or sections. Students will determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation

of figurative language in content. Students will evaluate an author’s argument by examining claims and determining if they are supported by evidence. Students will examine how two authors present similar information in different types of text. Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools. Students will read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Focus Standards Addressed in this Unit: 1.2.6.A - Determine the central idea of a text and how it is conveyed through particular details 1.2.6. C - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text 1.2.6.D - Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text 12.6.H - Evaluate an author’s argument by examining claims and determining if they are supported by evidence 1.2.6.I - Examine how two authors present similar information in different types of text

Important Standards Addressed in this Unit: 1.2.6.B - Cite textual evidence to support analysis of what the text says explicitly, as well as inferences 1.2.6.E - Analyze the author’s structure through the use of paragraphs, chapters, or sections 1.2.6.F - Determine the meaning of words and phrases as they are used in grade-level reading and content 1.2.6.K - Determine or clarify the meaning of unknown and multiple meaning words and phrases 1.2.6.L - Read and comprehend literary nonfiction and informational text on grade level

Misconceptions: Students believe two different articles about the same topic will never share the same viewpoint. Students believe the structure of a nonfiction text does not help an author develop their claim. Students believe that a claim does not need to be supported by evidence.

Concepts/Content: Main Idea/Central Idea Topic Connections Synthesize Author’s Purpose Integrate information Instructions Procedural Text Text Features

Competencies/Skills: Identify the main idea as the most

important point the writer makes Topic – One word Synthesize information by

combining individual pieces of information and combine them in order to gain a better understanding

Integrate information presented

Description of Activities: Read short nonfiction texts Small group discussion Talk to the text analysis Create chart with main ideas and supporting

details Venn Diagram to compare and contrast author’s

purpose of two similar text Write a summary of main ideas and details Power Point

in different media or formats to develop a coherent understanding of a topic

Analyze characteristics of form Instructions are a type of

procedural text that tells you how to do something

Define text features – titles, subheadings, photos, captions, and diagrams

Create instructions Presentation Written book report for nonfiction text

Assessments: Analyze a given nonfiction text’s main idea and supporting details Write a summary of nonfiction text Create list of instructions Present one’s set of instructions using appropriate speaking strategies Book Report Short story skills assessment

Interdisciplinary Connections: Digital Tools Science topics Social Studies – Ancient Civilizations 1.4.6.I Writing 1.4.6.P Writing 1.4.6.S Writing 1.5.6.A Speaking and Listening 1.5.6.B Speaking and Listening

Additional Resources: Approved District Textbook Approved Supplemental resources Power Point Presentations Teacher created resources Nonfiction text Daily reading Comprehension

Subject: Reading Grade: 6 Suggested Timeline: Ongoing throughout the year

Unit Title: Vocabulary

Unit Overview/Essential Understanding: This unit will focus on both academic vocabulary and vocabulary that is in literary works. Students will demonstrate knowledge and apply skills related to vocabulary to comprehend and analyze fiction and nonfiction text. Students will learn how to collaborate and discuss vocabulary related to text and academics with peers. Students will transfer this academic vocabulary into all curricular areas.

Essential questions addressed in this unit: How do strategic readers create meaning from informational and literary text? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? How do learners develop and refine their vocabulary? How will learning Academic Vocabulary transfer into all curricular areas?

Unit Objectives: Students will 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. Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools.

Focus Standards Addressed in this Unit: 1.2.6.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases 1.2.6.K - Determine or clarify the meaning of unknown and multiple meaning words and phrases 1.3.6.F - Determine the meaning of words and phrases as they are used in grade-level reading and content 1.3.6.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

Important Standards Addressed in this Unit: N/A

Misconceptions:

Students believe that learning vocabulary does not help one become a better reader. Students believe that academic vocabulary is only utilized in an English Language Arts curriculum.

Concepts/Content: Vocabulary from selected fiction

and nonfiction text Academic Vocabulary

Competencies/Skills: Story based vocabulary Vocabulary – research, plot,

poetry, figurative language, content-related

Description of Activities: Make prediction of unknown words Create power point as digital flashcards Apply vocabulary into writing Use strategies and tools to determine meaning

of unknown vocabulary Quizlet

Assessments: Completed power point Application of vocabulary Transfer of vocabulary to other content areas

Interdisciplinary Connections: Cross- curricular vocabulary Digital Tools

Additional Resources: District approved academic vocabulary Story based vocabulary Content area vocabulary

Subject: Reading Grade: 6 Suggested Timeline: Ongoing throughout the year

Unit Title: Literature Circles – Independent Reading

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing fiction text. Students will identify and analyze the characters, setting and plot of a fiction text. Students will learn how to collaborate and discuss information related to text with peers. Students will participate in a whole group literature circle learning experience. The literary elements addressed in the unit include: setting, characterization, setting, theme and plot. Beyond the elements, students will learn the roles related to a collaborative literature circle environment. This will set the stage for future literature circle experiences in the school year. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.

Essential questions addressed in this unit: How does the setting affect the plot? How do strategic readers create meaning from a literary text? How does characterization play a role in the different elements of plot? What event advances the plot? What is the theme of the literary work?

Unit Objectives: Students will 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 person opinions or judgments. Students will cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn

from the text. Students will 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. Students will analyze how the structure of a text contributes to the development of the theme, setting and plot. Students will determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation

of figurative language in context.

Students will determine or clarify the meaning of unknown and multiple –meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools. Students will read and comprehend literary fiction on grade level, reading independently and proficiently. Students will compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as

their use of additional literary elements.

Focus Standards Addressed in this Unit: 1.3.6.B - Cite textual evidence to support analysis of what the text says explicitly, as well as inferences 1.3.6.C - Describe how a particular story or drama’s plot unfolds in a series of episodes 1.3.6.E - Analyze how the structure of a text contributes to the development of theme, setting, and plot 1.3.6.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Important Standards Addressed in this Unit: 1.3.6.A - Determine a theme or central idea of a text and how it is conveyed through particular details 1.3.6.F - Determine the meaning of words and phrases as they are used in grade-level reading and content 1.3.6.H - Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as

their use of additional literary elements 1.3.6.I - Determine or clarify the meaning of unknown and multiple meaning words and phrases

Misconceptions: Students believe that text evidence is not needed to support a theme. Students believe that personal opinions or judgments can be included when writing a summary. Students believe that a character is static throughout the story. Students believe the structure of the text does not helps to develop the theme, setting and plot.

Concepts/Content: Vocabulary Questioning Plot stages Summarizing Character Setting Theme

Competencies/Skills: Define unknown vocabulary Create questions to lead

discussions Plot stages – Exposition, Rising

Action, Climax, Falling Action, Resolution

Analyze Character

Description of Activities: Read literature circle novels Small group discussion Question writer Summarizer Story Mapper Vocabulary Finder Create plot line

Write summary Describe Setting Infer Theme

Assessments: Evaluate a given novel using a plot diagram Analyze a story’s theme and infer this from implicit evidence Small group discussion List characters Complete literature circle assignments

Interdisciplinary Connections: Digital Tools 1.4.6.N Writing 1.4.6.D Writing 1.4.6.S Writing 1.5.6.A Speaking and Listening 1.5.6.G Speaking and Listening

Additional Resources: District Approved Novels Graphic Organizers Teacher created resources