Calhoun County Schools

2011-12 Day Date Day 1 Aug. 4 Th 2 F 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Aug. 8 M Th W TH F M Th W TH F M Th W TH F M T W TH F T W TH F M T W TH F M T W TH F M T W TH F M T 6th SS Standard none none

180 Day Plan

1st Quarter Element Topic CCMHS Policies/Procedures Handbook

Course:___________ Grade:_______________________

Aug. 15

Aug. 22

Aug. 29

Sept. 6

Sept. 12

Sept. 19

none none none none none G8 a G8 b G9 a G10 a G10 b G11 a G11 b G11 c CG4 a CG4 a CG4 b CG4 c CG5 a CG5 b all above E5 a,b,c E6 a, b E7 a,b E7 c E7 d H6 a H6 a H6 b H6 b H6 c H6 d H6 d H6 d all above H7 H7 H7 H7 H7 H7 a a a b b c

Concepts of 6th Social Studies conflict, change, culture governance, human/environment interaction location, economic concepts time, change, continuity, movement Pretest- Study Island Europe Today- geographic features, map European countries, map skills Environmental issues, acid rain Influences on UK and Russia, double bubble Influences on Italy and Germany Diversity of Language (romance, slavic, and cyrillic) Describe major religion Literacy rate influence Government Distribution of power Assessment/Performance Task, Tree Map Citizen Participation Predominant Democratic Governments Compare Gov't Btw UK, Germany, and Russia Describe European Union Quiz or Assessment, formal assessment Enviro-Econ forces in Europe Compare Economies Trade and Currency Human and Capital Investment Natural Resources Entrpreneurship Europe's Historical Influences Exploration/Col Exploration/Colonization Empire Building of Spain and Portugal Empire Building of England and France Colonization of Australia Results of Empires on Africa Results of Empires on Asia Results of Empires on WW1 Performance Task or Assesment Developments following WW1, Russian Revolution Developments following WW1, Versailles Developments following WW1, Nazism Impact of WW2 (Holocaust, SuperPowers) Coldwar - Field experience - Infantry Museum Collapse of USSR 1st Nine Weeks Testing and Review

37 Sept. 26 38 39 40 41 42 Oct. 3 43

Calhoun County Schools

44 45 Day 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 W TH 2011-12 Date Day Oct. 12 W Th F Oct. 17 M T W TH F Oct. 24 M T W TH F Oct. 31 M T W TH F Nov. 7 M T W TH F Nov. 14 M T W TH F Nov. 28 M T W Th F Dec. 5 M T W Th F Dec. 12 M T W Th F Test Test

180 Day Plan

Course:___________ Grade:_______________________

H1 H1 H1 H2 H2 H2 H2 H2 H2 H2 H3 H3

a a b a a b b c c c a b

G1 G1 G1 G2 G3 G4 G4 G4 CG1 CG1 CG1 CG2 E1 E1 E1 E2 E2 E2 E2 E3 E3 E3 E6

a b a,b a a,b a b c a b c a a b c a b c d a,b c d none

Begin 2nd Nine Weeks Latin Americas Cultural Legacy Aztec/Cortez Inca/Pizarro Columbian Exchange Triangular Trade and Slavery Revolutionary Uprising Influence of Language Influence of Religion Latin American Independence L'Overture Simon Bolivar Miguel Hidalgo Cuban Revolution Zapatista Guerilla Movement Performance Task Performance Task Assessment Latin America Today geographical features of LA Countries of LA and Carribean Map skills Task Environment concerns, Oil,Deforestation, Mx City Influence on LA Results of Ethnic Blending Explain Language influence on LA, culture region Evaluate Literacy Rate Describe governments and power distribution Citizenship Participation Describe democracy in Brazil and Mexico Compare Fedral Rep system, Brazil, US, Mx, Cuba Assessment Enviro-Econ forces in LA Compare Economies Explain Mixed, Pure, and Command Economies Compare Canada, Cuba and Brazil Economies Explain Specialization Compare/Contrast trade barriers Explain NAFTA Explain Currency Exchange Explain investment in Human, capital, and GDP Describe natural resources Describe entrpreneurship Personal Money Management Performance Task 2nd 9 weeks Test and Review 2nd 9 weeks Test and Review 2nd 9 weeks Test and Review

Calhoun County Schools

2011-12 Date Day Jan. 4 W Th F Jan. 9 M T W Th F Jan. 17 T W Th F Jan. 23 M T W Th F Jan. 30 M T W Th F Feb. 6 M T W Th F Feb. 13 M T W Th Feb. 22 W Th F Feb. 27 M T W Th F Mar. 5 M T W Th F 2011-12

