Greeley/Evans School District 6

Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State Standard with Colorado Academic Standard Code RL.6.2 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. (CAS.6.2.1.a.ii) RL6.6 Explain how an author develops the point of view of the narrator or speaker in a text. (CAS.6.2.1.b.iii) RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. (CAS.6.2.1.c.ii) RI.6.2 Determine a 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. (CAS.6.2.2.a.ii) RI.6.6 Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. (CAS.6.2.2.b.iii) RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (CAS.6.2.2.c.ii) L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CAS.6.2.3.c) W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards W.6.1-3.) (CAS.6.3.3.d) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.) (CAS.6.3.3.e) W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (CAS.6.4.1.c) a. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics ). b. Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not ). Colorado 21 st Century Skills Text Complexity Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Invention Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Revised 7-1-2015 School Year 2015-16 Page 1 of 34

Title Pacing Performance Task 1. Plot and Setting: 9 weeks Narrative Building a foundation Writing Reading Priority Standards: RL.6.2 RL.6.6 RL.6.9 Aug. 19- Oct. 15 Common Assessment 1 Suggested Big Idea The parts of a story build to influence the outcome. ELA Grade 6 Year at a Glance 21 st Century Inquiry Questions from CAS Suggested Core Texts How do different characters represent different points of view? Prentice Hall Literature Anthology Grade 6 See units 1, 2, 4, and 6 for short story and poetry choices (both fiction and nonfiction) Writing Focus: W.6.3 2. Equality Reading Priority Standards: RI.6.2 RI.6.6 RI.6.8 RL.6.2 RL.6.6 RL.6.9 9 Weeks Oct. 19- Dec. 15 Informative/ Explanatory & Literary Analysis Common Assessment 2 Obstacles to equality still exist. How are conclusions different from evaluations? Prentice Hall Literature Anthology Grade 6 Introduction: Types of Nonfiction & Learning About Types of Nonfiction pp. 378-381 Informational Texts pp. 782-786 Writing Focus: W.6.2 W.6.5 W.6.9 3. Central Ideas, Point of View, and Conclusions Reading Priority Standards: RI.6.2 RI.6.6 RI.6.8 6 Weeks Jan 5- Feb. 19 Write an Argument SchoolCity Assessment Truth is in the eye of the beholder. How do text structures affect our understanding of various texts? How does understanding the author s purpose help readers comprehend the text? Prentice Hall Literature Anthology Grade 6 Informational Text p. 151 in Common Core Companion Other non-fiction texts (AVID Weekly articles) Writing Focus: W.6.1 Revised 7-1-2015 School Year 2015-16 Page 2 of 34

4. Synthesizing the Learning Reading Priority Standards: RI.6.2 RI.6.6 RI.6.8 6 Weeks Feb. 22- April 8 Research Project Communities How can an author s perspective inform shape perspective. readers or persuade the readers to change their thinking? Prentice Hall Literature Anthology Grade 6 Recognizing Propaganda pgs. 512-514 Writing Focus: W.6.7 W.6.8 5. Literary Devices & Author s Craft Reading Priority Standards: RL.6.2 RL.6.6 RL.6.9 Writing/Speaking Focus: W.6.4 SL.6.3 SL.6.4 6 Week Apr. 11- May 24 Presentation/ Project The words an author chooses contribute to the reader s experience with the text. How do specific words help readers visualize a scene? How does understanding the author s word choice contribute to imagery? Prentice Hall Literature Anthology Grade 6 Drama The Phantom Tollbooth" pp. 704-777 From You re a Good Man, Charlie Brown pp. 788-799 Short Stories Mowgli s Brother and from James and the Giant Peach pp. 884-905 Talking Points All highlighted sections of the ELA Standards (in color or grayscale) indicate how the standard changed in that grade level. The highlighted sections depict the increase in rigor across the grade levels. The ELA Curriculum Guides follow the standards by grade level; thus, any honors courses in a particular grade level would follow the grade level standards as laid out in the curriculum guides, with particular attention on diving deeper into all standards, priority and supporting. Honors courses also pay particular attention to 21 st Century Skills (critical thinking and reasoning, information literacy, collaboration, and self-direction and invention) as applied to all priority and supporting standards. Writing Priority versus Writing Focus. The priority standards in writing for grades 6-12 are W.4 (clear and coherent writing), W.5 (writing process planning, revising, editing, rewriting), and W.9 (drawing evidence from literary and informational texts). The writing focus for each unit highlights the priority standards through multiple types of writing, narrative (W.3), informational/explanatory (W.2), argument (W.1, and the research process (W.7) as identified in the writing standards. Revised 7-1-2015 School Year 2015-16 Page 3 of 34

