6 th Grade. Priority Written or Spoken Products 1 finalized literary analysis for theme 1 finalized literary summary
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1 6 th Grade Curriculum Framework #1-Foundations of Literary Analysis In CF 1 the focus is to build understanding of literary elements such as plot and setting to identify story themes. Students should be engaged in routine writing like note taking, annotating, asking and answering questions etc., as well as whole group, small group, and/or partner discussions. Based on what was read in literature, students will produce a literary summary and an analysis citing details and explaining how a theme is developed. We will begin the year with an emphasis on language conventions in order to support writing and speaking throughout the frameworks. Vocabulary acquisition, conventions, usage and grammar standards are addressed throughout the framework in the context to which they apply. This is the first year students are required to cite textual evidence in addition to quoting from a text (5 th grade). New to 6 th grade is the idea that textual evidence must support an analysis of the text. Although analysis skills were introduced in earlier grades, they are now a staple of 6 th -12 th grade reading. Since citing textual evidence to support an analysis is fundamental to the rest of the standards, R.1 will be a priority for every framework. RL.4 is listed as a priority in this framework because students need explicit instruction in the vocabulary skills when first emphasizing literature. When RL.4 is listed as supporting, it means that students are expected to continually apply the word learning strategies and interpretation skills listed in RL.4. The next framework will focus on character and the priority standards from this framework will carry over to further build student knowledge. RL. 1, 2, 3, 4, 5, 9 L.1, 2, 3, 5 SL. 1 W days Literary Possible Anchor Texts: Bud, Not Buddy (Engage NY) The Lightning Thief (Engage NY) Myths text from the following: Comic 1 finalized literary analysis for theme 1 finalized literary summary Have students draw from the literary text and other sources to write their analysis. If analysis is being written from a novel, students need to pull evidence from different areas of the book. All supplemental materials should be used to enhance the anchor text. Instruction should focus on teaching theme through several examples. Priority texts, if a teacher chooses to use them, could expand students understanding of theme. The literary analysis needs to focus on how the author develops theme through the events and setting(s). Emphasize how author s word choice impacts meaning and tone in literature, providing
2 textual evidence. The literary summary should focus on the central idea in the text. Prioritize pronoun usage, punctuation usage, and varied sentence patterns. Narrative Writing Task can be used as a practice writing to show understanding of plot and events that will lead well into the next framework. Myth connections would fit well if a teacher selects to use The Lightning Thief for instruction. Curriculum Framework #2- Character Analysis CF#2 builds on students understanding of literary elements and includes an intense study of characterization. Students should be engaged in routine writing like note taking, annotating, asking and answering questions etc., as well as whole group, small group, and/or partner discussions. Based on what was read in literature, students will write a character analysis to explain how a character is developed and portrayed in a narrative. Students will also create an imaginative narrative to showcase their understanding of literary elements. This comes from the CF 2 Narrative and Literary Task link that teachers can access at the bottom of Framework 2 (Julie of the Wolves). The final copy of the Writing Narrative Task is required for the student s writing portfolio. Continue to emphasize language conventions to build students foundation of writing. Vocabulary acquisition, conventions, usage and grammar standards are addressed throughout the framework in the context to which they apply. This is the first year students are required to cite textual evidence in addition to quoting from a text (5 th grade). New to 6 th grade is the idea that textual evidence must support the character analysis of the text. Although analysis skills were introduced in earlier grades, they are now a staple of 6 th -12 th grade reading. Since citing textual evidence to support an analysis is fundamental to the rest of the standards, R.1 will be a priority for every framework. RL. 1, 2, 3, 5, 6, 9 L. 1, 2, 3, 4 W. 2, 3 20 Literary Possible Anchor Texts: One Finalized Literary Analysis for character One Finalized Imaginative Have students draw from the literary text and other sources to This Framework has an assessment task. It is part of the writing portfolio task located under Teacher Resources in the framework. All supplemental materials should be used to
