StudySync Grade 6 2017-2018 SY Term 1 Term 2 Term 3 Term 4 Dates of Cycle September 5, 2017- November 13, 2017 November 14, 2017- January 29, 2018 January 30, 2018- April 9, 2018 April 10, 2018- June 6, 2018 Total Teaching Total Instructional : 46 Including 1 Half Day Total Instructional : 45 Including 5 Half Total Instructional : 46 Including 4 Half Total Instructional : 40 Including 5 Half Day Theme: Instinct and Action Theme: Taking a Stand Theme: Experiences Shape Lives Theme: Overcoming Circumstance Theme & Collections Study Sync Unit 1: Turning Points Study Sync Unit 3: Facing Challenges Study Sync Unit 2: Ancient Realms Study Sync Unit 4: What Does it Mean to be a Hero? Performance Task and Performance Assessment Options Focus Mode: Informative and Explanatory Extended Project StudySync Grade 6, pages 60-95 Focus Mode: Opinion/Argumentative Extended Project StudySync Grade 6, pages 257-294 Focus Mode: Narrative Extended Project StudySync Grade 6, pages 159-192 Focus Mode: All Modes: Review, Reteach, and Enrich Extended Project StudySync Grade 6, pages 360-405 *You may navigate through each StudySync unit to meet the needs of your students. 1
The School District of Philadelphia Standards Mapping: Grade 6 Term 1 Theme: Instinct and Action Study Sync Unit 1: Turning Points Assessments: The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit. ELL Resources: The instructional path contains an Access Path, which provides targeted differentiation for English Learners. Students interact with course materials through Access Handouts, which provide differentiated activities for each proficiency level. Emerging Access 1 Intermediate Access 2 Advanced Access 3 Struggling Learner Resources: The instructional path contains an Access Path, which provides targeted differentiated instruction for struggling learners. Students interact with course materials through Access Handout 4, which provides differentiated activities and support for struggling learners. Please note that the Philadelphia School District reports an ELL student s English proficiency level via an access score/level. This level does not align with the Access Path, used by Study Sync Grade 6. Therefore, when selecting which Access Path to support ELL instruction, please evaluate students independently to meet their individual needs and engage in conversation with ESL teacher. 2
Reading Literature Term 1 Unit 1 Turning Points 1-4 Hatchet Pages 5-8 Blast: Turning Points Point of View CC.1.3.6.A 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. CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or CC.1.3.6.C Describe how a particular story 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. CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.A-K.1.1.2 E06.A-K.1.1.1 E06.A-K.1.1.3 E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 3
Reading Informational CC.1.2.6.A Determine the 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. E06.BK.1.1.2 CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or E06.B-K.1.1.1 5-7 Guts: The True Stories Behind Hatchet and the Brian Books Pages 9-13 Central or Main Idea Greek and Latin Affixes and Roots CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.B-K.1.1.3 E06.B-V.4.1.1 E06.B-V.4.1.2 4
Reading Literature CC.1.3.6.A 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. E06.A-K.1.1.2 8-10 Island of the Blue Dolphins Pages 14-18 Blast: Survivors ual Evidence CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or CC.1.3.6.C Describe how a particular story 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. CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.A-K.1.1.1 E06.A-K.1.1.3 E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 5
Reading Literature CC.1.3.6.A 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. E06.A-K.1.1.2 CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or E06.A-K.1.1.1 11-13 Dragonwings Pages 19-23 Connotation and Denotation CC.1.3.6.C Describe how a particular story 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. CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.A-K.1.1.3 E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 6
Reading Informational CC.1.2.6.A Determine the 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. E06.BK.1.1.2 CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or E06.B-K.1.1.1 CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. E06.B-K.1.1.3 14-17 The Father of Chinese Aviation Pages 24-28 Blast: What Do You Mean? Blast: Innovative Immigrants ual Evidence CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including CC.1.4.6.U Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with CC.1.4.6.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a E06.B-V.4.1.1 E06.B-V.4.1.2 7
