English Grade 6 Literature and Strategies/Writing Composition Curriculum
Adopted June 12, 2018
Semester 1 Semester 2
Compares Narrative and Informational text structures
Introduction to informational skills in reading and writing. Builds on the work done in the Foundational Skills Unit.
Introduction to narrative skills in reading and writing. Builds on the work done in the Foundational Skills Unit.
Introduction to research skills in reading and writing. This unit could be used as the research basis for the Informational Argument Unit.
Introduction to argument skills in reading and writing. Incorporates research into the writing process.
Builds on the work done in the Narrative Skills Unit by revising those narrative works into full length narrative and focusing on narrative techniques.
Builds on the work done in previous units by connecting argument and narrative skills.
Builds on the work done throughout the school year. Teachers use formative assessment to determine which skills students need additional work applying.
4 Weeks 5 Weeks (includes 1 Bridge
week)
week)
Bridge week)
window)
Curriculum Revision Committee Members: Angela Arentz, Lowell Scott Middle School Janna Davis, District Service Center Beverly Derow, Galileo STEM Academy Jennifer Dunlop, Lewis and Clark Middle School Laura Gilchrist, District Service Center Kirsten Goodfellow, Heritage Middle School Tana Jons, Eagle Middle School Molly Kiesig, Crossroads Middle School Karen Lamb, Lake Hazel Middle School Katie Mortimer, Pathways Middle School Lili Saum, Meridian Middle School Kendra Wisenbaker, Sawtooth Middle School
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District Curriculum Document
Instructional Time: 4 weeks
English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit
Big Ideas/Essential Questions
Priority Standards Student Learning Intentions (Student Friendly Language of the Priority Standards)
Thematic Focus: Communication
Essential Questions: What skills do I need to be able to advance my learning and how does this help me communicate?
How does breaking things apart help me understand the whole?
How can I be self-aware and recognize where my skills are at in order to grow?
How does understanding the structure of a text help me communicate?
RL.6.2 (summary focus): 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. RI.6.2 (summary focus): 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
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.
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, cause/effect; include formatting (e.g., headings), graphics (e.g.,
RL 6.2/RI.6.2: I can
determine the theme or central idea of a text.
identify and cite the details that demonstrate the theme or central idea.
objectively summarize what the text says. RL.6.3: I can
identify the elements of plot in a story.
track the changes of a character throughout the story.
identify the main events in a story that advance the plot.
W.6.2 I can
write informative/explanatory texts.
organize ideas using text structures.
organize ideas using different text features. I can develop the topic using facts, definitions, concrete details, quotations, or other information and examples.
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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.
L.6.4.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.
L.6.4.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. 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).
L.6.4.a: I can use context clues to determine the meaning of a word or phrase. L.6.4.c: I can use both print and digital reference materials to both pronounce and understand the precise meaning of a word or phrase.
Supporting Standards
RL.6.5: 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. 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.
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.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
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 1–3 above.) 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. 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 a range of discipline-specific tasks, purposes, and audiences.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly.
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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. SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly. L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.*
b. Maintain consistency in style and tone.*
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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
parts of speech (review) nouns
verbs
adjectives
adverbs
prepositions
conjunctions
analogies
Recommended District Resources
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Approved Novels: The Cay by Theodore Taylor (830 Lexile) Out of My Mind by Sharon Draper (700 Lexile) Mrs. Frisby and the Rats of Nimh by Robert O'Brien (790 Lexile) Code Talker by Joseph Bruchac (910 Lexile) Dragon's Milk by Susan Fletcher (660 Lexile)
Short Stories: "Dragon, Dragon" by John Gardner, PH, p. 461
"The Stray" by Cynthia Ryland, PH, p. 16
"Emperor's New Clothes" by Hans Christian Anderson, PH, p. 775
"The Fun They Had" by Isaac Asimov, PH, p. 382
"The Dog of Pompeii" by Louis Untermeyer, PH, p. 221
"The Ant and The Dove" by Leo Tolstoy, PH, p. 784
"He Lion, Bruh Bear, and Bruh Rabbit" by Virginia Hamilton, PH, p. 785
"Senor Coyote and the Tricked Trickster" by I.G. Edmonds, PH, p. 789
Poetry: "Jimmy Jet and His TV Set" by Shel Silverstein, PH, p. 717
"The World Is Not a Pleasant Place to Be" by Nikki Giovanni, PH, p. 157
Nonfiction: "Water" by Helen Keller, PH, p. 122
“Communication Skills: What Is Active Listening?” by Gale, Cengage Learning https://newsela.com/read/lib-active-listening/id/36928 (1060 Lexile/differentiated Lexiles) “How Long Does It Take to Form a Habit?” by ThoughtCo.com https://newsela.com/read/lib-how-long-form-habit/id/38375 (970 Lexile/differentiated Lexiles) “Close Your Eyes to Listen – You Might Understand More” by Nicola Davis https://newsela.com/read/elem-listening-to-hear-emotions/id/36288 (790 Lexile/differentiated Lexiles) “More Facebook Friends, Fewer Real Ones, Says Cornell Study” by ABC News https://www.commonlit.org/texts/more-facebook-friends-fewer-real-ones-says- cornell-study (1260 Lexile) “A Quick Note on Getting Better at Difficult Things” by Ta-Nehisi Coates https://www.commonlit.org/texts/a-quick-note-on-getting-better-at-difficult-things (690 Lexile)
District Curriculum Document Curriculum Unit: Informational Skills
Subject Area: English
Grade Level: 6
Instructional Time: 5 weeks: 4 weeks and a 1 week Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and transition from one unit to the next English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit
Big Ideas/Essential Questions Priority Standards Student Learning Intentions (Student Friendly Language of the Priority Standards)
Thematic Focus: Communication
Essential Questions: How do I successfully and fully answer a question with evidence and reasoning?