180 Day Plan

Course:___________ Grade:_______________________

Day 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132

all above all above all above all above all above all above all above all above H4 H4 H4 H5 CG1 CG3 G5 G5 G5 G5 G6 G6 G7 E1 E1 E2 all above all above all above all above all above all above H8 H8 H9 H9 G12 G12 G12 G13 G14 G14

a b b a a,b,c a a a a a a b a a a c

a a a b a a a a,b a b

Begin 3rd 9-weeks Latin America Project Latin America Project Latin America Project Latin America Project Latin America Project Latin America Project Latin America Project Latin America Project Canada Today Influence of Language/Reigion Canadian Independence, from Britain Canadian Independence, from Commonwealth Quebec and Independence Review gov't, citizenship, and democratic forms Consitutional Monarchy Assesment Formal Enviro-Econ Influences on Canada Geography Provinces/Territories Physical features Interactive activity Influence of Location on where ppl live Influence of Location on trade Acid Rain, extection of natural resources Compare and contrast economies Canada, Cuba Compare and contrast economies Canada, Brazil NAFTA Assessment Canada Project Canada Project Canada Project Canada Project Canada Project Australian History Describe Aborigines Dreamtime and Aborigines British Colonization Affects of Colonization on Aboriginals Geography of Australia Identify geographical features Interactive Map Influence of Location on where ppl live, trade Impact of language and religion Literacy Rate Influence 3rd 9 weeks Test and Review 3rd 9 weeks Test and Review 3rd 9 weeks Test and Review

Calhoun County Schools

Date 133 Mar. 13 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 Day T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th

180 Day Plan

a,b,c a a,b,c a, b,c a,b,c d

Course:___________ Grade:_______________________

CG6 CG7 E8 E9 E10 E10 all above all above all above all above all above all above all above

Begin 4th 9-weeks Australia Government Systems, Citizenship, Dem. Describe Federal,Parliamentary Democracy Compare and explain Econ's, describe Oz system Explain/ Review Specialization, Trade barriers, Currency Human, Capital and GDP, natural resources Review Entrepreneurship Study Island Australia Project Australia Project Australia Project Australia Project Australia Project Australia Project Post Test/Frameworks- Study Island CRCT Review Review Based on Post Test Review Based on Post Test Review Based on Post Test Review Based on Post Test Review Based on Post Test Review Based on Post Test Review Based on Post Test Review Based on Post Test Review Based on Post Test CRCT Testing and Continued Review CRCT Testing and Continued Review CRCT Testing and Continued Review CRCT Testing and Continued Review CRCT Testing and Continued Review Personal Finance Intro Personal Finance (GA Experience Book) w Math Investment/Savings Intro to Middle East Geography Physical features Mapping Study Island Location of oil Reserves and Distribution influence of location on population Review Finals Finals Finals Lab Day- Study Island

Mar. 19

Mar. 26

Apr. 9

Apr. 16

Apr. 23

Apr. 30

May 7

E4 E4 E4 7th grade 7th grade 7th grade 7th grade 7th grade 7th grade 7th grade

none none none

May 14

orange

Calhoun County Schools

beige green yellow blue

180 Day Plan

Performance Task/Assessment Other or Class Grade/Daily Grade Regular Test BenchMark (9wks)

Course:___________ Grade:_______________________

Calhoun County Schools

2011-12 Standard and Day l TH LSV1 Element F M T W TH F
R1.1 &1.2 all

180 Day Plan

Course: Reading Grade: Sixth Grade

Day 1

Date Aug. 4

2 3 Aug. 8 4 5 6 7

R2 R1.1 R1.1 R1.1 R3

a-d e -plot e, i, ii e-plot a-d

8 Aug. 15

R2 a-d; R1.1 e

9 10

Th W

R1.1 R1.1

c
b; f

11 12 13 Aug. 22 14 15 16 17 18 Aug. 29

TH F M T W TH F M

R1.1 R3 R2 R1 R1 R1

e a-d a-d e e d

1st Quarter Topic Go over school rules; policies and procedures for class; discuss class rules and consequences PreTest Introduce Narrative Texts and content vocabulary; Preview Vocabulary for "Priscilla and the Wimps"; quick write Read "Priscilla" - have students complete a plot diagram of story Students will work to identify conflict in the story of "Priscilla" and discuss the various types of conflict. Students will read a story from the "Focus on Plot" series and will develop a plot (flow) map for that story Introduce Performance Task - Reading Strategies - review strategies and help students select a book to read and practice / model Read Aloud/Think Aloud Preview Vocabulary for "The King of Mazy May" - Discuss the author, Jack London - discuss the setting of the story and how it affects to the story. Read "The King of Mazy May" - review setting/historical fiction - active reading practice Students will discuss how the dialogue of a story is affected by setting, time period, etc. Students will also look at the difference between first and third person narration Selection Test on "Priscilla" & "Mazy May" - plot and character emphasis/setting, dialogue and description Performance Task - Reading Strategies - Students will review their stories and practice reading aloud with a partner Introduce "Future Tense" - discuss science fiction; introduce story vocabulary Read "Future Tense" - active reading practice (RATA) making connections, questioning; predictions Create thinking maps tied to the story in groups- character (bubble), plot (flow); students will also identify types of conflict in the story

Spotlight on theme book - "The Emperor's New Clothes" - understanding theme in a story R3 a-c; LSV2.2 a-d Performance Task - Reading Strategies - Students will present their readings to the class RC3 a Explore genre in the stories read - science fiction, historical fiction, realistic fiction - create a tree map to illustrate characteristics of the three genres, specifically with setting Narrative Unit Test to cover R1.1 standard a-f and vocabulary acquistion from unit Introduce Fluency Unit; Timed Reading Tests/ Independent Reading time Introduce Reader's Theater - Read "Lightning Larry" story in narrative form and then have students read though it as Readers Theater.