Reading Informational CC.1.2.6.A Determine the 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. E06.BK.1.1.2 CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or E06.B-K.1.1.1 18-22 I Never Had It Made Pages 29-33 Blast: Turning Points Informational Structure Figurative Language Media CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.B-K.1.1.3 E06.B-V.4.1.1 E06.B-V.4.1.2 8
Reading Informational CC.1.2.6.A Determine the 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. E06.BK.1.1.2 Warriors Don t Cry Pages 34-38 CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. E06.B-K.1.1.1 E06.B-K.1.1.3 Blast: Equal Education CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.B-V.4.1.1 E06.B-V.4.1.2 23-25 Informational Structure Extended Project Pacing Suggestion: Informative/ Explanatory Prewrite 9
Reading Informational CC.1.2.6.A Determine the 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. E06.BK.1.1.2 CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or E06.B-K.1.1.1 26-28 The Story of My Life Pages 39-43 Connotation and Denotation Extended Project Pacing Suggestion: Thesis Statement Blast: Audience and Purpose CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.B-K.1.1.3 E06.B-V.4.1.1 E06.B-V.4.1.2 10
Reading Literature CC.1.3.6.A 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. E06.A-K.1.1.2 Eleven Pages 44-49 Blast: Blog It! CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or CC.1.3.6.C Describe how a particular story 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. E06.A-K.1.1.1 E06.A-K.1.1.3 29-32 Story Structure Figurative Language Extended Project Pacing Suggestion: Organize Informative Supporting Details Plan CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 11
Reading Literature 33-36 The Pigman Pages 50-55 Blast: Foundational Friendships Point of View Extended Project Pacing Suggestion: Skill: Introductions Skill: Body Paragraphs and Transitions Skill: Conclusions Draft CC.1.3.6.A 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. CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or CC.1.3.6.C Describe how a particular story 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. CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including CC.1.4.6.U Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with CC.1.4.6.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a E06.A-K.1.1.2 E06.A-K.1.1.1 E06.A-K.1.1.3 E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 12
Reading Literature The Road Not Taken Pages 56-59 CC.1.3.6.A 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. E06.A-K.1.1.2 37-42 Blast: The Right Direction Poetic Structure Poetic Elements Media Extended Project Pacing Suggestion: Blast: Style Revise Skill: Sources and Citations CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including E06.A-K.1.1.1 E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 13
Extended Project Think about the selections you have read that involve life-changing experiences. Write an informative/explanatory essay in which you explain how three individuals in three of the excerpts you have read faced life-changing experiences, and analyze the impact of these changes on their lives and their countries. Your essay should include: An introduction with a clear thesis statement Body paragraphs with relevant evidence and thorough analysis to support your thesis A conclusion paragraph that effectively wraps up your essay Resources PA Common Core Standards Addressed CC.1.4.6.A Write informative/explanatory texts to examine a topic and convey ideas, concepts, StudySync pages 60-95 and information clearly. Informative/Explanatory (60-64) Prewrite (65-66) Skill: Thesis Statement (67-68) Skill: Organize Informative (69-71) Skill: Supporting Details (72-74) Skill: Plan (75-76) Skill: Introductions (77-78) Skill: Body Paragraphs and Transitions (79-83) Skill: Conclusions (84-85) Draft (86-87) Revise (88-89) Skill: Sources and Citations (90-93) Edit, Proofread, and Publish (94-95) CC.1.4.6.B Identify and introduce the topic for the intended audience. CC.1.4.6.C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. CC.1.4.6.D Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. CC.1.4.6.E Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexities. Develop and maintain a consistent voice. Establish and maintain a formal style. CC.1.4.6.F Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E06.C.1.2.1 E06.C.1.2.2 E06.C.1.2.1 E06.C.1.2.3 E06.C.1.2.6 E06.C.1.2.4 E06.C.1.2.5 E06.D.2.1.1 E06.D.2.1.2 E06.D.2.1.3 E06.D.2.1.4 E06.D.2.1.5 E06.D.1.1.1 E06.D.1.1.2 E06.D.1.1.3 E06.D.1.1.4 E06.D.1.1.5 E06.D.1.1.6 E06.D.1.1.7 E06.D.1.1.8 E06.D.1.2.1 E06.D.1.2.2 14
Speaking and Listening CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, CC.1.4.6.U 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. CC.1.4.6.W 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 CC.1.4.6.X 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 disciplinespecific tasks, purposes, and audiences. CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on CC.1.5.6.D 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. E06.D.1.2.3 15