How do structure and organization help me understand what I am reading and share what I have learned?
Why is it important to understand the purpose of a text as a writer and a reader?
How does information help me understand the world?
RI.6.1 (focus on citing textual evidence): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 (focus on citing textual evidence): 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.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.2: I can
determine the theme or central idea of a text.
identify and cite the details that demonstrate the theme or central idea.
objectively summarize what the text says. RI.6.2: I can
determine a central idea from a text.
identify details that support central idea.
summarize the text objectively.
RI.6.4: I can
identify and interpret figurative words and phrases as they are used in an informational text.
define and interpret academic words and phrases as they are used in an informational text.
determine the connotative meaning of words and phrases and interpret them as they are used in an informational text.
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RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
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, 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. Provide a concluding statement or section that follows from the information or explanation presented.
L.6.4.b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.5.b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
RI.6.6: I can
determine an author's point of view or purpose in a text.
explain how an author reveals point of view or purpose in a text.
W.6.2: I can
write informative/explanatory texts.
organize ideas using different text features.
develop the topic using facts, definitions, concrete details, quotations, or other information and examples.
use transitional words, phrases, and clauses to show relationships among ideas.
use topic specific vocabulary to inform and explain the topic.
maintain a formal writing style.
develop an appropriate and formal conclusion.
L.6.4.b: I can use word parts to determine the meaning of a word. L.6.5.b: I can better understand the meaning of words by examining their relationship to one another. L.6.5.c: I can tell the difference between the connotations (associations) of words with similar denotations (definitions).
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Supporting Standards
RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.1 (introduce inferences): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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.6.5: 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.
W.6.1.a: Introduce claim(s) and organize the reasons and evidence clearly. W.6.1.b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 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 1–3 above.) 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. 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 a range of discipline-specific tasks, purposes, and audiences.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner 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. 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.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly. L.6.4.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. 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). 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.
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Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
relevant supporting evidence/reasons/details/information
affixes
prefixes
Suffixes
connotation
denotation
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Approved Novels: The Cay by Theodore Taylor (830 Lexile) Out of My Mind by Sharon Draper (700 Lexile) Mrs. Frisby and the Rats of Nimh by Robert O'Brien (790 Lexile) Code Talker by Joseph Bruchac (910 Lexile) Dragon's Milk by Susan Fletcher (660 Lexile)
Short Stories: "Zlateh the Goat" by Isaac Bashevis Singer, PH, p. 146
Nonfiction: "Water" by Helen Keller, PH, p. 122
"Exceprt from the Story of My Life" by Hellen Keller (https://www.commonlit.org) (1060 Lexile)
"Cutting the Cords: How Wireless Charging will Keep Toxic Waste Out of Landfills" by (https://www.commonlit.org) (1270 Lexlie) "Today's Telephone" by Barbara Radner (https://commonlit.org) (770L) "Watch Out: Cell Phones Can Be Addictive" by Kathiann Kowalski ((https://commonlit.org) (940L) "How Young is Too Young for Cellphones in School?" By Donna St. George https://newsela.com/read/elem-cellphones-in-school-debate/id/37754/ (differentiated Lexlies) "Social Media's Effects on Young People Aren't All Negative" by Kaiser Health News https://newsela.com/read/social-media-teens-mental-health- benefits/id/36847/ (940 Lexlie/differentiated Lexlies)
