6th Grade GT ELA Fall Ready Resources: May 4-8
Faculty:6th Grade GT ELA Fall Ready Resources: May Intention(s)Reading Information:--Students canindependently read andcomprehend a varietyof 6th grade texts.--Students can cite textevidence to supportinferences made from atext.--Students can integrateinformation frommultiple texts todevelop a coherentunderstanding of a topicor issue.Writing arguments:--Students can writearguments to supportclaims with clearreasons and relevantevidence.--Students canintroduce claims andorganize reasons andevidence clearly.--Students can usewords, phrases, andclauses to clarify therelationships amongclaims and reasons.--Students canestablish and maintaina formal writing style.Student SuccessCriteriaThe scoring guide for lastweek’s assessment will beincluded in the learningpacket this week.Students were successfulwith last week’s learningintentions if they correctlycompleted questions forlevels 2 and 3. Successfulstudents would have beenworking towards a correctresponse to the advancedlevel 4 questions.Successful students willcomplete the chart with validinferences connecting BillWaterson to his text.Successful students will writea claim and understand howto develop reasons withevidence.Successful students willcomplete the pre-write usingclear reasons and relevantevidence.Successful students willcomplete one bodyparagraph towards theirmulti-paragraph essay withclear signal phrases andcorrect citations.TaskUse the CSA Scoring Guide toscore yourself on last week’sCSA. Complete the CSA SelfReflection.Read “Gallery of Calvin andHobbes Comics” and “CharacterDescription by Bill Waterson.Complete the Bill WattersonTexts Analysis Chart.Read “Mini-Lesson MultiplePieces of Evidence: and“Argument Writing Assignment”.Then, brainstorm claims andevidence and finalize a claimstatement.Complete “Argument Pre-Write”to brainstorm your essay.Read “Mini-Lesson: SignalPhrases and Internal Citations”.Then, write the 2nd Paragraph ofyour essay, (which is BodyParagraph #1).
Michaela DePrince Reading CSA RL.6.1 and RI.6.7 Answer KeyPriority Standards:RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.LEVEL 2:Students must correctly answer 6 of the 8 questions to achieve proficiency in level 2.Students must correctly answer 4 of the 5 rows of the chart to get question #8.1. A, C2. A, E3. D, A5. D6. D7. C8. See chart(*must have 4 of 5)#8 Chart KeyText #1, BiographyMichaela was assigned a number in the orphanage.xMichaela is saving her money to open a school to help others.Michaela was born in Sierra Leone.Michaela has a sister who is an artist and a sister who is a musician.LEVEL 3:Text #2, InterviewxxMichaela was adopted and moved to the United States.4. B, Axxxx9. Chart 1: RI.6.1 Explicit details and inferencesCorrect-Correctly identifies two explicit text(revealing) details from the requiredparagraphs-Presents two inferences that are logicaland supported by the text-Explanation provides insight on howthe specific text evidence providesreasoning for the inferences andprovides insight on the topicPartially Correct-Identifies one specific revealingdetail or two general statementsfrom the required paragraphs-Inferences are made, though lacksdetail or specific connection to thetext-Explanation is provided, though it isvery general and does not providedadditional insight10. Chart 2: RI.6.7 Integrating Evidence from Multiple TextsCorrectPartially Correct-Common themes or topics are-Common themes or topics areaccurately and insightfully connectedconnected across the two texts areacross the two textscorrect but lack complexity ordevelopment-Explanation provides a clear sense ofhow the second text expands upon the-Explanation is provided, though thefirst text, building a more complexlevel of detail does not show aunderstanding of or perspective on thedeeper understanding or perspectivetopicLEVEL 4:11. Response about DePrince opening a schoolCorrectPartially Correct-Provides detailed response for each-Provides a response for each aspectaspect of the promptof the prompt or is missing only oneaspect of the prompt-Insightful response reflects anunderstanding of the explicit and-Begins to make connectionsimplicit details of the story, applying the between the two texts, though reliesideas beyond the scope of the textIncorrect-Details are incorrectlyidentified-Responses provided arenot inferences-Lacks specific referenceto the text or connectionbetween text andinferencesIncorrect-Common themes ortopics are incorrect or notconnected across texts-Explanation not providedor presented in a way thatis too generalIncorrect-Item not attempted-Response reflects amisunderstanding of thetexts and theirconnections