CCSS Standard Grade 6 Prerequisite Reading Strategy(s) Prerequisite Reading Skill(s) Prerequisite Other RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Evaluate Monitor & Clarify Draw Inferences Note Details Cite Evidence Explicit/Implicit RL.6.2 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. RL.6.3 Describe how a particular story s 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. RL.6.4 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. RL6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL6.6 Explain how an author develops the point of view of the narrator or speaker in a text. RL6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. No RL.6.8 Informational only Evaluate Monitor & Clarify Story Structure Summarize Evaluate Monitor & Clarify Question Story Structure Evaluate Monitor & Clarify Word Learning Strategy Evaluate Monitor & Clarify Question Story Structure Summarize Evaluate Monitor & Clarify Question Story Structure Summarize Evaluate Monitor & Clarify Question Summarize Fact/Opinion Make Generalizations Make Judgments Theme Character(s) Draw Inferences Make Generalizations Make Judgments Note Details Plot Resolution Sequence of Events Setting Theme Draw Inferences Note Details Theme Draw Inferences Make Generalizations Make Judgments Note Details Plot Setting Theme Author s Purpose Point of View Climax Compare/Contrast Draw Inferences Make Generalizations Make Judgments Note Details Sequence of Events Central Idea Episodes Connotation/Denotation Figurative Language Tone Chapter Scene Stanza Dialogue Foreshadowing Lighting Stage directions Revised 7-1-2015 School Year 2015-16 Page 4 of 34

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels Evaluate and fantasy stories) in terms of their approaches to similar themes and topics. Monitor & Clarify Story Structure Summarize RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Evaluate Monitor & Clarify Author s Purpose Compare/Contrast Draw Inferences Make Generalizations Make Judgments Note Details Sequence of Events Draw Inferences Note Details Fiction/Nonfiction Historical Context Science Fiction Complex text Cite Evidence Explicit/Implicit RI.6.2 Determine a 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. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6 Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively), as well as in words to develop a coherent understanding of a topic or issue. Evaluate Monitor & Clarify Story Structure Summarize Evaluate Monitor & Clarify Question Story Structure Evaluate Monitor & Clarify Word Learning Strategy Evaluate Monitor & Clarify Question Story Structure Summarize Evaluate Monitor & Clarify Question Story Structure Summarize Evaluate Monitor & Clarify Question Fact/Opinion Make Generalizations Make Judgments Theme Character(s) Draw Inferences Make Generalizations Make Judgments Note Details Plot Resolution Sequence of Events Setting Theme Draw Inferences Note Details Theme Draw Inferences Make Generalizations Make Judgments Note Details Plot Setting Theme Author s Purpose Point of View Climax Compare/Contrast Draw Inferences Central Idea Episodes Connotation/Denotation Figurative Language Tone Technical meanings Chapter Scene Stanza Dialogue Foreshadowing Lighting Revised 7-1-2015 School Year 2015-16 Page 5 of 34

