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Connecticut Model ELA for Grade 6, Analyzing Craft and Structure, Unit 2 Overview:  Analyzing Craft and Structure
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Unit Overview/Summary - FOCUS:This focus of this unit is analyzing words and phrases in order to examine the impact on the overall message of the text. Students will analyze short texts and poems as mentor texts to identify author’s craft elements and understand how authors use word choice, tone, structure and figurative language to develop characters and the overall meaning of the story. Teachers may choose texts that thematically allow students to explore ways that literature helps people embrace their unique identities and learn about themselves and others.  Using these techniques as authors, students will create personal narratives to express their own identities through personal experiences and events.  Duration:20 days (15 instructional days and 5 reteach days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
07/11/2023
Connecticut Model ELA for Grade 6, Communicating for a Purpose
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Unit Overview/Summary - FOCUS: The focus of this unit is on how texts are structured for specific purposes and to convey particular meanings. Students will analyze how authors develop arguments and specific claims through intentional selection of language, structure and content, which impact the meaning and tone of a text. In their own writing, students will develop topics with relevant information and examples, paying attention to how organization, style and tone match task, purpose and audience. Unit Duration:30 days (25 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 6, Communicating for a Purpose, Unit 5 Overview: Communicating for a Purpose
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Unit Overview/Summary - FOCUS: The focus of this unit is on how texts are structured for specific purposes and to convey particular meanings. Students will analyze how authors develop arguments and specific claims through intentional selection of language, structure and content, which impact the meaning and tone of a text. In their own writing, students will develop topics with relevant information and examples, paying attention to how organization, style and tone match task, purpose and audience. Unit Duration:30 days (25 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
07/12/2023
Connecticut Model ELA for Grade 6, Finding the Evidence
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Unit Overview/Summary - FOCUS: The focus of this unit is how author’s develop arguments in a text using specific claims. Students learn to distinguish claims that are supported by evidence from claims that are not. Through close reading, students identify explicit textual evidence, as well as make logical inferences, to determine meaning and the central idea of texts. In their own argument writing, students cite credible sources to provide evidence to support their claims and develop their arguments.  Unit Duration: 30 days (25 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 6, Finding the Evidence, Unit 4 Overview:  Finding the Evidence
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Unit Overview/Summary - FOCUS: The focus of this unit is how author’s develop arguments in a text using specific claims. Students learn to distinguish claims that are supported by evidence from claims that are not. Through close reading, students identify explicit textual evidence, as well as make logical inferences, to determine meaning and the central idea of texts. In their own argument writing, students cite credible sources to provide evidence to support their claims and develop their arguments.  Unit Duration: 30 days (25 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
07/12/2023
Connecticut Model ELA for Grade 6, Investigations
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Unit Overview/Summary - FOCUS: The focus of this unit is conducting short research projects based on a guiding question and demonstrating understanding through presentation of the inquiry topic. Students will understand that problem-based inquiry and research require conceptualizing a problem, formulating questions, and interpreting multiple data. Based on their inquiry and research, students will craft an argument by clearly stating a claim and incorporating varied and credible supporting evidence from both print and digital sources. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 6, Investigations, Unit 6 Overview: Investigations
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Unit Overview/Summary - FOCUS: The focus of this unit is conducting short research projects based on a guiding question and demonstrating understanding through presentation of the inquiry topic. Students will understand that problem-based inquiry and research require conceptualizing a problem, formulating questions, and interpreting multiple data. Based on their inquiry and research, students will craft an argument by clearly stating a claim and incorporating varied and credible supporting evidence from both print and digital sources. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
07/12/2023
Connecticut Model ELA for Grade 6, The Making of a Good Story
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Unit Overview/Summary - FOCUS:This unit focuses on how authors engage the reader and craft a meaningful story, specifically through character development. Students will analyze how authors use narrative techniques to develop character’s conflict(s), point(s)-of-view, motivation(s) and relationships and apply these techniques in their own writing.  Students will learn and practice effective communication techniques and habits that set up the classroom reading, writing, and talking communities for the year ahead.    Unit Duration:25 Days  (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 6, The Making of a Good Story, Unit 1 Overview:  The Making of a Good Story
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Unit Overview/Summary - FOCUS:This unit focuses on how authors engage the reader and craft a meaningful story, specifically through character development. Students will analyze how authors use narrative techniques to develop character’s conflict(s), point(s)-of-view, motivation(s) and relationships and apply these techniques in their own writing.  Students will learn and practice effective communication techniques and habits that set up the classroom reading, writing, and talking communities for the year ahead.    Unit Duration:25 Days  (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
07/11/2023
Connecticut Model ELA for Grade 6, Understanding the World through Text
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Unit Overview/Summary - FOCUS:  The focus of this unit is on comparing and contrasting texts in different forms or genres. Authors develop themes and topics in unique ways that vary across genres and forms. Students will analyze why authors choose a particular format to convey their story or message and how this impacts the reader’s engagement with the text. During their analysis of texts, students will determine central ideas and the details that support these ideas and use these to write objective summaries of the texts. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 6, Understanding the World through Text, Unit 7 Overview: Understanding the World through Text
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Unit Overview/Summary - FOCUS:  The focus of this unit is on comparing and contrasting texts in different forms or genres. Authors develop themes and topics in unique ways that vary across genres and forms. Students will analyze why authors choose a particular format to convey their story or message and how this impacts the reader’s engagement with the text. During their analysis of texts, students will determine central ideas and the details that support these ideas and use these to write objective summaries of the texts. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
07/12/2023
Connecticut Model ELA for Grade 6, What’s the Big Idea?
