ELA CCGPS Grade Six Title of Textbook : Edgenuity CCGPS English Language Arts 6 State-Funded Course Number: 23.01100 (Language Arts/Grade 6) Publisher Name: Edgenuity Date of Copyright: 2013 Number ELACC6RL1 Sixth Grade Reading Literary (RL) Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Where Taught (If print component, cite page number, if non-print cite appropriate location.) U1L2: Characters in Holes U4L3: Making Inferences about Events in Through the Looking Glass U6L4: Author's Craft in Wonder U7L2: Characterization in Heart of a Samurai U12L6: Exploring Theme and Purpose in Blanca Flor ELACC6RL2 ELACC6RL3 ELACC6RL4 ELACC6RL5 ELACC6RL6 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. 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 towards a resolution. Craft and Structure 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. 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. Explain how an author develops the point of view of the narrator or speaker in a text. U4L7: Theme in Through the Looking Glass U6L2: Making Connections to Roll of Thunder, Hear My Cry U8L4: Theme in The Jungle Book U9L1: Caretakers of the Earth: Examining the Legend of The Chenoo U12L6: Exploring Theme and Purpose in Blanca Flor U1L1: Introduction to Identity and Fitting In [ The All- American Slurp ] U6L1: New Beginnings: Characters in Roll of Thunder, Hear My Cry U6L6: Character Development in Esperanza Rising U8L3: Plot Development in The Jungle Book U12L1: Understanding Others: Analyzing Conflict in Eleven U1L5: Responding to Word Choice in a Narrative U4L4: Word Choice and Tone in Through the Looking Glass U7L1: Overcoming Obstacles: Word Choice in Heart of a Samurai U7L2: Characterization in Heart of a Samurai U11L6: Exploring Tone in Poetry ( Madam and the Rent Man ) U12L3: Wordplay in The Phantom Tollbooth U1L3: Narrative Structure in Holes U2L6: Bringing the 1930s to Life in Brighton Beach Memoirs U4L1: Perseverance and Making Sense: Through the Looking Glass U8L2: Sensory Language in The Jungle Book U8L6: Comparing Prose and Poetry: Rudyard Kipling's "If" U2L6: Bringing the 1930s to Life in Brighton Beach Memoirs U3L2: Making Predictions in a Mystery: "Object Lesson" U8L1: Growing Up: Narrative Voice in The Jungle Book U9L2: Narrative Point of View in Seedfolks June 4, 2013 Page 1
ELACC6RL7 ELACC6RL8 ELACC6RL9 ELACC6RL10 Integration of Knowledge and Ideas 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. (Not applicable to literature) 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. Range of Reading and Level of Text Complexity 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. U12L4: Characters Perspectives in The Phantom Tollbooth U4L1 Perseverance and Making Sense: Through the Looking Glass U8L6: Comparing Prose and Poetry: Rudyard Kipling's "If" U1L2: Characters in Holes U4L3: Making Inferences about Events in Through the Looking Glass U6L4: Author's Craft in Wonder U7L6: Understanding Mythology in Black Ships Before Troy U12L6: Exploring Theme and Purpose in Blanca Flor June 4, 2013 Page 2
ELA CCGPS - Grade Six Title of Textbook : Edgenuity CCGPS English Language Arts 6 State-Funded Course Number: 23.01100 (Language Arts/Grade 6) Publisher Name: Edgenuity Date of Copyright: 2013 Number ELACC6RI1 Sixth Grade Reading Informational (RI) Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Where Taught (If print component, cite page number, if non-print cite appropriate location.) U2L1: Making Changes: Central Ideas in Immigrant Kids U5L1: Building and Creating: Distinguishing Fact from Opinion in an Essay ("On Becoming an Inventor") U5L5: Text Features in A Short Walk Around the Pyramids and Through the World of Art U9L3: Evaluating an Argument on Healthy Eating ( Healthy Eating: Small Changes Can Equal Big Results ) U10L4: Analyzing Descriptions in A Black Hole Is NOT a Hole ELACC6RI2 ELACC6RI3 ELACC6RI4 ELACC6RI5 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. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 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. U1L4: Details in a Middle Schooler's Personal Narrative (Chicken Soup for the Soul: Teens Talk Middle School) U2L1: Making Changes: Central Ideas in Immigrant Kids U2L4: Ellis Island National Monument Online: Asking Questions U5L2: Objective Language in a Speech about the Brooklyn Bridge "Opening Ceremonies of the New York and Brooklyn Bridge, May 24, 1883" U11L1: Making Tough Choices: Exploring Graphic Treatment in Citizenship U1L4: Details in a Middle Schooler's Personal Narrative (Chicken Soup for the Soul: Teens Talk Middle School) U5L5: Text Features in A Short Walk Around the Pyramids and Through the World of Art U7L5: Visual Text Features in Into the Unknown U11L4: Conveying Theme Through an Interview (The Hero Project: profile of Florence Griffith Joyner) U11L5: Retelling History Through Biography (Claudette Colvin: Twice Toward Justice) U5L6: Frida Kahlo: Word Choice in a Biography U9L7: Exploring Word Relationships and Figurative Language U10L2: Understanding Complex Information in A Black Hole Is NOT a Hole U2L3: Ellis Island National Monument Online: Cause-and- Effect Structure U5L5: Text Features in A Short Walk Around the Pyramids and Through the World of Art U5L6: Frida Kahlo: Word Choice in a Biography U9L6: Text Structure in A Student s Guide to Global Climate Change U10L4: Analyzing Descriptions in A Black Hole Is NOT a Hole June 4, 2013 Page 3