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9 Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Summarize Evaluate Monitor & Clarify Story Structure Summarize Evaluate Monitor & Clarify Story Structure Summarize Make Generalizations Make Judgments Note Details Sequence of Events Fact/Opinion Make Generalizations Make Judgments Theme Author s Purpose Compare/Contrast Draw Inferences Make Generalizations Make Judgments Note Details Sequence of Events Stage directions Central Idea Fiction/Nonfiction Historical Context Science Fiction Complex text Revised 7-1-2015 School Year 2015-16 Page 6 of 34

6 th Grade Standards Trace Matrix CC for 6 th Unit Unit Unit Unit Unit P=Priority Standard; S=Supporting Standard 1 2 3 4 5 RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. S S S RL.6.2 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 P P P opinions or judgments. RL.6.3 Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves S toward a resolution. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a S S S specific word choice on meaning and tone. RL6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, S S setting, or plot. RL6.6 Explain how an author develops the point of view of the narrator or speaker in a text. P P P RL6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, S including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. No RL.6.8 Informational only RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to P P P similar themes and topics. RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, Foundational part of text selection with scaffolding as needed at the high end of the range. for each unit. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. S S S RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or P P P judgments. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). S RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. S S S RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the S ideas. RI.6.6 Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. P P P RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively), as well as in words to develop a coherent understanding S S of a topic or issue. RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are P P P not. RI.6.9 Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). S RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at Foundational part of text selection the high end of the range. for each unit. W.6.1 (a,b,c,d,e) Write arguments to support claims with clear reasons and relevant evidence. S W.6.2 (a,b,c,d,f) Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, S and analysis of relevant content. W.6.3 (a,b,c,d,e) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured S event sequences. W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific P P expectations for writing types are defined in standards W.6.1-3.) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying P P P a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.) Revised 7-1-2015 School Year 2015-16 Page 7 of 34

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Technology incorporated into writing units as determined by each grade level team. S S W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.6.9 (a,b) Draw evidence form literary or informational texts to support analysis, reflection, and research. P P P P P W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for Writing incorporated into every a range of discipline-specific tasks, purposes, and audiences. cycle. L.6.1 (a,b)demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language standards embedded within DGP, SWI, and WWW instruction, as well as authentically within writing instruction. L.6.2 (a,b) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3 (a,b) Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4 (a,b,c,d) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.5 (a,b,c) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. SL.6.1 (a,b,c,d) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3 Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 &3 for specific expectations.). P P P P P Speaking and Listening embedded within the collaboration and scaffolding tasks in daily lessons. S S Speaking and Listening embedded within the collaboration and scaffolding tasks in daily lessons. Revised 7-1-2015 School Year 2015-16 Page 8 of 34