19 20 21

T W TH

R1.1, a-f; R2 a-d R3 R3 a-c a-c

Calhoun County Schools

22 23 Sept. 6 F T

24 25 26 27 Sept. 12

W TH F M

Course: Reading Grade: Sixth Grade RC1; RC4 a; LSV1 Introduce Book Talks and help students select a book from the reading list e-g to read for the first 9 weeks. Model book talks R3a-c; LSV e-g Divide students into groups to select Reader's Theater selections - practice presentations in groups - establish guidelines for presenting; practicing; group work, etc. R3a-c; LSV e-g Practice presentations for Reader's Theater R3a-c; LSV e-g Practice presentations for Reader's Theater R3 a-c; LSV2.2 a-d Present Reader's Theater to the class R3a-c; LSV e-g Students will discuss poetry and how it can be used to convey an idea and discuss the idea of dramatic interpretation. Students will choose a poem from a list of several to practice and read aloud to the class.

180 Day Plan

28 29 30 31 32 Sept. 19 33 34 35 36 37 Sept. 26 38 39 40 41

T W TH F M T W TH F M T W TH F

R3a-c; LSV e-g R3a-c; LSV e-g R3 a-c; LSV2.2 a-d RC1; RC4 a; LSV1 e-g R1.2 d

Students will practice reading their poem with a partner Students will practice reading their poem with a partner

Read poem aloud to the class Individual Reading Time - book talks - work on books talks/Timed Reading Tests RATA - picture book about WW1 or WW2 - determining importance in a text - create a tree map outline of the text RC4 b Students will read a segment of Anne Frank or Letters from Rifka to discuss the impact of WW2 on students their own age. RC2 e Students will read a segment from their book and discuss why the author wrote that particular book/letter RC2 d Read book - discuss difference between textbook accounts and first person narrative stories about an event RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.1 e Read story - characterization - create bubble map of main character R1.1 R1.1 R1.1 LSV1 e e b b,d,f,g Read story - Flow map of events in the story in order Read story - Flow map of events in the story in order Students will look at the author's use of dialogue and description to help the reader visualize setting and characters Field Experience to National Infantry Museum -- Social Studies Cross Curricular Collaboration with study of Europe and WW1&2 - Students will complete assigned task while at the museum

42 43 44 45

Oct. 3

M T W TH

RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.1 b,e; RC2 d,2, Novel Test - Literary Texts - Rifka or Anne Frank RC4b ELAR1.1 a-h; 9 Weeks Test/Review ELAR3 a-c ELAR1.1 a-h; 9 Week Test/Review Begin 2nd 9-Weeks Students will preview the vocabulary for "The Dog of Pompeii" and will also look at the historical connection with Pompeii by viewing present day pictures that show the damage. R1.1 e, RC2d, RC4a Students will read "The Dog of Pompeii" and plot out the story in a flow map

ELAR3 a-c 2011-12 Date Day Day W R1.1 c 46 Oct. 12

47

Th

Calhoun County Schools

48 49 Oct. 17 50 51 52 53 54 Oct. 24 55 F M T W TH F M T

Course: Reading Grade: Sixth Grade R1.2 d Students will read a paired non-fiction about Pompeii from the "You Wouldn't Want to Be" series Study Island/Differentiation - CC Diagnostic Pre-test R1.2 a Students will look at non-fiction texts and identify text features in them including glossary, index, headings, etc. R1.2 b, RC2f Students will look at non-fiction texts to identify graphic features of texts including picture, captions, charts, etc. R1.2 c Students will review organizational structures of texts and look at key words and transition words RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.2 a,b Study Island/Differentiation - graphic and text features R1.2 c,d Students will read a text comparing Hurricane Katrina to the San Fransico Earthquake in 1906 and answer questions about what they read - then students will complete a Double-Bubble Map to compare/contrast the two

180 Day Plan

56 57 58 59 Oct. 31 60 61 62 63 64 Nov. 7 65 66

W TH F M T W TH F M T W

67

TH

68 69 Nov. 14 70 71 72 73 74 Nov. 28

F M T W TH F M

Students will research and read about other disasters and begin work on a multi-flow map to illustrate causes and effects of it Students will research and read about other disasters and begin work on a multi-flow map to illustrate causes and effects of it Students will research and read about other disasters and begin work on a multi-flow map to illustrate causes and effects of it R1.2 c,d Study Island/Differentiation - main idea & organizational structures R1.2 a-d; RC2 d,e,f; Expository Texts Unit Test RC4b LSV2.1 a,b Students will review various propaganda techniques that are used in commercials LSV2.1 a,b Students will watch commercials and identify the propaganda techniques used in each and defend their selection RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.2 c,d Study Island/Differentiation - main idea & organizational structures R1.2 b,d Students will peruse magazines and newspapers looking to identify persuasive and propaganda techniques. R1.2 b,d Students will peruse magazines and newspapers looking to identify persuasive and propaganda techniques to create a poster of one of the techniques. R1.2 b,d Students will peruse magazines and newspapers looking to identify persuasive and propaganda techniques to create a poster of one of the techniques. RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.2 d; LSV2g Study Island/Differentiation - evaluating arguments R2 a-d Introduce Drama genre and content vocabulary; Preview vocabulary for "Charlie and the Chocolate Factory" R1.1 e Assign parts for "Charlie" and start reading story according to assigned parts examining characterization as each new character is introduced R1.1 e Read "Charlie" according to assigned parts and examine characterization as new characters are introduced RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks RC2 f Study Island/Differentiation - Disciplinary Texts