-Shows complexity and/or originality incomparing and contrasting themes andtopics across the two textsheavily on explicit details instead ofinferences-Response begins to showconnections beyond proficiency,though the details may be limited orevidence provided may be weakCSA: Reading Information (RI.6.1 and RI.6.7) Self ReflectionDirections: Use the scoring guide included in your learning packet for this week and reflect on how you did on yourassessment. As you reflect, please keep two important things in mind:1. At level 2, the guide provides correct answers. However, levels 3 and 4 provide rubrics to use in scoring your answer. Forthese types of questions, there is not one correct answer. You will need to determine for yourself if you have identified relevantdetails and made logical inferences, etc. You can do this! The learning target is for students to complete this work correctlyand independently. However, do not let yourself get frustrated. If you need help, please contact your teacher.2. This scoring guide is intended to determine proficiency for the given learning targets. It will not determine a letter grade.LEVEL 2:Out of 8questions, howmany did youanswer correctly?LEVEL 3:Whichnumbers, ifany, did youmiss?#9: Chart 1 How did you scoreyourself and why?LEVEL 4:If you did not miss any, moveto level 3. If you did, go backto the text and figure out whyyour answers wereincorrect.What mistakes did youmake?#10: Chart 2 How did you scoreyourself and why?#11: How did you score yourself and why?How will you correct thesemistakes in the future?Level 3 Reflection: What went well and whatshould you change for next time?Level 4 Reflection: What went well and what should you change fornext time?
Source 1: Watterson, Bill. “Gallery of Calvin and Hobbes Comics.”Calvin and HobbesBACKGROUNDCalvin and Hobbes was a highly popular comic strip that ran from 1985 to 1995. It follows theadventures of Calvin, a clever six-year old with a wild imagination, and his stuffed tiger andimaginary friend, Hobbes. Calvin and Hobbes has appeared in thousands of newspapersworldwide and has attracted fans of all ages.CARTOON 1: GhostsCARTOON 2: Do You Like Her?
CARTOON 3: Snowman XingSource 2: Watterson, Bill. “About Calvin and Hobbes.” Calvin and Hobbes. bbes/. Accessed 24 April 2020.Character descriptions from Bill WattersonCalvinCalvin is named for a sixteenth-century theologian who believed in predestination. Most people assume that Calvin is based on a sonof mine, or based on detailed memories of my own childhood. In fact, I don’t have children, and I was a fairly quiet,obedient kid—almost Calvin’s opposite. One of the reasons that Calvin’s character is fun to write is that I often don’tagree with him.Calvin is autobiographical in the sense that he thinks about the same issues that I do, but in this, Calvin reflects myadulthood more than my childhood. Many of Calvin’s struggles are metaphors for my own. I suspect that most of usget old without growing up, and that insi.de every adult (sometimes not very far inside) is a bratty kid who wants everything his ownway. I use Calvin as an outlet for my immaturity, as a way to keep myself curious about the natural world, as a way to ridicule my ownobsessions, and as a way to comment on human nature. I wouldn’t want Calvin in my house, but on paper, he helps me sort throughmy life and understand it.HobbesNamed after a seventeenth-century philosopher with a dim view of human nature, Hobbes has the patient dignity andcommon sense of most animals I’ve met. Hobbes was very much inspired by one of our cats, a gray tabby namedSprite. Sprite not only provided the long body and facial characteristics for Hobbes, she also was the model for hispersonality. She was good-natured, intelligent, friendly, and enthusiastic in a sneaking-up-and-pouncing sort of way.Sprite suggested the idea of Hobbes greeting Calvin at the door in midair at high velocity.With most cartoon animals, the humor comes from their humanlike behavior. Hobbes stands upright and talks of course, but I try topreserve his feline side, both in his physical demeanor and his attitude. His reserve and tact seem very catlike to me, along with hisbarely contained pride in not being human. Like Calvin, I often prefer the company of animals to people, and Hobbes is my idea of anideal friend. The so-called “gimmick” of my strip—the two versions of Hobbes—is sometimes misunderstood. I don’t think of Hobbes asa doll that miraculously comes to life when Calvin’s around. Neither do I think of Hobbes as the product of Calvin’s imagination. Calvinsees Hobbes one way, and everyone else sees Hobbes another way. I show two versions of reality, and each makes complete senseto the participant who sees it. I think that’s how life works. None of us sees the world exactly the same way, and I just draw that literallyin the strip. Hobbes is more about the subjective nature of reality than about dolls coming to life.
