RE08 Curriculum Map
From Brush Schools Wiki
Go back to main Reading page.
Contents |
August
Content and Essential Skills
Standard 4d: Analyze text to make predictions and draw conclusions.
Standard 6b: Apply literary terminology and knowledge of literary techniques (including, but not limited to, setting, protagonist, antagonist, point of view, foreshadowing, personification, and flashback) to understand text.
Skills
4d: What I want them to know?
- Make predictions.
- Draw conclusions.
4d: What I want them to do?
- Analyze text to make predictions and draw conclusions.
- Identify the main idea.
4d: What I want them to understand?
- The student can use these techniques on all peices of literature.
- The students can use these techniques in all content areas.
6b: 1. What I want them to know?
- Literary terms and definitions: Perspective, Point of View, Conflict, Idiom, Figures of Speech (Similie, Metaphor, Personification), Plot, Character, Protagonist, Antagonist, Setting, Foreshadow, Climax, Denouement, Resolution, Description, Exposition, Complication, Dialogue, Mood, Theme, Genre.
- 2: What I want them to do?
- Identify the literary terms by/through examples.
- Recognize and give definitions.
- 3: What I want them to understand?
- The literary terms form the structure of every story the student reads.
- Understand the differences in "conflict".
Assessment
Pretest on the literary elements.
Quiz on the story structure.
Review on the literary terms.
Note: Adapt and modify assessments to mirror CSAP.
Resources
Two Silouettes on the Shade
Raymond's Run
Broken Chain
Watsons' Go to Birmingham
Optional
September
Content and Essential Skills
Continued from August.
Standard 1g. Use context clues to recognize and understand unfamiliar words.
Standard 3d. Use conventions correctly, especially apostrophe.
Skills
Continued from August.
What do we want them to know?
- Context clues, prefixes and suffixes.
What do we want them to do?
- Use context clues and apply to unfamiliar words.
What do we want them to understand?
- Reading and writing skills are interdependent.
Assessment
Apostrophe Worksheet.
Selection test for Broken Chain.
Class discussion.
Words to Own quiz.
Read Aloud.
Resources
Holt/Rhinehart Literature Book:
Raymond's Run
Broken Chain
Baseball in April
La Bamba
The No-Guitar Blues
Baseball in April
Two Dreamers
Barbie
Optional
October
Content and Essential Skills
Continued from September.
Standards 1g, 4de, and 6ab add 6c (read text and identify theme)
Skills
Repetition and reinforcement of skills.
What do we want them to know?
- Definition of theme
What do we want them to do?
- Identify the theme and put into own words.
What do we want them to understand?
- Theme is a life lesson applicable to their own lives.
Assessment
Make predictions.
3 x 5 cards: state theme of reading selection.
Objective test over Watsons Go To Birmingham.
Visualize the text by drawing related pictures.
Read Aloud/Act out travel scenes from the novel.
Resources
Novel: Watsons Go To Birmingham
Holt/Rhinehart Test Generator
CD's with music from the fifties: "Yakety Yak", "Under the Boardwalk".
Optional
November
Content and Essential Skills
Essentials skills and standards continued from the beginning of the year.
Standard 6a
Skills
What do we want them to know?
- Differences between short story novel, poetry, plays.
What do we want them to do?
- Recognize types of literature and understand differences in structure
What do we want them to understand?
- Literature of all types is a record of human experience.
Assessment
"Words to Own" worksheets from the Treasure of Lemon Brown, Tell-Tale Heart, The Listeners, There Will Come Soft Rain.
Information and activities introduced and administered by literacy coach.
Reflection journals (daily)
Objective test over To Kill a Mockingbird
Take home exam.
Resources
Literature text
Literary coach/six traits of reading
Novel/Video: To Kill a Mockingbird
Vocabulary list from the novel.
Optional
December
Content and Essential Skills
Standards continued 1c- add 1e (sequence events), 1g, 4ade, 6b (with particular attention to foreshadowing), add 6d (understanding figurative language).
Skills
What do we want them to do?
- Compare/contrast story through two different mediums, i.e., movie/novel.
- Sequence events.
What do we want them to know?
- Literary terms as stated.
Assessment
Assessments continued
Resources
Resources continued
Optional
January
Content and Essential Skills
Standard 6a and 6b. Standard 4a,c,and d.
Skills
1. What do we want them to know?
- Historical background of WWII and the Holocaust.
- Time frame of the Holocaust.
- Review important historical figures and related events.
- New literary terms, scene, act, drama, stage directions.
- Know the structure of a play.
2. What do we want them to do?
- Watch videos, take topic notes, and read the play, The Diary of Ann Frank.
3. What do we want them to understand?
- That hatred is a very powerful force, but goodness prevails.
- The Power of One.
- Plays are written with a particular point of view.
- Reading about an historical event, can provide experience.
Assessment
Write "I Would Take Letter".
Project to demonstrate the power of the triumphant spirit.
Take an objective test.
Black Diamond Activity.
Resources
Text book
Videos
Black Diamond Activity
Optional
February
Content and Essential Skills
Standard 1a, b, d, g.
Standard 4a, c, d.
Standard 5a, c, e.
Skills
1. What do we want them to know?
- Know all literary terms, author background, vocabulary terms.
- Know points of view.
- Know the difference between point of view and perspective.
- Know how to find the main idea.
2. What do we want them to be able to do?
- Visualize what they read.
- Identify examples of literary terms from every genre.
- Predict resolutions.
- Explain types of conflict.
- Make inferences. Listen, read, and view a variety of genres.
- Use questions who, what, where, when, and why to find the main idea.
3. What do we want them to understand?
- Understand the human experience is universal.
- Understand the difference between fantasy and science fiction.
- Life experience affects perspective.
- Literary terms apply to all forms of literature.
- All literary work has the same basic structure.
- That finding the main idea is a very important skill.
Assessment
Selection tests from literature text.
Objective teacher generated exams.
Pop quizzes.
Vocabulary tests.
Class participation and discussion.
Reading aloud.
Resources
Textbooks: Flowers for Algernon.
Movie: Awakenings, The Incident, A Walk to Remember.
Novel: The Giver, Harris and Me.
Optional
March
Content and Essential Skills
Standards continued.
Skills
Continued from February
Assessment
Continued
Resources
Continued
Optional
April
Content and Essential Skills
Standards continued February, March, and April.
Skills
Continued.
Assessment
Continued.
Resources
Continued.
Optional
May
Content and Essential Skills
Standards continued.
Skills
1. What do we want them to know?
- Students need to know how to listen to and visualize the events of a story.
- Six Traits of Reading.
2. What do we want them to do?
- Concentrate and keep their focus while listening to a story.
- Draw a picture that accurately portrays events.
- Retell the story.
- Identify the structure and literary terms.
- Use six traits of reading.
3. What do we want them to understand?
- Literary skills apply to reading, listening, and viewing.
- Synthesis and evaluation are higher thinking skills.
Assessment
Pictures and original art work.
Teacher generated quizzes.
Class discussion.
Teacher observation.
Resources
Harris and Me
District Literacy Coach
Optional