R1.2 c,d W3 a-b

Calhoun County Schools

75 76 77 78 79 80 81 82 83
Dec. 5

T W Th F M T W Th F

M 84 Dec. 12 T 85 W 86 Th 87 F 88 2011-12 Date Day Day W R1.2 89 Jan. 4 Th R1.2 90 91 F R1.2

Course: Reading Grade: Sixth Grade R1.1 b Read "Charlie" according to assigned parts and examine how the author uses dialogue and description to develop characters R1.1 a,h Read "Charlie" according to assigned parts; examine the use of sensory details and figurative language throughout the story R1.1 d Read "Charlie" according to assigned parts; examine the theme revealed through the story, especially in the songs of the Oompa Loompas RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - books on e-g trial (DOE Task Bank) R1.1 b Study Island/Differentiation - Theme R1.1 e Read "Charlie" according to assigned parts, develop flow map for the story R1.1 e Continue working on flow map to plot events in the story R1.1 e Develop character maps for each of the five children in the story RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - books on e-g trial (DOE Task Bank) R1.1 a,h Study Island/Differentiation - figurative language Persuasive/Propaganda/Charlie Unit Text 9 Weeks Test/Review 9 Weeks Test/Review 9 Weeks Test/Review

180 Day Plan

d d a-d

92 93

Jan. 9

M T

R2 a-d LSV2.1 a,b; R1.2 d

94

LSV2.1 a,b; R1.2 d; R1.1g R1.2 a-d; LSV2.1a,b RC1; RC4 a; LSV1 R2 a-d R1.2 R1.2 a,b c

95 96 97 Jan. 17 98 99 100 101 Jan. 23

Th F T W Th F M

Begin 3rd 9-weeks Reader's Handbook - "How to read persuasive texts" Students will read a persuasive article and identify the main idea of the text and understand the argument the author is trying to present Students will read persuasive text identifying text and graphic features, organizational structure and main ideas of the text in an effort to better understand Study Island/Differentiation - Vocabulary Students will listen to selected examples of persuasive speech to identify persuasive and propaganda techniques; as well as to understand the main idea conveyed by the speaker Students will seek to understand the tone of a speaker by looking at the words they use as well as listening to the way they emphaise words and phrases Persuasive Reading Unit Test Individual Reading Time - book talks - work on books talks Preview vocabulary for "Volcano"; activate prior knowledge by discussing Pompeii and study of volcanoes - discuss Mt. St. Helen Preview text of "Volcano" looking for text and graphic and features to help identify understanding of the text - Read "Volcano" Read "Volcano" and trace the timeline based on the events in the story create a time line of events that happened while Mt. St. Helens erupted

RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R2 c Study Island/Differentiation - Historical Events and Literature

Calhoun County Schools

102 T

103 104 105 106 Jan. 30 107 108 109 110 111 112 113 114 115 116 Feb. 13 117 118 119 120 Feb. 22 121 122 123 Feb. 27 124 125 126 127 128 Mar. 5 129 130

W Th F M T W Th F M T W Th F M T W Th W Th F M T W Th F M T W

Feb. 6

Course: Reading Grade: Sixth Grade LSV2.1a-b; R1.2d Students will view videos of Mt. St. Helens to help them better understand the sequence of events of the eruption and its after effects; students will complete a multi-flow map of the causes and effects R2 a-d Preview vocabulary for "When Plague Strikes" - activate prior knowledge of Europe and the Medevial time period and health R1.2 a,b Preview text of "When Plague Strikes" by reviewing text and graphic features to help understand the text - Read "Plague" RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.2 c Study Island/Differentiation - Structure (CC) R1.2 d Read "When Plague Strikes" tracing the progression of the disease (flow map) as we read R1.2 c Review the different segments of the story to identify the different text structures used in the story R1.2 a-d; R2 a-d Test on "Volcano"/"When Plague Strikes" RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.1 a,h Study Island/Differentiation -figurative language R1.2 a Discuss parts of a dictionary, web site, etc. - text features R1.2 b Identify parts of a atlas, reading charts, etc. - graphic features R1.2 a, b Scavenger hunt - identify parts of a dictionary; word parts; index; glossary; map skills; atlas, etc. RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - Roald Dahl e-g R1.2 a Study Island/Differentiation - reference skills R1.2 e Follow multi-step instructions to complete a simple project; students will build a kite or put something together R1.2 e Follow multi-step instructions to complete a simple project; students will build a kite or put something together R1.2 a-d; R2 a-d Unit test on non-fiction/informational texts R2 a-d Preview vocabulary for "James and the Giant Peach"; Start reading chapter 1-3 R1.1 e Read chapters 4-7 of "James"; Write a journal entry about the setting