Calvin’s ParentsI’ve never given Calvin’s parents names, because as far as the strip is concerned, they are important only as Calvin’smom and dad. Calvin’s dad has been rumored to be a self-portrait. All my characters are half me, so it’s true in someways, but Calvin’s dad is also partly a satire of my own father. Any strip about how suffering “builds character” isusually a verbatim transcript of my dad’s explanations for why we were all freezing, exhausted, hungry, and lost oncamping trips. These things are a lot funnier after twenty-five years have passed.Calvin’s mom is the daily disciplinarian, a job that taxes her sanity, so I don’t think we get to see her at her best. I regret that the stripmostly shows her impatient side, but I try to hint at other aspects of her personality and her interests by what she’s doing when Calvinbarges in. . . We usually only see Calvin’s parents when they’re reacting to Calvin, so as secondary characters, I’ve tried to keepCalvin’s parents realistic, with a reasonable sense of humor about having a kid like Calvin. I think they do a better job than I would.Bill Watterson Texts AnalysisLet’s practice finding evidence that could be used in an argument paragraph or essay to support our reasons.Use information from these texts to consider the question: How does this character description information as well as the cartoon stripshelp us understand the Bill Waterson as a person?Idea or insight from the cartoon strips thathelps us understand Bill Watterson as apersonDirect quotation from the characterdescriptions that could support this idea(Be sure to use quotation marks!)Briefly explain how the quotation provesthe reason or idea
Argument Writing AssignmentOver the next two weeks, you will be writing a multi-paragraph argument essay answering the following question:How is writing—and all art—a reflection of or argument by the author or artist? Your answer to this question becomes your argument claim.To create your claim, think through all the texts we have read in the past few months. In just the last few weeks we havelooked at how Gary Soto is reflected in his poetry, how Michaela DePrince uses her ballet, and how Bill Watterson findsinspiration for his Calvin and Hobbes cartoon. Previously you may have read the memoir of an author, studied Pat Moraor read about Louisa May Alcott and Joseph Bruchac. Draw on all these texts to answer the question and prove yourclaim.Some possible ways that artists are reflected in their art: Artists use their art to reflect their heritage, their experiences or beliefs.Artists use their art to work through struggles or emotions they are experiencing.Artists use their art to explore their own identity: Who are they and why? Who do they want to be?There are many answers you could come up with as your claim. Whatever you choose, make sure you have multipletexts with sufficient evidence to prove your reasons. Use the space here to brainstorm claims and evidence.Now narrow your ideas to the one claim that will work best for your writing:
Mini-Lesson on Using Multiple Pieces of Evidence in a Body ParagraphHere is a model for you to follow for using more than one piece of evidence in each body paragraph. Look at how thestudent writer moves between each part of the argument paragraph. The prompt for this paragraph asked if the studentthought the ending to the book The Call of the Wild was happy or sad. The student’s claim stated that the ending was ahappy one. This is the student’s first body paragraph.Sample Student ParagraphTopic sentence/reasonclearly stated, including keywords from the claimOne reason that the ending to The Call of the Wild is a happyending is that Buck was freed from humans. Buck did not ever thinkof John Thornton again after his revenge. He no longer felt any grief.First piece of evidence,introduced with a signalphrase and citedWe see this after Buck gets his revenge and London writes, "JohnThornton was dead. The last tie was broken. Man and the claims ofman no longer bound him" (London 102). This shows is that althoughExplanation for first pieceof evidenceTransition sentence tosecond piece of evidence.Notice how the writerreminds us of the reasonthe evidence supportsSecond piece of evidence,introduced with a signalphrase and citedBuck loved John, he only felt loyalty and love towards him until Johnwas killed. Buck could then do whatever he pleased, no longer tornbetween two worlds: the wild one, and the human one. Another pointin the novel that showed his ambivalence toward humans was whenBuck was looking back on killing the members of the Yeehat tribe.London writes, “At times, when he paused to contemplate thecarcasses of the Yeehats, he forgot the pain of it; and at such times hewas aware of a great pride in himself—a pride greater than any hehad yet experienced. He had killed a man, the noblest game of all”(London 101). He had been owned by humans his whole life, and hisExplanation for secondpiece of evidencefeelings toward humans were complicated. John Thornton was theone Buck cared for the most. He felt actual love for John Thornton,Conclusion to paragraphthat echoes the topicsentence/reasonbut, being a dog, almost a wolf, as soon as John and all other humanswere out of his life, he all but forgot about them, and was happy.
