Curriculum Map Unit #3 Reading Fiction: Grades 6-8 Grade Skills Knowledge CS GLE Grade 6 Reading Literature 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the I can identify and explain examples of sensory details, figurative language, and basic literary techniques in text, emphasizing onomatopoeia, alliteration, and idiom. (R2B a, b, and c) Reading Literature 2: 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. RL3: Describe how 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. RL4: Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RI6: Determine an author s point of view or purpose in a text and explain how it is conveyed in a I can use text details to identify plot including problems, conflicts, climax, and resolution in the texts I read. (R2Cb) I can use text details to help me analyze how a setting influences the characters and plot. (R2Cc) I can identify the point of view from which a story is told. (R2Ce) I can identify the author s viewpoint. (R2Cf) I can use text details to explain cause and effect. (R2Cd) I can identify the steps characters take to solve problems.(r2cg) I can explain the effectiveness of a character s choices in response to a conflict using details from the (R2Ch) I can speak clearly and stay on topic.(l1a) I can use appropriate volume, tone of voice, rate of speech, fluency/ inflections and eye contact. (L2A) I can record relevant information using a variety of note-taking and organizational strategies (I1C) Omatopoeia: Sound device in which the word echoes or suggests its meaning, so that sound and sense are reinforced. (eg, hiss, splash, whoosh, etc.) Alliteration: Repetition of sounds in stressed syllables or words in a sequence Idiom: Term or phrase whose meaning cannot be deduced from the literal definition and the arrangement of its parts, but refers instead to a figurative meaning that is known only through common use (e.g., I am pulling your leg. or You are skating on thin ice. ) Plot: Action or sequence of events in a story with five basic elements: exposition, rising action, climax, falling action, and resolution. Types of conflict: The struggle or clash between opposing characters or opposing forces. External conflict: a struggle between a character and an outside force: man versus person, man versus society, man versus nature, man versus fate Internal conflict: man versus self Climax: A moment of great or culminating intensity in a narrative or drama, especially the conclusion of a crisis. The turning point in a plot. Resolution: The resolution is the end of the story. Occurs after the climax and when you learn what happens to the characters after the conflict is resolved. Setting influences characters, plot, and theme. The point of view from which a story is told (first, second, or third person, omniscient, limited omniscient) influences the readers interactions with the First person point of view: the narrator participating in the action and referring to himself as I. Second person point of view: The you in directions, explanations or arguments (not
frequently used) Third person point of view: The narrator generally not a character in the story and referring to the characters as he or she as the event are told. Limited omniscient point of view: The narrator relating the inner thoughts and feelings of just one character. Omniscient point of view: The narrator as all knowing and relating the inner thoughts and feelings of all characters. Resources: Write Source 2000 for point of view (cartoons) Understanding the author s viewpoint/ perspective helps a reader to understand the intent of the author. Understanding a text s structure aids comprehension. Characters use a range of ways to solve problems. Using text details together with my prior knowledge is necessary when explaining the effectiveness of a character s chosen solution. Communication is enhanced by focused thinking and clear speaking on a chosen topic. Communication is enhanced when the speaker uses appropriate volume, tone, rate of speech, inflections and eye contact. Finding relevant text details and organizing them in an appropriate way helps to support thinking. Grade 7 Reading Literature 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the RL2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide an objective summary of the text. R2Babc: I can identify and explain literary techniques, in text emphasizing hyperbole, imagery, propaganda. R2C: a-g: I can use details from text to: a. demonstrate comprehension skills previously introduced b. identify plot and sub-plot, mood, flashback, theme and types of conflict Hyperbole: A figure of speech that uses incredible exaggeration or overstatement for emphasis or humor. EXAMPLE: I'm so hungry that I could eat a horse.... Imagery: Figurative language that appeals to the five senses. Mental pictures evoked through use of simile and metaphor. Propaganda: Methods used to make arguments more persuasive. These include; bandwagon, appeal to ignorance, broad generalization, circular thinking, loaded words, oversimplification, red herrings. Mood: The feeling created in the reader, evoked through the language of the