180 Day Plan

R1.1 R1.1 R1.1 R1.1 R1.1 R1.1

e e g e e d

Read chapters 8-12 of "James"; Write a journal entry about the characters Study Island/Differentiation - setting/characters Read chapters 13-17 of "James"; Write a journal entry about the tone of the story Read chapters 18-23 of "James"; Write a journal entry about the plot

Read chapters 24-28 of "James"; Write a journal entry about the conflict Read chapters 29-33 of "James"; Write a journal entry about the theme of thes story/author's purpose R1.1 e Study Island/Differentiation - plot, conflict and resolution RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - Roald Dahl e-g 9 Weeks Test/Review/James and the Giant Peach test

Calhoun County Schools

131 132 Th F 2011-12 Day T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F

180 Day Plan

9 Weeks Test/Review 9 Weeks Test/Review

Course: Reading Grade: Sixth Grade

Date 133 Mar. 13

134 135 136 137 Mar. 19 138 139 140 141 142 Mar. 26 143 144 145 146 147 148 149 150 151 152 Apr. 16 153 154 155 156 157 Apr. 23 158 159 160 161

Apr. 9

Begin 4th 9-weeks R1.1 a,h Review poetry in "James"/look at alliteration, rhyme, onamatopeoia R1.1 e Create a quilt square to show a piece of conflict in "James" R1.1 e Create a quilt square to show a piece of conflict in "James" RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - Roald Dahl e-g R2 a-d Study Island/Differentiation - Vocabulary R2 a Context Clues - discuss how to use context clues R2 b Greek and Latin affixes/ R2 c,d use dictionaries to find meanings of words and to understand that words have multiple meanings RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.1 i, j Study Island/Differentiation - Tradiational Literature/Mythology R2 a-d Discuss traditional literature and mythology and define them for the students. Preview vocabulary for the story R1.1 i, j Read "How Anansi got all the stories" and compare it to the video R1.1 i, j Read various creation myths and have students look for similarities and differences between them RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.1 f Study Island/Differentiation - identifying speakers R1.1 i, j Read "Tar Baby" with the students and watch the video of "Tar Baby" and Brer Rabbit R1.1 i, j Read "Mufaro's Beautiful Daughter" and compare it to traditional Cinderella type stories R1.1 a,h Examine figurative language and sound in myths and poetry RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks R1.1 i, j Study Island/Differentiation - Traditional Literature/Mythology R1.1 a-j Review of standards for CRCT practice R1.2 a-e Review of standards for CRCT practice R2 a-d Review of standards for CRCT practice RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - Katherine e-g Paterson R1/R2 all CRCT - Study Island/Differentiation (Post Test) 7R1.1 b,f CRCT - Read Bridge to Terabithia ch. 1 with students - focus on Jesse Aaron (main character)/complete circle map w/ text support 7R1.1 b,f CRCT - Read Bridget to Terabithia ch. 2-3 with students - focus on Leslie Burkes (main character)/complete circle map w/ text support 7R1.1 e CRCT - Read Bridge to Terabtihia - ch. 4 - start developing flow map of the story and look at how the events advance the plot 7R1.1 e CRCT - Read Bridge to Terabithia ch. 5-6 - continue working on flow map of the story and looking at how the events advance the plot Study Island/Differentiation - Post Test

162 Apr. 30

Calhoun County Schools

163 164 165 T W Th

166 167 168 169 170 171 172 May 14 173 174 175
May 7

F M T W Th F M T W Th

Course: Reading Grade: Sixth Grade 7R1.1 h Read Bridge to Terabithia ch. 7-8 - discuss how the author's word choice contributes to the tone and mood of the story 7R1.1 h Read Bridge to Terabithia ch. 9-10 - discuss how the author's word choice contributes to the tone and mood of the story 7R1.1 f Read Bridge to Terabithia ch. 11-13 - discuss how Jesse has changed throughout the story based on his relationship with Leslie - complete double/bubble map RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - Katherine e-g Paterson 7R1.1 b,e,f,h Complete Lit Tac Toe activities for Bridge to Terabithia - look at character, plot and response to lit. 7R1.1 b,e,f,h Complete Lit Tac Toe activities for Bridge to Terabithia - look at character, plot and response to lit. 7R1.1 b,e,f,h Complete Lit Tac Toe activities for Bridge to Terabithia - look at character, plot and response to lit. 7R1.1 b,e,f,h Complete Lit Tac Toe activities for Bridge to Terabithia - look at character, plot and response to lit. RC1; RC4 a; LSV1 Individual Reading Time - book talks - work on books talks - Katherine e-g Paterson 7R1.1 a Understanding the theme in Bridge to Terabithia 9 Weeks Test/Review 9 Weeks Test/Review 9 Weeks Test/Review