Suggested Big Idea 21 st Century Inquiry Question from CAS End of Unit Performance Task Graduate Competency CCSS Reading Priority Standards RL.6.2 PRIORITY 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. RL6.6 PRIORITY Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.9 PRIORITY Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 6 th Grade Unit 1 Plot and Setting: Building a Foundation (9 weeks; Aug. 19-Oct. 15) The parts of a story build to influence the outcome. How does understanding the author s purpose help readers comprehend the text? Narrative Writing Common Assessment 1 Evaluate how an author uses words to creae4 mental imagery, suggest mood, and set tone. (CAS.Reading.6.2.1) Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting Standards Literacy Connections W.6.3 L.6.6 PRIORITY RL.6.1 Write narratives to develop real Acquire and use accurately Cite textual evidence to support RH.6-8.5 or imagined experiences or grade-appropriate general analysis of what the text says events using effective technique, explicitly as well as inferences Describe how a text presents academic and domainspecific words and phrases; relevant descriptive details, and drawn from the text. information (e.g., well-structured event sequences. RL.6.3 sequentially, comparatively, a. Engage and orient the reader gather vocabulary knowledge Describe how a particular story s causally). by establishing a context and when considering a word or or drama s plot unfolds in a series introducing a narrator and/or phrase important to of episodes as well as how the RST.6-8.5 characters; organize an event comprehension or expression. characters respond or change as Analyze the structure an sequence that unfolds the plot moves toward a author uses to organize a text, naturally and logically. RL.6.4 resolution. b. Use narrative techniques, such RL6.5 including how the major Determine the meaning of as dialogue, pacing and Analyze how a particular sections contribute to the description, to develop words and phrases as they are sentence, chapter, scene, or whole and to an experiences, events, and/or used in a text, including stanza fits into the overall understanding of the topic. characters. figurative and connotative structure of a text and contributes c. Use a variety of transition meanings; analyze the impact to the development of the theme, words, phrases, and clauses to of a specific word choice on setting, or plot. Mathematical Practice convey sequence and signal meaning and tone. W.6.9 PRIORITY Connections shifts from one time frame or Draw evidence from literary or setting to another. informational texts to support d. Use precise words and analysis, reflection, and research. 7. Look for and make use of phrases, relevant descriptive a. Apply grade 6 Reading details, and sensory language standards to literature (e.g., structure. to convey experiences and Compare and contrast texts in events. different forms or genres [e.g., e. Provide a conclusion that stories and poems; historical I can see and understand how follows from the narrated novels and fantasy stories] in numbers and spaces are experiences or events. terms of their approaches to organized and put together as W.6.5 PRIORITY similar themes and topics ). parts and wholes. With some guidance and support b. Apply grade 6 Reading from peers and adults, develop standards to literary and strengthen writing as needed nonfiction (e.g., Trace and by planning, revising, editing, evaluate the argument and rewriting, or trying a new specific claims in a text, approach. (Editing for distinguishing claims that are conventions should demonstrate supported by reasons and command of Language standards evidence from claims that are 1-3 up to and including grade 6.) not ). College & Career Readiness Connection CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author s take. Revised 7-1-2015 School Year 2015-16 Page 9 of 34

Language CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 Study and apply grammar (explicit grammar instruction within writing) Use and understand both general academic and domain-specific vocabulary (DGP, SWI, WWW) Speaking and Listening CCSS.: SL.6.1,S L.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6 Engage in collaborative discussions Present findings Evaluate a speaker s claims, rhetoric, and strategy Incorporate multimedia components Suggested Daily Routines Beginning of the Period Word Learning Strategies (WLS): as needed Word Within a Word (WWW): focus on word parts from lists #1-10 as appropriate to your lessons throughout the year (not on the specific words) Specific Word Instruction (SWI): as determined by teacher Suggested Daily Routines End of the Period Time in Text (minimum 15 min.): twice per week Closure/Ticket Out/Reflection (3 min.): Daily (21 st Century Skills=Critical Thinking and Reasoning, Information Literacy, Collaboration, Self-Direction and Invention) Writing Instruction Vocabulary Content Writing (minimum 15 min.): twice per week DGP Embedded authentically within Writing (7 10 min.): Daily o Follow Teacher Guide for each daily routine o Be sure to note the Weekly Focus Resource: Word Within a Word Volume 1 Lists 1-10 Content Vocabulary theme/central idea, objective summary, author s purpose, point of view, perspective, compare & contrast, evaluate, analyze/analysis, synthesize, narrative, mood, tone, character traits, plot, exposition, rising action, climax, falling action, resolution, conflict, setting, protagonist, antagonist, figurative language, genre, cite/citation Unit Performance Task Suggested Formative Assessments: R.A.C.E. responses Suggested Prompt: Analyze two texts to determine a common theme. Compose a PCR that identifies this common theme and cites textual evidence to support your response. Compare & Contrast texts using graphic organizers 3 Moments in a Lesson & Suggested Scaffolding Tasks Preparing the Learner: Introduce/review figurative language (simile, metaphor, personification, hyperbole) Introduce/review sound devices (alliteration, onomatopoeia, rhymerhythm-repetition) Frontload vocabulary Activate background knowledge Suggested Resources Prentice Hall Literature (PHL) Short Stories / Poetry See units 1, 2, 4, and 6 for short story and poetry choices (both fiction and nonfiction) Introduction to Fiction and Nonfiction pgs. 4-7 Key Concepts Reading Skills/ Strategies: Monitor & Clarify Story Structure Summarize Word Learning Strategies Draw Inferences Fact/Opinion Revised 7-1-2015 School Year 2015-16 Page 10 of 34