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Unit Overview/Summary - FOCUS:The unit is focused on how authors develop key details that lead to central ideas and themes. Students consider how authors develop meaningful themes to teach lessons and connect people. Students will consider how these themes live in the world around them and how gathering perspectives from multiple, credible sources contributes to a deeper understanding of themes and central ideas. Students will express and support their ideas through informative written responses. Teachers may choose to focus on texts related to overcoming obstacles to engage students and teach relevant themes. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 6, What’s the Big Idea?, Unit 3 Overview: What’s the Big Idea?
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Unit Overview/Summary - FOCUS:The unit is focused on how authors develop key details that lead to central ideas and themes. Students consider how authors develop meaningful themes to teach lessons and connect people. Students will consider how these themes live in the world around them and how gathering perspectives from multiple, credible sources contributes to a deeper understanding of themes and central ideas. Students will express and support their ideas through informative written responses. Teachers may choose to focus on texts related to overcoming obstacles to engage students and teach relevant themes. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days) Elementary Model - 130 minutes to 180 minutes per day; Middle School Model - five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
07/11/2023
Connecticut Model ELA for Grade 7
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CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In the English Language Arts Model Curriculum, there is a balance of informational and literary reading and writing types across the grade levels. In addition to developing students’ abilities to read and comprehend a variety of texts, it is equally important to devote adequate time to engage students in producing clear and coherent writing. Included in each of the units are the Speaking and Listening Standards and the Language Standards, which are essential for supporting the development of reading and writing skills and abilities. Through purposeful interactions, students will actively engage in rigorous conversations, refine speaking and listening skills, and build their knowledge of language structures. In this course, students will work in collaborative groups and engage in discussions to analyze the elements that help develop a good story. Students will explore techniques that authors use to engage a reader and use these techniques to write narratives. As students write their narratives, they will pay specific attention to precise language and word choices to develop characters, events, and actions. By studying text types and purposes, students can work to enhance their skills and abilities to develop complete, multi-paragraph, logically sequenced texts, using language appropriate for the topic and the audience. This unit blends traditional rhetorical analysis with the media literacy skills needed to be critical consumers of information in today’s media landscape. This course also focuses on teaching students to recognize and examine the text of an argument (e.g., in an essay) to understand how arguments follow a framework as a means of analytical thinking. Finally, students will study how authors of historical fiction use factual events and people, as well as fictional events and characters, to illustrate themes and concepts.  Aligned Core Programs: The Connecticut State Department of Education (CSDE) in partnership with the State Education Resource Center has engaged with providers of high-quality instructional resources to develop alignment guidance for the CSDE English Language Arts (ELA) Model Curricula. The guidance documents provide information about how instructional content aligns with and supports the implementation of the CSDE ELA Model Curricula. The instructional materials referenced in the alignment guidance documents meet the expectations as a core comprehensive resource as determined and reported by EdReports. Use of the instructional materials from these publishers is not required, as the selection of instructional materials is a local decision. If your resources are not listed below, you are encouraged to review EdReports to ensure the alignment of your instructional materials to the Connecticut Core Standards. Strong alignment of instructional materials to the CSDE ELA Model Curricula units has the potential to support student engagement with meaningful grade-appropriate content.  Additional Course Information:  Incorporated in each of the English Language Arts Model Curriculum units are the Writing Standards, with the expectation that adequate instructional time will be devoted to engaging students in producing and publishing various types of writing. Students need time to perform the intellectual work required for composing, which includes talking about their ideas, analyzing information, and organizing and presenting thoughts precisely and accurately. Developing the ability to analyze author’s craft requires multiple opportunities to engage with texts, so that students can apply literary devices and techniques in writing and make decisions around text structure and language use. When considering writing instruction, it is essential to give attention to the language skills (e.g., spelling, vocabulary, background knowledge, syntax) that directly contribute to writing production. Although writing needs dedicated instructional time, each unit supports an integrated approach to writing instruction by including complementary Speaking and Listening Standards, and Language Standards in service to the writing demands called for in each unit.Students will benefit from additional guidance during writing instruction, especially when spelling, word choice retrieval, fluently generating ideas, and executive functions are challenging. For example, working at the sentence level can help students develop the skills to compose complete compound and complex sentences, and use coordinating, correlative, and subordinating conjunctions in their writing. Sentence expansion activities can support students in writing with greater precision and accuracy. To produce lengthier pieces of writing, students may need support working through the planning and prewriting stages of the writing process and applying specific writing strategies. We must also be mindful of how executive function influences a writer’s capacity to work through the multiple steps and tasks of composing text, and the ability to sustain tasks and efforts to produce the many forms of writing. Navigating linguistically complex texts when conducting research projects and understanding and managing selective attention demands, including in working memory, may require additional scaffolds.Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The integration of social, emotional, and intellectual habits is an important component in a K-12 education and contributes to students’ academic and personal success, and success in college, careers, and civic life. Social, emotional, and intellectual habits set the stage for all future learning, promoting intrapersonal, interpersonal, and cognitive competence. Adult beliefs and mindsets, as well as school experiences, all influence the development of social, emotional, and intellectual competencies (The Education Trust). Since adults are responsible for establishing and sustaining student-centered, inclusive learning environments, they must first take stock of their strengths for establishing and maintaining healthy relationships with adults and students, including individuals across different perspectives and backgrounds (Collaborative for Academic, Social, and Emotional Learning [CASEL], n.d.). By understanding and applying social, emotional, and intellectual habits, students effectively negotiate daily tasks and challenges. Social, emotional, and intellectual habits assist students in setting and achieving positive goals, establishing and maintaining healthy relationships, and making responsible decisions. In addition, they support students’ ability to maintain focus and manage their learning irrespective of obstacles. Students must have the capacity to integrate social, emotional, and intellectual skills, attitudes, and behaviors throughout the course of the day.Embedded within each of the English Language Arts Model Curriculum units are the interrelated social, emotional, and intellectual habits, as provided in the Components of Social, Emotional and Intellectual Habits: Kindergarten through Grade 12 document. These habits, over time, will contribute to students’ academic and personal success and are exemplified as areas of development (e.g., identify and understand emotions of self and others; develop logic and reasoning), further organized by learning continua (e.g., empathy; critical and analytical thinking), and clarified by categories of indicators of evidence or developmental milestones (e.g., acknowledge needs of others and act accordingly; agree or disagree with others and give reasons why). By understanding how respect, empathy, responsible behavior, and other social, emotional, and intellectual habits support rapport building, educators can foster trusting relationships with and among students so that each student feels connected and cared for as a member of the classroom community. This sets the stage for all future learning by minimizing the types of social interactions that can activate threats in the brain and impede students’ sense of agency. Students are then empowered to practice self-management and other skills and competencies within their social context (Hammond, 2015).Collaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). How Does SEL Support Educational Equity And Excellence?: Imagine A School Community That Fully Supports Students’ Learning And Development So That All Children Can Thrive. Fundamentals of SELHammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin.The Education Trust. (August 2020).  Social, Emotional, and Academic Development through an Equity

Subject:
English Language Arts
Material Type:
Full Course
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Date Added:
12/01/2023
Connecticut Model ELA for Grade 7, Analyzing Craft and Structure
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Unit Overview/Summary - FOCUS:This unit focuses on how authors use intentionality in their craft choices and structures to create meaning. This includes analyzing an author’s craft techniques of word choices and phrases, figurative language, and key details in poems and dramas. Studying the figurative and connotative meanings of words and phrases in context supports students in understanding how words convey a specific meaning. This prepares students for the work ahead related to central ideas and themes. Students will study the structures of stanzas, chapters, and parts of the text, and how sections of a text connect to the whole. This unit also includes the study of the organization and structures within and across informational texts and how authors create meaning with key details, words, and phrases.   As authors of their own text, students will have opportunities to write narratives and strive to apply their knowledge regarding intentional word choices and phrases. Students will practice the application of developing characters, events, and experiences. These narratives may be personal narratives, realistic fiction short stories, memoirs, or poems.   Unit Duration:20 days (15 instructional and 5 reteach/enrichment days) Five periods per week based on a traditional bell schedule  

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 7, Analyzing Craft and Structure, Unit 2 Overview: Analyzing Craft and Structure