180 Day Plan

Calhoun County Schools

2011-12 Date Day Aug. 4 TH F M T

180 Day Plan

Course: ELA Grade: Sixth Grade

Day 1 2 3 4

Standard and l LSV1

C1a,b,c; W2; W4

Aug. 8

W4 W1

a a,b

W4

6 7

TH F

W1 LSV1

b a,b

8 Aug. 15 9 10

M T W

C1 W4 W2 (n)

b a
a

11 12 13 Aug. 22 14 15 16 17 18 Aug. 29 19 20 21 22 23 Sept. 6

TH F M T W TH F M T W TH F T

W2 (n) C1 C1 W2 (n) W2 (n) W2 (n) W2 (n)

d a, i a, iv,v a b c,d b

C1 a, iv,v W4 b W4 b; C1 a,iv,v W4 c

W2 (n) a-f; W4 a-c; C1 a,i, iv,v W2(t) a

Calhoun County Schools

24 25 26 27 Sept. 12 28 29 30 31 32 Sept. 19 33 34 35 36 37 Sept. 26 38 39 40 41 W TH F M T W TH F M T W TH F M T W TH F W2(t) W2(t) W2(t) W2(t) W4 a a c c b

180 Day Plan

Course: ELA Grade: Sixth Grade

W2(n) f; W1 b,c C1 a, vii W2(t) a-d; W1 a-d; W4 b W2 (ex) a-h W2 (ex) W2 (ex) W2 (ex) C1 C1 W4 W3 W3 LSV1 a-h c h a, viii, ix a, iii, vi a a a b,d,f,g

42 43 44 45 Day 46 47 48 49 50 51 52 53 54 55 56

M T W TH 2011-12 Date Day Oct. 12 W Th F Oct. 17 M T W TH F Oct. 24 M T W

Oct. 3

C1 a, iii, vi C1a,b,c; W2(n); W4 C1a,b,c; W2(n); W4 C1a,b,c; W2(n); W4

W4 W3 C1 C1 W2 (ex) W4 W2 (ex) C1 C1 W4 W2 (ex)

a b,c a, iii, vi a a,b b c,d,e a, ii a c g,h

Calhoun County Schools

57 58 59 Oct. 31 60 61 62 63 64 65 Nov. 7 TH F M T W TH F M T W TH F M T W TH F M T W Th F W2 (ex) C1 C1
W1

180 Day Plan

g,h c a
c

Course: ELA Grade: Sixth Grade

W2 (t) a,c C1 c C1 a,c; W2 (ex) a-h; W3 a-c; W4 a-c W2 (ex) a-h W2 (p) a-g W2 (t) a,c W2 (p) b,f C1 c W2 (p) a-g W2 (p) e,f C1 c; W1 c W2 (p) e,f; LSV2,1 a C1 C1 W2 (t) W2 (t) W2 (t) W2 (t) W2 (p) LSV1 W2 (p) W2 (p) C1 W2 (p) C1 b,c b,c a-d a-d a-d a-d e,f c,g,h,k b f,g d a-g a-d

66 67 68 69 Nov. 14 70 71 72 73 74 Nov. 28 75 76 77 78

M 79 Dec. 5 T 80 W 81 Th 82 F 83 M 84 Dec. 12 T 85 W 86 Th 87 F 88 2011-12 Day Date Day W 89 Jan. 4 Th 90 F 91 M 92 Jan. 9 T 93

W2(t) W2 (p) W2 (p) W1 W2 (p)

c b c,d c g

Calhoun County Schools

94 95 96 97 Jan. 17 98 99 100 101 Jan. 23 102 103 104 105 106 Jan. 30 107 108 109 110 111 Feb. 6 112 113 114 115 116 Feb. 13 117 118 119 120 Feb. 22 121 W Th F T W Th F M T W Th F M T W Th F M T W Th F M T W Th W Th W2 (p) W4 LSV2.2 a-d b a-d

180 Day Plan

Course: ELA Grade: Sixth Grade

C1 c W2 a-d LSV2.1 a W2 (p) a-g; C1 b-d; W1 a-d; W4 a-c R2 a-d W2 (n) a-f W2(t) a-d W2 (ex) a-h W2 (p) a-g R2 a-d W2 all W2 all W2 all W2 all W2 (ex) b,h W3 b W3 c W2 (ex) a C1 W2 (ex) W1 W1 C1 W2 (ex) W2 (ex) W3 W1 W3 W2 (ex) W2 (ex) LSV1 W1 b,c c a a e b,d b,d b,c d b h a-h c,g,h,k a,b

F 122 M 123 Feb. 27 T 124 W 125 Th 126 F 127 M 128 Mar. 5 T 129 W 130 Th 131 F 132 2011-12

Calhoun County Schools

Date Mar. 13 133 134 135 136 137 Mar. 19 138 139 140 141 142 Mar. 26 143 144 145 146 147 148 149 150 151 152 Apr. 16 153 154 155 156 157 Apr. 23 158 159 160 161 162 Apr. 30 163 164 165 166 Day T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F

180 Day Plan

a b,c,d b,c,d b a-c c a-f a,c b b,c b,c c,d a b-d c,d d,g a d,g d,g a-c a-c a-c a-c a-c a-c a, i,ii a, iii, vi a, iv,v a vii, viii, ix c a,b c,d c,d a-f

Course: ELA Grade: Sixth Grade

W2 (rtl) W2 (rtl) W2 (rtl) W3 W4 W2 (rtl) W2 (rtl) W2 (t) C1 C1 W2 (ex) W2 (rtl) W3 W2 (rtl) W2 (n) W2 (ex) W4 W2 (ex) W2 (ex) W3 W4 W4 C1 C1 C1 C1 C1 C1 C1 W1 W2 (n) W2 (n) W2 (n) W2 (n)