“Native American Veterans to Join Groups Honored at National Mall” by Washington Post https://newsela.com/read/native-veterans-memorial/id/39645 (1040 Lexile/differentiated Lexiles) “Cracking Code Purple” by Anna Ouchchy https://www.commonlit.org/texts/cracking-code-purple (870 Lexile) “Patriotism Crosses the Color Line: African-Americans in World War II” by Clarence Taylor https://newsela.com/read/gl-history-african-americans-world-war- II/id/31312 (1060 Lexile/differentiated Lexiles) “Why I Refuse to Say I ‘Fight’ My Disability” by Karin Hitselberger https://www.commonlit.org/texts/why-i-refuse-to-say-i-fight-my-disability (1090 Lexile) “He Wrote 120 Letters to Tell Students How Special They Are. Some Cried.” By Sharon Fitzhugh https://newsela.com/read/elem-teacher-writes-letters-to- students/id/36533 (790 Lexile/differentiated Lexiles) “Robot ‘Double’ Allows Students Who Are Sick to Attend School, See Friends” by Kathy Boccella https://newsela.com/read/elem-sick-students-robot- double/id/40943/ (810 Lexile/differentiated Lexiles)
District Curriculum Document
Subject Area: English
Grade Level: 6 Instructional Time: 5 weeks: 4 weeks and a 1 week Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and transition from one unit to the next English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit
Big Ideas/Essential Questions
of the Priority Standards) I can statements. . .
Thematic Focus: Journeys
Essential Questions: How can one person's journey help me understand my own as well as the world around me?
What techniques can I learn and apply from reading the work of skilled authors?
What skills do I need to effectively tell a story that engages my audience?
RL.6.1 (focus is on using textual evidence): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 (focus on the summary of a text): 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.
RL.6.1: I can
determine the difference between explicit language and inferential language.
cite textual evidence to support analysis of what the text says directly.
cite textual evidence to support inferences.
RL.6.2: I can
cite the details that demonstrate the theme or central idea.
objectively summarize what the text says.
RL.6.3: I can
track the changes of a character throughout the story.
identify the main events in a story that advance the plot.
RL.6.4: I can
identify figurative language in a literary text.
interpret figurative language in a literary text to determine what an author is communicating.
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W.6.3: 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.
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.
SL.6.4 (if not assessed in unit 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.
L.6.4.b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.5: 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.
identify and interpret connotative meaning in a literary text and determine what the author is trying to communicate through using it.
W.6.3: I can
use narrative techniques such as effective dialogue, descriptive and sensory language, and appropriate sequencing of events.
develop an appropriate conclusion that resolves the story.
SL.6.4: I can
identify relevant facts and details that support the main idea or theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when presenting.
L.6.4.b: I can use word parts to determine the meaning of a word. L.6.5: I can
interpret figurative language in context.
better understand the meaning of words by examining their relationship to one another.
tell the difference between the connotations (associations) of words with similar denotations (definitions).
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c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Supporting Standards
RL.6.1 (introduce inferences): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 (introduce theme): 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.6.5: 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. RL.6.7: 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.
L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, and possessive). b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
e. Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.4.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. 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).
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
character's action/characters' relationship/characters' interaction
theme tone
mood
affixes
prefixes
Suffixes
Recommended District Adopted Resources
English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit Adopted Resources:
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Novels: Maniac McGee by Jerry Spinelli (820 Lexile) Tuck Everlasting by Natalie Babbitt (770 Lexile) True Confessions of Charlotte Doyle by Avi (740 Lexile) Esparanza Rising by Pam Munoz Ryan (750 Lexile) Dragon's Milk by Susan Fletcher (660 Lexile) Black Star, Bright Dawn by Scott O'Dell (670 Lexile) Pankration-The Ultimate Game by Dylan Blacklock (820 Lexile) The Cay by Theodore Taylor (830 Lexile) A Wrinkle in Time by Madeleine L'Engle (740 Lexile) The Lightening Thief by Rick Riordan (740 Lexile)
Short Stories: "The Circuit" by Francisco Jimenez, PH, p. 80
"The Gorgon's Head" by Anne Terry White, PH, p. 798
"The All American Slurp" by Lensey Namioka, PH, p. 518
Poetry:
"The Children's Hour" by Henry Wadsworth Longfellow, PH, p. 158
"Wilbur Wright and Orville Wright" by Rosemary and Stephen Vincet Benet, PH, p. 264
"Books Fall Open" by David McCord, PH, p. 72
"Simile: Willow and Gingko" by Eve Merriam, PH, p. 744
"Fame is a Bee" by Emily Dickinson, PH, p. 745