3 Bud, Not Buddy (Engage NY) The Lightning Thief (Engage NY) Myths Comic Narrative (writing portfolio task) write their analysis. If analysis is being written from a novel, students need to pull evidence from different areas of the book. enhance the anchor text. The character analysis needs to focus on how the author develops character through actions/behaviors, words, interactions, and appearances. Emphasize how author s word choice impacts meaning and tone in literature, providing textual evidence. Prioritize pronoun usage, punctuation usage, and varied sentence patterns. CF 2 writing task requires both a literary analysis and narrative. Only the narrative needs to be put into the student writing portfolio. Curriculum Framework #3-Analyzing Perspectives in Literary Non-Fiction In CF 3 students will analyze literary nonfiction (including speeches, biographies, and memoirs) to determine how authors convey their views on a topic through writing. Students should be engaged in routine writing like note taking, annotating, asking and answering questions etc., as well as whole group, small group, and/or partner discussions. Based on what was read in literary non-fiction, students will produce an essay comparing and contrasting two literary nonfiction pieces about similar topics. They will also create an objective summary within the framework. Continue to emphasize language conventions to build students foundation of writing. Vocabulary acquisition, conventions, usage and grammar standards are addressed throughout the framework in the context to which they apply. The word perspectives is new for 6 th grade. The term encompasses not only the literary point of view (1 st and 3 rd ), but the opinion of the author and reasoning behind the message. When students write a comparative analysis, the structure of the text and the author s perspective should both be taken into account. RI.4 is listed as a priority in this framework because students need explicit instruction in the vocabulary skills when first emphasizing informational text. When RI.4 is listed as supporting, it means that students are expected to continually apply the word learning strategies and interpretation skills listed in RI.4. RI. 1, 2, 3, 4, 5, 6, 9 L. 4 W. 2
4 19 days Possible anchor texts: Bear Gryllscomparing biographies ODELL Unit: Steve Jobs Note: Steve Jobs Unit fits with Bud, Not Buddy. However, a teacher does not need to have used Bud, Not Buddy to teach the Steve Jobs speech. Spoken Products One Finalized Compare and contrast analysis for a bio/memoir One finalized summary (nonfiction) Students should include evidence from at least two bio/memoirs for comparison/contr ast. Analysis should be over how different authors address the same topic or individual in different ways through word choice, structure, and selection of details. Students should analyze what evidence is emphasized or intentionally excluded to achieve the intended effect. Students should focus on how connotation is used to convey an intended effect. Curriculum Framework #4- Expressing Perspectives Through Narration CF 4 continues the study of literary nonfiction (including articles, interviews, and first-person accounts) and narratives as students prepare to create their own autobiographical narrative piece. In this framework, both literary and informational texts are analyzed for craft and structure before students apply those skills in their own writing. Students should be engaged in routine writing like note taking, annotating, asking and answering questions etc., as well as whole group, small group, and/or partner discussions. The focus in this framework will be sequence of events to build an author s view of an event or individual. RL.4 and RI.4 are listed as a priority in this framework because students need explicit instruction in the vocabulary skills emphasized in both literary and informational text. Vocabulary acquisition, conventions, usage and grammar standards are addressed throughout the framework in the context to which they apply.
5 Language convention standards have been moved to supporting and are taught in spiral reviews. RI 1, 2, 3, 4, 5, 6 RL 1, 2, 3, 4, 5, 6 W 3 18 and Literary Holt LA textbook p , 194 Holt Communications p. 116 Holt Lit. textbook Storm, Bringing Tang Home, and Where the Heart is (See: Holt Assessment) Canine Courage readworks.org China Under Attack Readworks.org Comic One finalized Autobiographi cal or Eyewitness narrative Students can read multiple mentor texts and use them as a model for craft and structure in their own writing. Students should be engaged in reading articles and descriptions of events that took place. This is where supporting texts can be brought in such as: timelines, photos, letters, maps, flow charts. The above supporting texts can be used as a writing guide for students to develop their own biographical narrative. Literature can be brought in from realistic fiction to show how an author creates suspense, introduces events, and concludes a narrative. Students will then apply this in their writing of an autobiographical narrative. Teachers may select to do several short pieces of reading to teach this unit. Under priority anchor texts are some suggestions from the Holt resources and from readworks.org, a free resource. Curriculum Framework #5- Foundations of an Author s Position CF#5 will focus on describing the author s position. This will include the writer s overall purpose and underlying reasons for writing a text. Students will be pulling apart and looking at key details in text to describe how they were used by the writer to develop a central idea. The key is for the students to look at more than one informational text on a similar topic so they can draw connections and build knowledge. Students will write an objective summary of a text and complete a synthesis task to explain information and develop a plan based on reading more than one non-fiction text. This is found at the end of Framework 5 and will be used as the second writing task for the student s writing portfolio.