Apr. 9

Calhoun County Schools

167 May 7 168 169 170 171 172 May 14 173 174 175 M T W Th F M T W Th W1-4; C1 W2 (n) W2 (n) W2 (n) LSV2.2 LSV2.2

180 Day Plan

a-f a-f a-f a-e a-e

Course: ELA Grade: Sixth Grade

Calhoun County Schools

1st Quarter Topic

180 Day Plan

Course: ELA Grade: Sixth Grade

Go over school rules; policies and procedures for class; discuss class rules and consequences PreTest Teach circle map to students - have them complete a circle map telling about themselves - complete with frame of reference - share with class Introduce personal narrative genre - share vocabulary terms - tell a classmate a story about something from their experience - record story on paper after sharing with a classmate Introduce writing process - discuss prewriting (circle map), drafting and revision - have students work on revising rough draft of personal narrative (see personal narrative task from DOE task bank) DOE Task Bank - Show Not Tell task to teach revision Understanding "Author's Chair" format for sharing - teach students how to share their writing with the class and how to respond and then allow students to share their writing from the week Grammar Focus - sentence structure - parts of a sentence Writer's Workshop - mini lesson - what is Writer's Workshop/Rules and Procedures - all students write for ten minutes then share aloud Writer's Workshop - mini lesson - writing process - Read Aloud/Think Aloud (RATA) a book that is a personal narrative - student writing focus - narrative Dialogue Task from DOE Task Bank - using dialogue tags to replace said Grammar Focus - parts of speech - nouns Grammar Focus - parts of speech - verbs Writer's Workshop - mini lesson - active beginnings - student writing focus narrative Writer's Workshop - mini lesson - writing process - understanding narrative structure - beginning/middle/end Figurative Language - using figurative language in writing - simile/metaphor (DOE Task Bank) Paragraph writing - where do paragraphs end? Finding natural breaks in your writing Grammar Focus - parts of speech - verbs Writer's Workshop - writing process - revising writing to improve ideas Writer's Workshop - mini lesson - revision/strong verbs - student writing focus - narrative Peer editing - teach students the procedure to peer edit their writing focusing on ideas - formal English Narrative Writing Unit Test Introduction to Technical Writing/Formula Poetry - Read from Love That Dog by Sharon Creech

Calhoun County Schools

180 Day Plan

Course: ELA Grade: Sixth Grade

Introduce formula poetry - haiku, cinquain, diamonte, etc. - let students try to write a formula poem or two Write poetry - have students mimic poems from Love That Dog like the shape poem Write poetry - haiku, cinquain Introduce technical writing genre - friendly letter/business letter/ Writer's Workshop - writing process - revision/editing - select one piece to take to publishing Writer's Workshop - writing process - publishing - final drafts Grammar Focus - parts of speech - prepositions Unit Test/Technical Writing Introduce Expository Writing Genre/Research Project - students will conduct research to write an informational book Writer's Workshop - introduce expository writing genre - explain difference between narrative and expository writing genres Writer's Workshop - organizing structures for expository writing - cause and effect/compare-contrast/problem-solution/description Teach paraphrasing using DOE Task Grammar Focus - parts of speech - conjunction/interjection Grammar Focus - parts of speech - modifiers (adjectives/adverbs) Research - how to conduct research - developing a topic/writing research questions to guide research Research - refine research questions to guide researching - start resarching topic related to WW2/Anne Frank/Holocaust, etc. Research - understanding WW2 and the Holocaust - work on research/ answering research questions Field Experience to National Infantry Museum -- Social Studies Cross Curricular Collaboration with study of Europe and WW1&2 - Students will complete assigned task while at the museum Grammar Focus - parts of speech - modifiers (adjectives/adverbs) 9 Weeks Test/Review 9 Weeks Test/Review 9 Weeks Test/Review Begin 2nd 9-Weeks Research - pre-writing Research - drafting (quoting sources) Grammar Focus - parts of speech - modifiers (adjectives/adverbs) Study Island/Differentiation - parts of speech Research -drafting Research - revising - sentence variety Research - drafting Grammar Focus - parts of speech - pronouns Study Island/Differentiation - parts of speech Research - editing Research - final product