ELACC6RI6 ELACC6RI7 ELACC6RI8 ELACC6RI9 LACC6RI10 Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. Integration of Knowledge and Ideas 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. 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. 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). Range of Reading and Level of Text Complexity 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. U1L6: Setting in A Girl Named Zippy U3L4: Author's Viewpoint in Bone Detective U5L6: Frida Kahlo: Word Choice in a Biography U9L3: Evaluating an Argument on Healthy Eating ( Healthy Eating: Small Changes Can Equal Big Results ) U11L1: Making Tough Choices: Exploring Graphic Treatment in Citizenship U2L2: Ellis Island National Monument Online: Text and Visual Details U5L5: Text Features in A Short Walk Around the Pyramids and Through the World of Art U7L3: Connecting to Text in The Boy Who Harnessed the Wind U7L5: Visual Text Features in Into the Unknown U10L4: Analyzing Descriptions in A Black Hole Is NOT a Hole U10L7: Drawing Conclusions in A Black Hole Is NOT a Hole U9L3: Evaluating an Argument on Healthy Eating ( Healthy Eating: Small Changes Can Equal Big Results ) U3L6: Synthesizing Information about the Apollo 11 Moon Landing (Team Moon: How 400,000 People Landed Apollo 11 on the Moon; NASA article about moon landing) U2L2: Ellis Island National Monument Online: Text and Visual Details U5L5: Text Features in A Short Walk Around the Pyramids and Through the World of Art U5L6: Frida Kahlo: Word Choice in a Biography U7L5: Visual Text Features in Into the Unknown U10L7: Drawing Conclusions in A Black Hole Is NOT a Hole June 4, 2013 Page 4
ELA CCGPS - Grade Six Title of Textbook : Edgenuity CCGPS English Language Arts 6 State-Funded Course Number: 23.01100 (Language Arts/Grade 6) Publisher Name: Edgenuity Date of Copyright: 2013 Number ELACC6W1 ELACC6W2 Sixth Grade Writing (W) Text Types and Purposes Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. June 4, 2013 Page 5 Where Taught (If print component, cite page number, if non-print cite appropriate location.) U5L8: Writing an Argument about a National Landmark U8L8: Writing Workshop: Writing an Argumentative Essay about a Tradition U11L8: Writing an Argumentative Essay about an Injustice U5L8: Writing an Argument about a National Landmark U8L8: Writing Workshop: Writing an Argumentative Essay about a Tradition U11L8: Writing an Argumentative Essay about an Injustice U8L8: Writing Workshop: Writing an Argumentative Essay about a Tradition U11L8: Writing an Argumentative Essay about an Injustice d. Establish and maintain a formal style. U11L8: Writing an Argumentative Essay about an Injustice e. Provide a concluding statement or section that follows from the argument presented. ELACC6W2: 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. U11L8: Writing an Argumentative Essay about an Injustice U3L5: Analyzing a Text by Comparing and Contrasting U7L8: Writing an Analysis of Literary Characters U12L2: Writing a Thank-You Letter U2L5: Responding to Quotations in an Informational Text U5L4: Responding to Facts in an Informational Text U5L8: Writing an Argument about a National Landmark U7L8: Writing an Analysis of Literary Characters U3L5: Analyzing a Text by Comparing and Contrasting U7L8: Writing an Analysis of Literary Characters U12L2: Writing a Thank-You Letter
ELACC6W3 ELACC6W4 ELACC6W5 ELACC6W6 ELACC6W7 ELACC6W8 d. Use precise language and domain-specific vocabulary to inform about or explain the topic. June 4, 2013 Page 6 U11L3: Writing for Your Audience U12L2: Writing a Thank-You Letter e. Establish and maintain a formal style. U11L3: Writing for Your Audience f. Provide a concluding statement or section that follows from the information or explanation presented. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in s 1 3 above.) 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 s 1 3 up to and including grade 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. Research to Build and Present Knowledge Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 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 U12L2: Writing a Thank-You Letter U1L8: Writing a Personal Narrative about Fitting In U7L8: Writing an Analysis of Literary Characters U8L5: Responding to Theme and Character in a Narrative U8L5: Responding to Theme and Character in a Narrative U8L5: Responding to Theme and Character in a Narrative U1L5: Responding to Word Choice in a Narrative U1L8: Writing a Personal Narrative about Fitting In U7L8: Writing an Analysis of Literary Characters U8L5: Responding to Theme and Character in a Narrative U8L5: Responding to Theme and Character in a Narrative U9L4: Analyzing Procedural Text U11L3: Writing for Your Audience U9L4: Analyzing Procedural Text U5L8: Writing an Argument about a National Landmark U9L8: Creating a Blog U3L8: Creating a Yearbook Page U6L8: Creating a Text Trailer U9L8: Creating a Blog U2L5: Responding to Quotations in an Informational Text U3L8: Creating a Yearbook Page U6L8: Creating a Text Trailer