6 Vocabulary acquisition, conventions, usage and grammar standards are addressed throughout the framework in the context to which they apply. Continue with spiral reviews with supporting language standards. RI 1, 2, 3, 5, 6 W 2, 8 20 Can Animals Think Unit Comic One finalized Summary (nonfiction) One finalized Explanatory/sy nthesis task (Writing Portfolio Task) Students read more than one text to synthesize ideas and support synthesis through cited evidence. (This is a writing portfolio task found at the end of the framework.) This unit focuses on main ideas and details. Students need to be engaged in reading high interest articles to summarize and synthesize information. Continue to teach language standards through spiral review. Curriculum Framework # 6-Explain an Author s Position In CF#6, students will determine what the author s writing purpose is and details to support that purpose. The framework is not focused on argument, but instead on informative and descriptive non-fiction text to understand the author s claims on a topic. Students should be engaged in routine writing like note taking, annotating, asking and answering questions etc., as well as whole group, small group, and/or partner discussion. Based on the informative texts students have read, they will write an analysis on the author s purpose for their claims and how it is supported through cited evidence.
7 Vocabulary acquisition, conventions, usage and grammar standards are addressed throughout the framework in the context to which they apply. These are supporting standards and should continue to be taught through a spiral review. RI 1, 2, 3, 6, 7 SL 1 W 2 22 ODELL Units: Unit 1- The Wolf You Feed Unit 3- Prehistoric Art Flowcharts Timelines Photos Maps One finalized summary (nonfiction) One finalized analysis the effectiveness of an author s perspective. Students will be critically reading/viewing texts to determine how the author conveys their ideas and perspectives. Teachers need to give students exposure and practice in writing supporting standard W1 since it is not a priority until CF 7 and will likely be on end of year assessment. Below are examples of ways to incorporate the standard. Use this as an opportunity to collaborate with other content area teachers. Quick writes in response to an author s position Mini debates Support claims with evidence Read paired text and write a paragraph defending position of an opinion As practice for supporting standard W.1, use the pictures at the beginning of the unit as a quick write about which image has a stronger perspective of the wolf and how the artist creates this perspective. In order to teach W.1 with The Wolf You Feed unit, a teacher could have students compare and contrast how the authors used evidence to support their perspective and who was more effective. Curriculum Framework #7- to Defend a Position CF#7 builds on skills learned from framework 6. Students will continue reading informational text and add in argumentative text and multi-media videos/advertisements. Based on the informative and argumentative texts students will write an argument and defend it using cited evidence
8 from two or more texts/multi-media pieces. At the end of framework 7 there is a link to a writing portfolio task about pets in the classroom. This portfolio task includes multiple articles and a multi-media component for students to synthesize an argument and defend it with cited evidence. To process text, students should be engaged in routine writing like note taking, annotating, asking and answering questions etc. as well as whole group, small group, and/or partner discussions. Vocabulary acquisition, conventions, usage and grammar standards are addressed throughout the framework in the context to which they apply. The language standards are supporting standards and should be taught through spiral review. RI 1, 2, 3, 5, 8 SL 1, 3, 4 W 1, 6, 7, 8, 9 25 CF Writing Task: Pets in the Classroom ODELL: Unit 4- Energy Crossroads Flowcharts Timelines Photos Maps Spoken Products One based argument (Pets in the Classroom) Writing Portfolio Task Students closely read and evaluate multiple texts on a topic that present diverse viewpoints and locate evidence to defend a position. In this framework, students build on what they have learned in framework 6 and their purpose for writing shifts from explanatory to argumentative writing. Pets in the Classroom task includes multimedia components (a video and two paired articles). Curriculum Framework #8- Introduction to Literary Forms for Personal Reading In CF#8 students will compare and contrast different presentations of the same text (by reading, listening, and/or viewing). They will be exposed
9 to a variety of formats and will compare and contrast how each affects the way the information is perceived. They will use this information to compose a comparative analysis. To process text, students should be engaged in routine writing like note taking, annotating, asking and answering questions etc. as well as whole group, small group, and/or partner discussions. Another purpose of this framework is to expose students to the various genres of literature for personal reading. Our goal is to increase the motivation to explore other genres of reading throughout the summer. After comparing and contrasting the different ways in which text is presented, students will be conducting a short research project to determine which genres of literature (or nonfiction) appeal to them. They will then have an opportunity to present their findings in a format of their choice (brochure, Prezi, collage, etc.). RL 7 SL 1, 2, 5 W 2, 7 Spoken Products 14 Literary Nightingale short story (Holt p. 589) Nightingale video (Safari Montage) Collection 7: Poetry (Holt)- selected poems on audio CD One on-demand analysis comparing different presentations of the same text One researchbased presentation in the format of their choice Students will research a variety of genres to determine potential interests for summer reading. This unit is an opportunity to utilize available technology and resources at your school site. Remember, multimedia can involve the use of music, images, publications, or various technologies.
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