Complete plot diagrams One-pager (see AVID documents) Write a summary of narrative text (see link in additional resources) Unit 1, Common Assessment 1 Performance-Based Assessment Description Texts: Oranges on p. 555 and/or The Southpaw on p. 260. (Differentiation: Teacher determines whether class will use one text, both texts, or whether students will choose which of the two texts to use.) Narrative Task Prompt: In each of the stories, Oranges and The Southpaw, the author developed a main character. Choose one main character and think about the details the author used to create that character. Write an original story to continue where the story ended. In your story, be sure to use what you have learned about the character as you tell what happens next. Pre-teach story structure Pre-teach citing textual evidence Picture It from PH Literature pp. T94-T105 Interacting with the Text: Venn diagram (circular and/or 3- column) to compare & contrast texts One-pager to learn/reinforce citing text Annotate text Complete plot diagram Charting the text Apply metacognitive strategies including questioning, clarifying, connecting, evaluating, visualizing, predicting/inferring, & summarizing Extending the Learning: Collaborative Poster Write an alternate ending or continuation of the story narrative William & Mary graphic organizers Ex: Literature & Vocab webs Short Stories Greyling p. 8 and Stray p. 22 as introduction to plot Compare/Contrast Why Monkeys Live in Trees and The Case of the Monkeys That Fell From the Trees p. 72 The Sound of Summer Running p. 140 and The Sidewalk Racer p. 625(See link below in additional resources) Introduction to Poetry pp. 550-553 Context Clues (See link below in additional resources) NY Engage The Lightning Thief Key Elements of Mythology The Hero s Journey Cronus Shrouded in Myth AVID Resources: See Appendix #1 Novel Suggestions Tuck Everlasting Dogsong See district-approved novel list Note Details (Key) Other Prerequisites: Implicit/Explicit Theme/Central Idea Connotation Denotation Figurative Language Mood and Tone Analogy Allusion Score using PARCC Narrative Task Rubric Additional Resources: Link to Pearson s new Common Core Connections in PHL: Pearson 6th Grade Common Core Connections.pdf Four Step Summary.pdf D6 ELA Approved Novel Lists Secondary.pdf Common Core Companion Step-Up to Writing Revised 7-1-2015 School Year 2015-16 Page 11 of 34

Suggested Big Idea 21 st Century Inquiry Question from CAS End of Unit Performance Task Graduate Competency CCSS Reading Priority Standards RI.6.2 PRIORITY Determine a 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. RI.6.6 PRIORITY Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.8 PRIORITY Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RL.6.2 PRIORITY 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. RL6.6 PRIORITY Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.9 PRIORITY Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Obstacles to equality still exist. How are conclusions different from evaluations? 6 th Grade Unit 2: Equality (9 Weeks; Oct. 19-Dec. 15) Informative/Explanatory Writing Literary Analysis Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks. (CAS.Reading.6.2.2) Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting College & Career Standards Readiness Connection Literacy Connections L.6.6 PRIORITY Acquire and use accurately RH.6-8.8 grade-appropriate general Distinguish among fact, academic and domain-specific opinion, and reasoned words and phrases; gather judgment in a text. vocabulary knowledge when considering a word or phrase important to comprehension or expression. RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. Mathematical Practice Connections 3. Construct viable arguments and critique the reasoning of others. I can make logical arguments and respond to the mathematical thinking of others. W.6.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. W.6.5 PRIORITY With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.) RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RL.6.4 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. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.9 Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. W.6.9 PRIOITY Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics ). b. Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not ). CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR.R.6 Assess how point of view or purpose shapes the content and style of a text. CCR.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCR.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author s take. Revised 7-1-2015 School Year 2015-16 Page 12 of 34

