Teachers: Anders & Williams Grade6 Subject: Language Arts
Curriculum Map
Reidsville Middle School 2011-2012
Second Semester—Jan.2012—May 2012
Teachers: Anders & Williams Grade6 Subject: Language Arts
NCSCOSObj/Goal#
Skill &
Teaching Dates
(What content will be taught & When) / Teaching Strategies
(How I will teach the content) / Literacy Connection
(How I will integrate Reading & Writing skills) / Math Connection
(How I will integrate Math skills) / Assessments
(HowI will know if students mastered the content) / Enrichment
(How I will support students who do not master the content)
January/February
SCS—1.03—interacting appropriately in group settings
5.01, 5.02—figurative language, themes, and literary
techniques, with a focus on poetry
6.01—continue using word parts and context clues todetermine meanings of words.
1.02 summarizing and comparing, with a focus on novels and poetry
February/
March/April
SCS--1.03—interacting appropriately in group settings
6.01—continue determining word meanings based on word parts and context
3.01—drawing inferences and summarizing author’s purpose with speeches, argumentative text
4.01, 4.02—determining underlying assumptions in essays and speeches
1.04—reflecting on learning experiences
and understanding of text
2.02—examining a variety of text in order to do research / Think/pair share—Students will share their knowledge with others and teach others
--Students will use high-level questioning cards to analyze poetry and to share their reflections with others
--Students will summarize, compare, and contrast poems from various authors and from various time periods
--Students will use journals to reflect on their own personal experiences which are similar to those in the novels and poems
--Students will use figurative language to create their own poems
--Students will use technology to represent the themes and moods of their poems
--Students will debate topics brought out from the literature
--Students will use high-level questioning cards in their literature circles in order to analyze argumentative text for underlying themes or biases.
--Students will respond to argumentative/informational text in their journals.
--Students will share their feelings and knowledge with others in a group setting.
--Students will use their knowledge about text in order to determine the main argument of an essay or speech.
--Students will use graphic organizers to analyze the main idea and details of an essay or argumentative text.
--Students will use technology to research topics.
--Students will use technology to share researched information with others. / --Students will write reflections in journals
--Students will summarize text
(poetry, speeches)
--Students will create graphic organizers to help them analyze and create poetry. / --analyzing patterns in rhyme schemes in poetry
--Use of a timeline as a frame of refererence for various pieces of literature.
--use of an outline to organize thoughts as the students word on research papers
--focus on ordinal words to determine main idea and author’s purpose. / --graded journals
--use of a rubric to grade the poems which the students create.
--graded poetry project
--grades on benchmark
--use of a rubric to grade student essays
Common Assessments
Tech-Steps—“Poetry in Motion” project
Benchmark—Focus on analyzing poetry
Students will research a topic using technology
Students will write their own essays about a topic
Students will take multiple choice tests which focus on argumentative and informational text. / --EC Support Staff will teach small groups
--Teachers will have small group/one-on-one remediation at lunchtime
--Literacy coach will pull small groups during enrichment period
--Teachers will have school tutoring
--Elective teahers will pull small groups from enrichment period to help with test-taking skills