Unit Overview/Summary - FOCUS:Craft and structure emphasize how readers use context as clues to find meanings of words and phrases including figurative, connotative, and technical meanings. Readers extend meaning by analyzing the impact of an author’s word choice, including analogies and allusions. In addition, readers determine how the author’s word choice contributes to the meaning and tone of an informational text. Analysis of informational text requires readers to identify the author’s purpose and perspective to determine how an author acknowledges and responds to a position. Critical readers and thinkers examine the organization of ideas in the text to identify signals for opposing viewpoints. Within text types and purposes, students write informational texts to support thesis statements. The introductory section should provide background knowledge of the topic and include a guiding thesis statement as a single sentence. In the body of the text, students should provide evidence, e.g., facts, definitions, concrete details, quotations, or other information and examples that specifically relate to the topic, and explain and elaborate how the topic and evidence support each other. Students must provide a conclusion that restates the thesis, summarizes the main points in the text, and potentially provokes the reader to continue to critically think about the topic, beyond what was presented in the text. Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:Analysis of craft and structure in informational text requires readers to identify the author’s purpose and perspective to determine how an author acknowledges and responds to a position. Critical readers examine the organization of ideas in the text to identify the ideas that signal and address opposing viewpoints. Furthermore, they can identify the argument and claims within a text, evaluate an author’s argument, and recognize when the evidence is irrelevant and unsound based on the claims made by the author in terms of accuracy and viewpoint. Within text types and purposes, students will be required to write various arguments. Students should be able to provide credible and relevant evidence that specifically relates to the topic sentence and explain how the topic sentence and evidence support each other. Appropriate text organization and transitions should be used while addressing alternate or counterclaims by providing evidence and reasons specific to the counterclaim, and distinguishing why their argument is still stronger (rebuttal). Students must provide a conclusion that restates the thesis, summarizes the main points in the argument, and provokes further or deeper thinking from the reader (e.g., prediction, recommendation, revelation, final thought, call to action, or moral of the argument). Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:Analysis of craft and structure in informational text requires readers to identify the author’s purpose and perspective to determine how an author acknowledges and responds to a position. Critical readers examine the organization of ideas in the text to identify the ideas that signal and address opposing viewpoints. Furthermore, they can identify the argument and claims within a text, evaluate an author’s argument, and recognize when the evidence is irrelevant and unsound based on the claims made by the author in terms of accuracy and viewpoint. Within text types and purposes, students will be required to write various arguments. Students should be able to provide credible and relevant evidence that specifically relates to the topic sentence and explain how the topic sentence and evidence support each other. Appropriate text organization and transitions should be used while addressing alternate or counterclaims by providing evidence and reasons specific to the counterclaim, and distinguishing why their argument is still stronger (rebuttal). Students must provide a conclusion that restates the thesis, summarizes the main points in the argument, and provokes further or deeper thinking from the reader (e.g., prediction, recommendation, revelation, final thought, call to action, or moral of the argument). Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:The goal of the Integration of Knowledge and Ideas is for students to use multiple sources to address a question or solve a problem. The focus in this unit is on the ability to identify the argument and claims within a text. Through evaluation of an author’s argument and claims in informational texts, a reader needs to recognize when evidence is irrelevant and unsound by evaluating the claims made by the author in terms of accuracy and viewpoint. The focus of Research to Build and Present Knowledge is to conduct short research projects based on a focused question and to demonstrate understanding through the presentation of the inquiry topic. In this unit, students will gather data and other relevant information from credible sources both online and in print to answer a research question and add to the topic in engaging and relevant ways. Resources should be used to inform direct quotes or to paraphrase, requiring the appropriate citation and format style (e.g., Modern Language Association, American Psychological Association, Chicago Manual of Style) to avoid plagiarism.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule

Unit Overview/Summary - FOCUS:The goal of the Integration of Knowledge and Ideas is for students to use multiple sources to address a question or solve a problem. The focus in this unit is on the ability to identify the argument and claims within a text. Through evaluation of an author’s argument and claims in informational texts, a reader needs to recognize when evidence is irrelevant and unsound by evaluating the claims made by the author in terms of accuracy and viewpoint. The focus of Research to Build and Present Knowledge is to conduct short research projects based on a focused question and to demonstrate understanding through the presentation of the inquiry topic. In this unit, students will gather data and other relevant information from credible sources both online and in print to answer a research question and add to the topic in engaging and relevant ways. Resources should be used to inform direct quotes or to paraphrase, requiring the appropriate citation and format style (e.g., Modern Language Association, American Psychological Association, Chicago Manual of Style) to avoid plagiarism.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule

Unit Overview/Summary - FOCUS:In this unit, students will engage with narrative text to analyze key ideas and details of narrative stories to determine what makes an interesting and engaging story. Analysis of key ideas and details in literature requires readers to consider what a literary work’s dialogue or plot reveals about what a character in a story or drama thinks, says, or does to advance the storyline. Students will use their knowledge of what makes an engaging story to craft and create narrative stories that follow a cohesive sequence with intentional and purposeful voice and mood. Students will analyze a text’s craft and structure, and students will need to consider how various points of view and perspectives of the characters and the audience function together to create effects such as suspense and humor. Students will work together in collaborative groups or partnerships to establish routines and structures within the English Language Arts classroom to set the year up for literary analyses, collaborative discussions, critique and comprehension of texts, and extended thinking. Unit Duration: 29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:In this unit, students will engage with narrative text to analyze key ideas and details of narrative stories to determine what makes an interesting and engaging story. Analysis of key ideas and details in literature requires readers to consider what a literary work’s dialogue or plot reveals about what a character in a story or drama thinks, says, or does to advance the storyline. Students will use their knowledge of what makes an engaging story to craft and create narrative stories that follow a cohesive sequence with intentional and purposeful voice and mood. Students will analyze a text’s craft and structure, and students will need to consider how various points of view and perspectives of the characters and the audience function together to create effects such as suspense and humor. Students will work together in collaborative groups or partnerships to establish routines and structures within the English Language Arts classroom to set the year up for literary analyses, collaborative discussions, critique and comprehension of texts, and extended thinking. Unit Duration: 29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule 

Unit Overview/Summary - FOCUS:In reading, Integration of Knowledge and Ideas requires the ability to think across related texts to compare and contrast a theme or topic. The focus of this unit is for students to understand how classic literature serves to inform the themes, events, and characters in modern-day texts. Students will be able to explore and analyze how modern-day authors use myths, traditional stories, and religious texts to create new renditions.  Key Ideas and Details in the informational text require students to have increasingly sophisticated reading comprehension skills as they demonstrate knowledge of key concepts of reading. In this unit, students will develop and use the skill of making connections and distinctions between individuals, ideas, and events. By analyzing the author’s use of comparison, analogy, and categories, students will gain a deeper understanding of the connections and distinctions an author is making within the text.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:In reading, Integration of Knowledge and Ideas requires the ability to think across related texts to compare and contrast a theme or topic. The focus of this unit is for students to understand how classic literature serves to inform the themes, events, and characters in modern-day texts. Students will be able to explore and analyze how modern-day authors use myths, traditional stories, and religious texts to create new renditions.  Key Ideas and Details in the informational text require students to have increasingly sophisticated reading comprehension skills as they demonstrate knowledge of key concepts of reading. In this unit, students will develop and use the skill of making connections and distinctions between individuals, ideas, and events. By analyzing the author’s use of comparison, analogy, and categories, students will gain a deeper understanding of the connections and distinctions an author is making within the text.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:This unit is designed to focus on the central ideas and themes that emerge from literature and non-fiction texts.  Students will analyze the parts of a text to recognize how the parts fit together to convey a central message.  Students will examine a topic and develop the topic with relevant facts and details in a cohesive, organized structure. Students will analyze how information and ideas are presented across media and formats to distinguish the purpose and motives for presentations related to central ideas and themes.  Teachers may choose to use a theme to anchor the content of this unit such as “courage.”  Teachers may choose to ask students to analyze texts through the themes of courage and ask students to choose an idea or person who exhibits(ed) courage, and to write an informative essay about the topic/person using supporting details from the texts and resources provided.   Unit Duration:24 days (20 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:This unit is designed to focus on the central ideas and themes that emerge from literature and non-fiction texts.  Students will analyze the parts of a text to recognize how the parts fit together to convey a central message.  Students will examine a topic and develop the topic with relevant facts and details in a cohesive, organized structure. Students will analyze how information and ideas are presented across media and formats to distinguish the purpose and motives for presentations related to central ideas and themes.  Teachers may choose to use a theme to anchor the content of this unit such as “courage.”  Teachers may choose to ask students to analyze texts through the themes of courage and ask students to choose an idea or person who exhibits(ed) courage, and to write an informative essay about the topic/person using supporting details from the texts and resources provided.   Unit Duration:24 days (20 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule

Next Gen Personal Finance Grade 6-8 VideoNext Gen Personal Finance DEMO VideoCSDE 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: The  Middle School Course is designed to be an engaging, teacher-led curriculum for grades 6 - 8. From money values to credit, taxes to investing, and interview skills to resumes, the interactive NGPF Middle School Course covers all grade level appropriate topics within personal finance in 9 individual units. The course content aligns to the Middle School Jump$tart National Standards. Upon completion of the course, students will have the ability to:Discuss knowledge, skills, interests, and experience required for different types of jobs.Describe the difference between wages, salaries, commissions, and tips.Understand government-provided services are paid for with taxes.Analyze how people differ in values and attitudes about spending.Share examples of how price, spending choices of others, peer pressure, or advertising influence a purchase decision.Explain the similarities between paying for purchases with cash, checks, and debit cards.Compare the effects of using debit versus credit cards to make purchases.Describe the advantages of saving money in an account at a financial institution rather than keeping the money at home.Explain why people invest money.Identify long-term financial goals that are most likely to be achieved by people who regularly invest their money over many years.Discuss reasons people may prefer to buy something with credit rather than paying cash.Investigate the types of insurance commonly available for people to purchase.Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. The CSDE has identified Next Generation Personal Finance as a highly aligned core resounce after a rigorous review process. Additional Course Information:  The curriculum is online-based and is best implemented in a classroom where students have 1:1 access to technology. All materials are customizable to help you meet the needs of every student in your classroom. The lessons and activities may be completed in person, remotely, and/or in a hybrid learning environment. The curriculum includes a diagnostic exam and a final exam, as well as one exam per unit for units 2 - 9.ELA/Math Transferable Skills Addressed in the Course: Each Lesson Guide includes a checklist of Math skills (Order of operations, Ratios, Proportions, and Percents, Expressions and Equations, Graphing on a Coordinate Plane, Measures of Central Tendency) and ELA skills (Conduct research to locate information, Write claims with clear reasons and evidence, Understand and summarize key topics from a text or visual, Participate in discussions and state ideas clearly). You will see the checkbox marked at the top of the Lesson Guide for each skill that is addressed in that lesson.

Lesson Names:3.1 What is a Budget3.2 Needs vs. Wants3.3 How do You Budget?3.4 Why We Pay Taxes3.5 Let's Make a Budget!

Lesson Names:2.1 Comparison Shopping2.2 Coupons & Discounts2.3 How to Read a Receipt2.4 Checking Accounts2.5 Different Types of Payments

Names of Lessons:4.1 Borrowing Money4.2 Introduction to Credit4.3 Credit Cards4.4 Credit Scores4.5 Loans 101

Lesson Names:6.1 Why Invest?6.2 The Stock Market6.3 Stocks vs. Bonds6.4 Diversification6.5 Start Investing

Lesson Names:9.1 Decisions About College9.2 Paying for College9.3 Alternatives to 4-Year Colleges9.4 Career Exploration9.5 A budget for the Future