RL3: Analyze how particular elements of a story or drama interact (eg. How setting shapes the characters or plot) RL4: Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (eg alliteration) on a specific verse or stanza in a poem or a section of a story or in a drama. R12: Determine two or more central ideas in a text and analyze their development over the course of a text; provide an objective summary of the text c. analyze cause and effect d. identify and explain point of view e. identify and explain author s viewpoint/perspective f. evaluate the problemsolving processes of characters g. evaluate the effectiveness of solutions h. make inferences In discussions and presentations, I can use designated time constraints media organized notes (L2A) I can record relevant information using a variety of note-taking and organizational strategies (ICTM1C) Plot: The action or sequence of events in a story comprised of five basic elements: exposition, rising action, climax, falling action and resolution.. Subplot: A smaller story within a larger story Flashback: A device by which a writer interrupts the chronological flow of a narrative to portray an event that occurred at an earlier time. Theme: The underlying or implicit meaning concept, or message in a Types of conflict: The struggle or clash between opposing characters or opposing forces. External conflict: a struggle between a character and an outside force: man versus person, man versus society, man versus nature, man versus fate Internal conflict: man versus self Understanding complex causal relationships helps a reader to understand plot and character. Point of view affects how we perceive events The choices an author makes about literary devices and the time or context in which the text was written, give clues about his/her perspective/viewpoint. Motives influence the way characters solve problems. Accurate evaluation of the effectiveness of the solution to problems in a story is dependent on a combination of relevant text clues and the reader s view or perspective. Authors will offer text evidence to aid readers in better understanding the problems, gaps or ambiguities in a story. In order to fully participate in a discussion, readers need to organize their thinking to fit into the time constraints of a discussion. Various organizational tools exist (sticky notes, graphic organizers, and highlighting) to help us understand, organize and refine our thinking. Grade 8 I can identify and explain literary techniques, in text emphasizing jargon, dialect, slang, symbolism, and analyze literary techniques previously Language used (jargon, dialect, slang) in text leaves clues for the reader about the personality of the character and the setting of the story. Jargon: technical terms, acronyms, and
introduced (R2B) I can use details to identify and explain flashback, mood and theme in the texts I read.(r2cb) I can identify an author s point of view. (R2Cc) I can interpret the behaviors, motives, and consequences of character s actions. (R2Cf) I can evaluate the problem solving processes of characters R2Cg I can evaluate the effectiveness of solutions in the text I read. (R2Ch) I can analyze an author s perspective/ viewpoint.(r2cd) I can determine how an incident foreshadows a future event. (R2Ce) I can make inferences (R2Ci) L2A - In discussions and presentations, use appropriate body language incorporate media or technology respond to questions ICTM1C - Record relevant information using a self-selected note-taking or organizational strategy language used by people of the same profession or specialized interest group. Dialect: representation of the language spoken by the people of a particular place, time, or social group. Regional dialect: spoken in a specific geographic region. Social dialect: spoken by members of a specific social group or class. Slang: Informal words or phrases used in casual conversation. Symbolism: Objects that hold a figurative meaning as well as well as a literal meaning; something that stands for something else; a representation of an abstract meaning. Mood and theme are identified and supported by finding and using relevant details from the Flashback is a literary device used to present information from an earlier time than the events currently taking place in a Mood: Feeling created in the reader which is evoked through the language of the Theme: Underlying or implicit meaning, concept or message in a Point of view affects how we perceive events. A character can be interpreted through their behaviors, motives, actions, and the consequences of those actions as they work to resolve the problems presented in the When making an accurate judgment about the effectiveness of a solution, sufficient consideration of multiple sides of the issue must be considered and supported with details from the. The choices an author makes about literary devices and the time or context in which the text was written, gives clues about his/her perspective/viewpoint. Future events can be predicted by accurately interpreting the hints or clues an author presents. (foreshadowing) Authors will offer text evidence to aid readers in better understanding the problems, gaps or ambiguities in a story. In responding to questions during a discussion,
our body, face, and hands are powerful tools to communicate our engagement in the topic. Judgments that are accurate are sufficiently supported with details from the text