Language CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 Study and apply grammar (explicit grammar instruction within writing) Use and understand both general academic and domain-specific vocabulary (DGP, SWI, WWW) Speaking and Listening CCSS.: SL.6.1,S L.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6 Engage in collaborative discussions Present findings Evaluate a speaker s claims, rhetoric, and strategy Incorporate multimedia components Suggested Daily Routines Beginning of the Period Word Learning Strategies (WLS): as needed Word Within a Word (WWW): focus on word parts (not on the specific words) Specific Word Instruction (SWI): as determined by teacher Suggested Daily Routines End of the Period Time in Text (minimum 15 min.): twice per week Closure/Ticket Out/Reflection (3 min.): Daily (21 st Century Skills=Critical Thinking and Reasoning, Information Literacy, Collaboration, Self-Direction and Invention) Writing Instruction Vocabulary Content Writing (minimum 15 min.): twice per week DGP Embedded authentically within Writing (7 10 min.): Daily o Follow Teacher Guide for each daily routine o Be sure to note the Weekly Focus Resource: Word Within a Word Volume 1 Lists 1-10 Content Vocabulary claim, evidence & reasons, evaluate an argument, distinguish, excerpt, incidents, cite/citation Unit Performance Task Suggested Formative Assessments: Suggested prompt: What are two purposes Zlata may have had for writing her diary? Cite details from the text that indicate each purpose? Use Langston Terrace p. 480 for text structure. R.A.C.E. responses 3 Moments in a Lesson & Suggested Scaffolding Tasks Preparing the Learner: Frontload vocabulary Activate background knowledge Pre-teach text structures Picture It from PHL pp. T94-T105 Use Zlata s Diary p. 382 for author s purpose and teaching the writing process for a multi-paragraph essay. Interacting with the Text: Venn diagram (circular and/or 3- column) to compare & contrast texts One-pager to learn/reinforce citing text Suggested Resources Prentice Hall Literature (PHL) Informational Nonfiction See unit 1 and 3 as well as any supplemental nonfiction listed in the table of contents in other units. Introduction: Types of Nonfiction & Learning About Types of Nonfiction pp. 378-381 Informational Texts pp. 782-786 Jackie Robinson: Justice at Last p. 420 and The Shutout p. 426 Turkeys and Langston Terrace pp. 468-485 AVID Weekly articles Key Concepts Reading Skills/ Strategies: Monitor & Clarify Text Structure Summarize Word Learning Strategies Draw Inferences Fact/Opinion Note Details (Key) Other Prerequisites: Implicit/Explicit Central Idea Revised 7-1-2015 School Year 2015-16 Page 13 of 34

Unit 2, Common Assessment 2 Performance-Based Assessment Description PART 1: Graphic Organizer (see the ELA Grade 6 Common Assessment 2 document in Schoology) PART 2: Literary Analysis Task Text: Water p. 396 Literary Analysis Task Prompt: After reading Helen Keller s autobiographical essay, determine multiple purposes Keller may have had for writing this essay. Cite evidence from the text. Score using PARCC Research Simulation Task and Literary Analysis Task Rubric Annotate text Charting the text Apply metacognitive strategies including questioning, clarifying, connecting, evaluating, visualizing, predicting/inferring, & summarizing Extending the Learning: Collaborative Poster Frayer Model vocab charts William & Mary graphic organizers Ex: Vocab webs See 6 th grade social studies teacher for access to Teacher One Stop Tools for information articles and activities NYEngage Texts Bud, Not Budy If Back-to-School Speech, President Barack Obama Stanford University Commencement Address, Steve Jobs AVID Resources: See Appendix #1 Common Core Companion Step-Up to Writing PHL Unit 3 Resource Book p. 29 for practice before PBA Author s Perspective/Point of View Revised 7-1-2015 School Year 2015-16 Page 14 of 34