Argumentative Essay: Art as a Reflection of the ArtistPre-Writing SheetUse this blank graphic organizer as an outline for your paper. Right now, you only need your claim and yourbody paragraphs. Do not worry about a hook and a conclusion at this point.Paragraph 1:IntroductionClaimReason:Paragraph 2:Body #1Evidence:Commentary/Explanation:Transition ragraph 3:Evidence:Body #2Commentary/Explanation:Transition Sentence:Evidence:Commentary/Explanation:
Reason:Evidence:Paragraph 4:Body #3Commentary/Explanation:Transition Sentence:Evidence:Commentary/Explanation:Restated ClaimParagraph 5:ConclusionBroad, interestingfinal thought
Mini-Lesson on Signal Phrases and Internal CitationsReview the following information, as you will be required to use signal phrases and internal citations in yourargument writing assignment.SIGNAL PHRASESWhat is a signal phrase?A signal phrase is a necessary group of words before a direct quote or paraphrase. It is one of three parts ofincluding evidence in your writing: signal phrase, evidence, and internal citation.Why is a signal phrase necessary?1. Helps your reader see the movement into evidence.2. Puts emphasis on the source you’re integrating.3. Avoids plagiarismAdvanced Tips (when you’re ready for them):1. Try to mix up the words, avoiding repetition of “The source says” or “The research says”2. Consider use the verb that best aligns with how you’re using the source. Words like acknowledges, suggests,endorses, argues, illustrates, or explains are much better than says.3. Mix up the length of your signal phrases to match the situation and provide necessary context for yourevidence. Sometimes a signal phrase is a couple works (“a dab”) and sometimes a signal phrase is a fullclause (“lots a sauce”).INTERNAL CITATIONSWhat is an internal citation?An internal citation is the source information put in parentheses after a direct quote or paraphrase. Essentially,any time you include information that isn’t common knowledge, you must add an internal citation. In ELA, we use MLAguidelines for citations.Why is an internal citation necessary?Without an internal citation, your information is plagiarized because you did not give credit to your source.Learning to cite your sources is a very important writing skill you will be using throughout your school years and likelyyour career.Guidelines for internal citations:1. Include first part of the source’s works cited entry (typically the author’s last name, but might be the text’s titleif no author is included)2. Include a page number if using a printed text (like your literature book or a novel), but do not include additionalpunctuation or words.3. If including a direct quote, put the quotation marks before the internal citation.4. The period of the sentence goes after the internal citation. This prevents the internal citation from floatingaround your paper; it stays connected to its sentence.EXAMPLES1. Signal phrase into a direct quote with a standard internal citation:The narrator reveals, “so strange a noise as this excited me to uncontrolled terror the beating grew louder, louder! Ithought the heart must burst” (Poe 544-545).2. Signal phrase into a direct quote with a text title in internal citation since no author was provided:For many immigrants, a lack of laws “allowed landlords to offer immigrants tiny, filthy apartments” (“Immigration:Immigrant Housing”).3. Paraphrase with standard internal citation:Yellow Kid was the first newspaper comic strip to develop a single character continuously in each comic and toconsistently use speech bubbles (Kunzie).Based on information from The Writing Center at George Mason University
Calvin and Hobbes was a highly popular comic strip that ran from 1985 to 1995. It follows the adventures of Calvin, a clever six-year old with a wild imagination, and his stuffed tiger and imaginary friend, Hobbes. Calvin and Hobbes has appeared in thousands of newspapers worldwide and has attracted fans of all ages.
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
Grade 3 FSA ELA / GoodCause Grade 3 FSA ELA Scores – Per F.S. 1008.22(5)(b), to be promoted to grade 4, a student must scorea Level 2 or higher on the Grade 3 FSA ELA Readingassessment. – Students who score a Level 1 on ELA may qualify for a good cause exemption for promotion to Grade