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Unit Overview/Summary - FOCUS:This unit focuses on how authors use intentionality in their craft choices and structures to create meaning. This includes analyzing an author’s craft techniques of word choices and phrases, figurative language, and key details in poems and dramas. Studying the figurative and connotative meanings of words and phrases in context supports students in understanding how words convey a specific meaning. This prepares students for the work ahead related to central ideas and themes. Students will study the structures of stanzas, chapters, and parts of the text, and how sections of a text connect to the whole. This unit also includes the study of the organization and structures within and across informational texts and how authors create meaning with key details, words, and phrases.   As authors of their own text, students will have opportunities to write narratives and strive to apply their knowledge regarding intentional word choices and phrases. Students will practice the application of developing characters, events, and experiences. These narratives may be personal narratives, realistic fiction short stories, memoirs, or poems.   Unit Duration:20 days (15 instructional and 5 reteach/enrichment days) Five periods per week based on a traditional bell schedule  

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
12/04/2023
Connecticut Model ELA for Grade 7, Communicating for A Purpose: Influencers in Action
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Unit Overview/Summary - FOCUS: In Unit 4, students gained experience building an argument using evidence. In this subsequent unit, they will explore other literary and rhetorical devices that help authors persuade an audience. Students will learn about various techniques like ethos, pathos, and logos, as well as some of the other methods used intentionally to influence an audience.  In Part 1, students will use speeches, soliloquies, and songs as they learn about how message and purpose are carefully constructed into text to convey a clear message. In Part 2, students will analyze how current media uses these devices, studying curated advertisements (print and video), as well as social media. Students will create their own media campaign for a specific purpose, utilizing the concepts and skills learned in this unit.  Unit Duration: 25 days (20 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 7, Communicating for A Purpose: Influencers in Action, Unit 5 Overview: Communicating for A Purpose: Influencers in Action
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Unit Overview/Summary - FOCUS:In Unit 4, students gained experience building an argument using evidence. In this subsequent unit, they will explore other literary and rhetorical devices that help authors persuade an audience. Students will learn about various techniques like ethos, pathos, and logos, as well as some of the other methods used intentionally to influence an audience.  In Part 1, students will use speeches, soliloquies, and songs as they learn about how message and purpose are carefully constructed into text to convey a clear message. In Part 2, students will analyze how current media uses these devices, studying curated advertisements (print and video), as well as social media. Students will create their own media campaign for a specific purpose, utilizing the concepts and skills learned in this unit.  Unit Duration:25 days (20 instructional days and 5 reteach/enrichment days); Five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
12/05/2023
Connecticut Model ELA for Grade 7, Finding the Evidence: The Foundations of Building Arguments and Debates
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Unit Overview/Summary - FOCUS: This unit has two parts. Part 1 focuses on teaching students to recognize and examine the text of an argument (e.g., in an essay) to understand how arguments follow a framework or structure as a means of analytical thinking, and how authors engage in the process of writing effective arguments. Students will practice deconstructing the components of argument writing in informational texts and “talks,” examining claims, reasons and evidence, and word choice. They will also examine how different authors present an argument from the same perspective, as well as varying perspectives. Students will learn about counterclaims as part of the process of reasoned inquiry and rational discourse, in search of common ground. Part 2 of this unit supports students in using the skills learned in Part 1 to develop their written arguments, obtaining evidence (i.e., facts, examples, and details) from teacher-selected digital and print resources that are designed to support argument writing. Students will also attend to an opposing view to address the counterargument part of their writing process. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model ELA for Grade 7, Finding the Evidence: The Foundations of Building Arguments and Debates, Unit 4 Overview: Finding the Evidence: The Foundations of Building Arguments and Debates
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Educational Use
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Unit Overview/Summary - FOCUS:This unit has two parts. Part 1 focuses on teaching students to recognize and examine the text of an argument (e.g., in an essay) to understand how arguments follow a framework or structure as a means of analytical thinking, and how authors engage in the process of writing effective arguments. Students will practice deconstructing the components of argument writing in informational texts and “talks,” examining claims, reasons and evidence, and word choice. They will also examine how different authors present an argument from the same perspective, as well as varying perspectives. Students will learn about counterclaims as part of the process of reasoned inquiry and rational discourse, in search of common ground. Part 2 of this unit supports students in using the skills learned in Part 1 to develop their written arguments, obtaining evidence (i.e., facts, examples, and details) from teacher-selected digital and print resources that are designed to support argument writing. Students will also attend to an opposing view to address the counterargument part of their writing process. Unit Duration:25 days (20 instructional days and 5 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
12/05/2023