Suggested Big Idea 21 st Century Inquiry Question from CAS End of Unit Performance Task Graduate Competency CCSS Reading Priority Standards RI.6.2 PRIORITY Determine a 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. RI.6.6 PRIORITY Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.8 PRIORITY Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 6 th Grade Unit 3: Central Ideas, Point of View, & Conclusions (6 Weeks; Jan 5-Feb. 19) Truth is in the eye of the beholder. How do text structures affect our understanding of various texts? How do different characters represent different points of view? Argument writing Claim (thesis), Data (evidence), Warrant (conclusion/stance on argument) Write with a clear focus, coherent organization, sufficient elaboration, and detail. (CAS.Reading.6.3.2) Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting Standards Literacy Connections W.6.1 L.6.6 PRIORITY RI.6.1 Write arguments to support Acquire and use accurately Cite textual evidence to support RH.6-8.6 claims with clear reasons and grade-appropriate general analysis of what the text says explicitly as well as inferences Identify aspects of a text that relevant evidence. academic and domainspecific words and phrases; drawn from the text. reveal an author s point of a. Introduce claim(s) and RI.6.3 view or purpose (e.g., loaded organize the reasons and gather vocabulary knowledge Analyze in detail how a key language, inclusion or evidence clearly. when considering a word or individual, event, or idea is avoidance of particular facts.) b. Support claim(s) with clear phrase important to introduced, illustrated, and reasons and relevant comprehension or expression. elaborated in a text (e.g., through RST.6-8.6 evidence, using credible examples or anecdotes). Analyze the author s purpose sources and demonstrating RI.8.4 RI.6.7 Integrate information presented in in providing an explanation, an understanding of the Determine the meaning of different media or formats (e.g., describing a procedure, or topic or text. words and phrases as they are visually, quantitatively), as well discussing an experiment in a c. Use words, phrases, and used in a text, including as in words to develop a coherent text. clauses to clarify the figurative, connotative, and understanding of a topic or issue. relationships among technical meanings; analyze W.6.9 PRIORITY claim(s) and reasons. the impact of specific word Draw evidence from literary or Mathematical Practice d. Establish and maintain a choices on meaning and tone, informational texts to support Connections formal style. including analogies or analysis, reflection, and research. a. Apply grade 6 Reading e. Provide a concluding allusions to other texts. standards to literature (e.g., statement or section that Compare and contrast texts in 7. Look for and make use of follows from the argument different forms or genres [e.g., structure. presented stories and poems; historical W.6.5 PRIORITY novels and fantasy stories] in I can see and understand how With some guidance and terms of their approaches to support from peers and similar themes and topics ). numbers and spaces are adults, develop and b. Apply grade 6 Reading organized and put together as standards to literary strengthen writing as needed parts and wholes. nonfiction (e.g., Trace and by planning, revising, editing, evaluate the argument and rewriting, or trying a new specific claims in a text, approach. (Editing for distinguishing claims that are conventions should supported by reasons and demonstrate command of evidence from claims that are Language standards 1-3 up to not ). and including grade 6.) College & Career Readiness Connection CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR.R.6 Assess how point of view or purpose shapes the content and style of a text. CCR.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Revised 7-1-2015 School Year 2015-16 Page 15 of 34