Calhoun County Schools

180 Day Plan

Course: ELA Grade: Sixth Grade

Research - final product Grammar Focus - sentence types - compound/complex Study Island Differentiation - parts of speech Writer's Workshop - finish research project - teaching descriptive writing Writer's Workshop - writing instructions Grammar Focus - sentence types - compound/complex Expository Unit Test Study Island/Differentiation - expository writing Introduce persusive writing genre - teach content vocabulary - look at samples of persuasive texts to see what they have in common Writer's Workshop - mini lesson - letter writing Writer's Workshop - mini lesson - persuasive techniques Grammar Focus - sentence types - compound-complex sentences Study Island/Differentiation - persuasive techniques Writer's Workshop - mini lesson - organizational structures Writer's Workshop - mini lesson - sentence variety Understanding persuasive writing techniques - how to use persuasive techniques in writing Grammar Focus - sentence structures Study Island/Differentiation - sentence structures Understanding propaganda/persuasive techniques in advertisements - see DOE Task Bank - propaganda techniques Students will work on creating an advertisement - developing a product to sell and creating a way to advertise it Refining your advertisement - See DOE task bank - propaganda/persuasive techniques Refining your advertisement - See DOE task bank - propaganda/persuasive techniques Study Island/Differentiation - organizational structures Students will present advertisements to the class Writer's Workshop - mini lesson - topic sentences Writer's Workshop - mini lesson - concluding an argument Grammar Focus - comma and semi-colon use Study Island/Differentiation - perusasive texts Grammar Focus - review 9 Weeks Test/Review 9 Weeks Test/Review 9 Weeks Test/Review Begin 3rd 9-weeks Letter writing - understanding the writing process for a persuasive letter Developing a claim statement or topic sentence Supporting an argument with evidence Study Island/Differentiation - organizational structures Concluding a letter

Calhoun County Schools

180 Day Plan

Course: ELA Grade: Sixth Grade

Debate DOE Task - write a letter to someone asking for permission to do something (dress code, etc.) - write and draft letters Debate DOE Task - write a letter to someone asking for permission to do something (dress code, etc.) - revise and edit letters Debate DOE Task - write a letter to someone asking for permission to do something (dress code, etc.) - share letters with the class Writer's Workshop - mini lesson - sentence variety Writer's Workshop - mini lesson - establishing a context for writing Review of propaganda and persuasive techniques Persuasive Unit Test Study Island/Differentiation - vocabulary Genre Review - narrative Genre Review - technical writing Genre Review - expository writing Genre Review - persuasive writing Study Island/Differentiation - vocabulary DOE Task - class review book/review questions DOE Task - class review book/review questions DOE Task - class review book/review questions DOE Task - class review book/review questions Study Island/Differentiation - introducing and closing topics Writer's Workshop: cititing resources Writer's Workshop: quoting and attributing sources Introduce unit task: writing and informational book (Web site/Glog/etc.) about figurative language (see DOE Task Bank) Grammar Focus: sentence types/sentence variety Study Island/Differentiation - supporting and developing topics Writer's Workshop: audience and purpose Writer's Workshop: establishing a context for writing Grammar Focus: using a dictionary or thesaurus to determine correct spelling/meaning of words Understanding nonfiction text features: writing a paragraph Understanding graphic features: creating a chart and/or table of information to be included in an informational book Writing an informational book - quoting and attributing resources Study Island/Differentiation - appropriate transitions Writer's Workshop: paraphrasing Writer's Workshop: writing a conclusion Work on putting together informational book Presenting informational book to the class Study Island/Differentiation - task, audience and purpose Creating and Analyzing Nonfiction Texts Unit Test 9 Weeks Test/Review 9 Weeks Test/Review 9 Weeks Test/Review

Calhoun County Schools

180 Day Plan

Course: ELA Grade: Sixth Grade

Begin 4th 9-weeks Writer's Workshop: responding to literature - RATA to demonstrate responding and then have students respond to the selection Writer's Workshop: responding to poetry - Read a poem or have students look at a poem and then respond to it using guidelines for a response Understanding how to use text evidence to respond to literature Quoting sources and correct attribution of sources Study Island/Differentiation - writing process Writer's Workshop: making and supporting judgments about a text Writer's Workshop: writing a letter to a character in a novel (James from James and the Giant Peach) Review letter writing guidelines Grammar Focus: review sentence structure - parts of a sentence Study Island/Differentiation - sentence structure Writer's Workshop: writing a biography Writer's Workshop: understanding how life experiences affects writing Conduct research on Roald Dahl and discuss the characteristics of the author's works Write a short biography of Roald Dahl Study Island/Differentiation - sensory details Writer's Workshop: comparing and contrasting two ideas Writer's Workshop: prewriting - Double Bubble Map Compare and contrast Charlie and the Chocolate Factory with James and the Giant Peach Compare and contrast Charlie and the Chocolate Factory with James and the Giant Peach Study Island/Differentiation - research Writer's Workshop: review writing process Writer's Workshop: review writing process Review parts of speech and sentence structure Review parts of speech and sentence structure CRCT - Study Island/Differentiation - review of topics not mastered CRCT; parts of speech review - nouns/pronouns - pendemonium videos from united streaming CRCT; parts of speech - modifiers - pendemonium videos from united streaming CRCT; verbs - pendemonium videos from united streaming CRCT; prepositions, interjections and conjunctions - pendemonium videos from united streaming Study Island/Differentiation - organizational structures Writing a screenplay - discuss how to turn a narrative story into a Reader's Theater script) Students will review a story and work in whole group to turn it into a script Students will divide into groups and work on a reader's theater script of a short story/fairy tale Students will work on reader's theater script

Calhoun County Schools

Study Island/Differentiation - post test Students will work on reader's theater script Students will work on reader's theater script Students will work on reader's theater script Students will perform reader's theater Students will perform reader's theater 9 Weeks Test/Review 9 Weeks Test/Review 9 Weeks Test/Review

180 Day Plan

Course: ELA Grade: Sixth Grade