ELACC6W9 ELACC6W10 sources. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading s 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 s 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 ). Range of Writing 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 a range of discipline-specific tasks, purposes, and audiences. U9L8: Creating a Blog U2L5: Responding to Quotations in an Informational Text U3L5: Analyzing a Text by Comparing and Contrasting U1L5: Responding to Word Choice in a Narrative U3L8: Creating a Yearbook Page U5L4: Responding to Facts in an Informational Text U6L8: Creating a Text Trailer U9L8: Creating a Blog June 4, 2013 Page 7
ELA CCGPS - Grade Six Title of Textbook: Edgenuity CCGPS English Language Arts 6 State-Funded Course Number: 23.01100 (Language Arts/Grade 6) Publisher Name: Edgenuity Date of Copyright: 2013 Number ELACC6SL1 ELACC6SL2 ELACC6SL3 ELACC6SL4 ELACC6SL5 ELACC6SL6 Sixth Grade Speaking and Listening (SL) Comprehension and Collaboration 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. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 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. Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas 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. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language s 1 and 3 for specific expectations.) June 4, 2013 Page 8 Where Taught (If print component, cite page number, if non-print cite appropriate location.) U12L7: Creating a Multimedia Presentation U12L7: Creating a Multimedia Presentation U12L7: Creating a Multimedia Presentation U6L8: Creating a Text Trailer U12L7: Creating a Multimedia Presentation U12L7: Creating a Multimedia Presentation
ELA CCGPS - Grade Six Title of Textbook : Edgenuity CCGPS English Language Arts 6 State-Funded Course Number: 23.01100 (Language Arts/Grade 6) Publisher Name: Edgenuity Date of Copyright: 2013 Number ELACC6L1 ELACC6L2 ELACC6L3 ELACC6L4 Sixth Grade Language (L) Where Taught (If print component, cite page number, if non-print cite appropriate location.) Conventions of English Demonstrate command of the conventions of English grammar and usage when writing U6L7: Pronouns or speaking. a. Ensure that pronouns are in the proper case U6L7: Pronouns (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). U6L7: Pronouns c. Recognize and correct inappropriate shifts in U6L7: Pronouns pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones U6L7: Pronouns with unclear or ambiguous antecedents).* e. Recognize variations from English in U2L7: Sentence Patterns their own and others' writing and speaking, and U6L7: Pronouns identify and use strategies to improve expression in U1L8: Writing a Personal Narrative about Fitting In conventional language.* Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing. U6L7: Pronouns U2L7: Sentence Patterns a. Use punctuation (commas, parentheses, dashes) to U7L7: Punctuation and Capitalization set off nonrestrictive/parenthetical elements.* b. Spell correctly. U8L7: Using Reference Materials Knowledge of Language Use knowledge of language and its conventions when U6L7: Pronouns writing, speaking, reading, or listening. U8L7: Using Reference Materials a. Vary sentence patterns for meaning, U2L7: Sentence Patterns reader/listener interest, and style.* b. Maintain consistency in style and tone.* U2L7: Sentence Patterns U11L3: Writing for Your Audience Vocabulary Acquisition and Use 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. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. U1L7: Context Clues and Multiple-Meaning Words U3L7: Denotation and Connotation U8L7: Using Reference Materials U11L7: Understanding Greek and Latin Affixes and Roots U1L7: Context Clues and Multiple-Meaning Words U3L7: Denotation and Connotation U4L1: Perseverance and Making Sense: Through the Looking Glass U10L2: Understanding Complex Information in A Black Hole Is NOT a Hole U11L7: Understanding Greek and Latin Affixes and Roots June 4, 2013 Page 9
ELACC6L5 ELACCKL6 b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 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. U11L7: Understanding Greek and Latin Affixes and Roots U1L7: Context Clues and Multiple-Meaning Words U8L7: Using Reference Materials U8L7: Using Reference Materials U4L6: Symbols in Through the Looking Glass U9L7: Exploring Word Relationships and Figurative Language U6L2: Making Connections to Roll of Thunder, Hear My Cry U9L7: Exploring Word Relationships and Figurative Language U9L7: Exploring Word Relationships and Figurative Language U3L7: Denotation and Connotation U1L7: Context Clues and Multiple-Meaning Words U3L7: Denotation and Connotation U8L7: Using Reference Materials U11L7: Understanding Greek and Latin Affixes and Roots June 4, 2013 Page 10