Language CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 Study and apply grammar (explicit grammar instruction within writing) Use and understand both general academic and domain-specific vocabulary (DGP, SWI, WWW) Speaking and Listening CCSS.: SL.6.1,S L.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6 Engage in collaborative discussions Present findings Evaluate a speaker s claims, rhetoric, and strategy Incorporate multimedia components (21 st Century Skills=Critical Thinking and Reasoning, Information Literacy, Collaboration, Self-Direction and Invention) Suggested Daily Routines Beginning of the Period Word Learning Strategies (WLS): as needed Word within a Word (WWW): focus on word parts (not on the specific words) Specific Word Instruction (SWI): as determined by teacher Suggested Daily Routines End of the Period Time in Text (minimum 15 min.): twice per week Closure/Ticket Out/Reflection (3 min.): Daily Writing Instruction Content Writing (minimum 15 min.): twice per week DGP Embedded authentically within Writing (7 10 min.): Daily o Follow Teacher Guide for each daily routine o Be sure to note the Weekly Focus Resource: Word Within a Word Volume 1 Lists 1-10 Vocabulary Content Vocabulary theme/central idea, objective summary, author s purpose, point of view, perspective, compare & contrast, evaluate, analyze/analysis, synthesize, narrative, mood, tone, character traits, plot, exposition, rising action, climax, falling action, resolution, conflict, setting, protagonist, antagonist, figurative language, genre, cite/citation, claim, evidence & reasons, evaluate an argument, distinguish, excerpt, incidents Unit Performance Task Suggested Formative Assessments: Evaluate an Argument graphic organizer p. 152 in Common Core Companion Use data gathered from Unit 1 3 Moments in a Lesson & Suggested Scaffolding Tasks Preparing the Learner: Review figurative language (simile, metaphor, personification, hyperbole) Review sound devices (alliteration, onomatopoeia, rhyme-rhythmrepetition) Suggested Resources Prentice Hall Literature (PHL) Nonfiction: Informational Text p. 151 in Common Core Companion Key Concepts Reading Skills/ Strategies: Monitor & Clarify Story Structure Text Structure Summarize Common Assessment to Revised 7-1-2015 School Year 2015-16 Page 16 of 34

reteach/reinforce/extend students understanding of RL standards ( Oranges and The Southpaw ) Use data gathered from Unit 2 Common Assessment to reteach/reinforce/extend students understanding of RI and W standards (use this information when implementing the performance-based task listed below) R.A.C.E. responses SAMPLE PROMPT: Write a response in which you trace and evaluate the argument and claims in a 1) persuasive speech (p. 439); 2) editorial (p. 441); 3) online news article (p.783); or 4) persuasive article (p. 785). Use the Performance Task 17a: Evaluate the Argument in an Editorial p. 388 in Common Core Companion for self-assessment. Score using PARCC Research Simulation and Literary Analysis Rubric Unit 3 Performance-Based Task Description: 6 th Grade SchoolCity District Assessment (open Feb. 4 Feb. 19) Standards Tested: RL.6.1, RL.6.2, RL.6.4, RL.6.6, RL.6.9, RI.6.1, RI.6.2, RI.6.4, RI.6.6, RI.6.8, L.6.6, W.6.5, W.6.9 Frontload vocabulary Activate background knowledge Review text structures and story structure Picture It from PHL pp. T94-T105 Interacting with the Text: Venn diagram (circular and/or 3- column) to compare & contrast texts One-pager to learn/reinforce citing text Annotate text Complete plot diagram Venn diagram (circular and/or 3-column) to compare & contrast texts Apply metacognitive strategies including questioning, clarifying, connecting, evaluating, visualizing, predicting/inferring, & summarizing Extending the Learning: Collaborative Poster Write an alternate ending or continuation of the story narrative William & Mary graphic organizers Ex: Literature & Vocab webs Collaborative Poster Frayer Model vocab charts Other non-fiction texts (AVID Weekly articles) Additional Resources: Common Core Companion Step-Up to Writing (focus on academic terms of Claim, Data, Warrant) Word Learning Strategies Draw Inferences Fact/Opinion Note Details (Key) Other Prerequisites: Implicit/Explicit Central Idea Connotation Denotation Figurative Language Tone Analogy Allusion Author s Perspective/Point of View Revised 7-1-2015 School Year 2015-16 Page 17 of 34