"April Rain Song" by Langston Hughes, PH, p. 746
Nonfiction: "Stage Fright" by Mark Twain, PH, p. 215
“Soccer Speaks Many Languages” by Dianna Greers https://www.commonlit.org/texts/soccer-speaks-many-languages (920 Lexile) “U.S. Olympian Maame Biney’s Short-Track Speedskating Journey” by Washington Post https://newsela.com/read/Maame-Biney-speed-skater- olympics/id/39838 (970 Lexile/differentiated Lexiles) “A Journey of Confidence Leads to College Scholarship for Golfer in Hijab” by The Sacramento Bee https://newsela.com/read/hijab-college-golfer/id/32644 (676 Lexile/differentiated Lexiles) “The Ride of Her Life: Syrian Refugee’s Perilous Journey – in a Wheelchair” by Philip Oltermann https://newsela.com/read/syria-wheelchair-journey/id/23859 (1020 Lexile/differentiated Lexiles) “Dedicated to the Goal” by Marty Kaminsky https://www.commonlit.org/texts/dedicated-to-the-goal (940 Lexile) “The Story of Books” by Amy Tao https://newsela.com/read/elem-hist-books/id/39433 (800 Lexile/differentiated Lexiles) “‘Wonder’ Movie Gives Two Kansas Girls Hope” by Jenee Osterheldt https://newsela.com/read/elem-wonder-movie-gives-girls-hope/id/38071 (790 Lexile/differentiated Lexiles) “To Fly Like the Hawk and the Eagle” by Iris Whitney https://www.commonlit.org/texts/to-fly-like-the-hawk-and-the-eagle (1070 Lexile) “The Lone Woman of San Nicolas Island” by Jessica McBirney https://www.commonlit.org/texts/the-lone-woman-of-san-nicolas-island (970 Lexile) “Big Questions: Are There Really Zombies in the World?” by Marguerite Johnson https://newsela.com/read/elem-big-q-zombies/id/33769 (810 Lexile/differentiated Lexiles) “U.S. Soccer Group’s Project Brings Game to Inner-City Kids in Chicago” by Washington Post https://newsela.com/read/pick-up-soccer/id/38656/ (940 Lexile/differentiated Lexiles)
District Curriculum Document
Grade Level: 6
Thematic Focus: Journeys
Essential Questions: How do I find, identify, and evaluate a source to determine if it is credible and trustworthy?
How does research help me answer questions, solve problems, and support my ideas?
How do I avoid plagiarism by summarizing, paraphrasing, and citing my sources?
What skills do I need to share information and logically organize ideas to inform an audience?
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2: 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.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
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, cause/effect; include formatting (e.g., headings), graphics (e.g.,
RI.6.1: I can
cite textual evidence to support an inference.
cite textual evidence to support the analysis of a text.
RI.6.2: I can
identify details that support central idea.
summarize the text objectively.
RI.6.6: I can
determine an author's point of view or purpose in a text.
explain how an author reveals point of view or purpose in a text.
W.6.2: I can
write informative/explanatory texts.
organize ideas using different text features.
develop the topic using facts, definitions, concrete details, quotations, or other information and examples.
use transitional words, phrases, and clauses to show relationships among ideas.
17 DRAFT May 22, 2018
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 domain- specific 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.6.8: 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.
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.
L.6.4.b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
use topic specific vocabulary to inform and explain the topic.
maintain a formal writing style.
develop an appropriate and formal conclusion.
W.6.8: I can
gather information from multiple sources and assess the credibility of each source.
use my gathered information to answer a question.
quote and paraphrase information without plagiarizing.
cite textual evidence to give appropriate credit to the original author.
SL.6.4: I can
identify relevant facts and details that support the main idea or theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when presenting.
L.6.4.b: I can use word parts to determine the meaning of a word.
18 DRAFT May 22, 2018
Supporting Standards
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.
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 1–3 above.) 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. 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. W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.9.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”). 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 a range of discipline-specific tasks, purposes, and audiences.
SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style.*
b. Maintain consistency in style and tone.*
L.6.4.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. 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).
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
trustworthy source(s) appropriate/relevant information
trustworthy source(s) analysis develop ideas (evidence/elaboration of ideas)
Language
affixes
prefixes
Suffixes
evidence/example
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Novels: Maniac McGee by Jerry Spinelli (820 Lexile) Tuck Everlasting by Natalie Babbitt (770 Lexile) True Confessions of Charlotte Doyle by Avi (740 Lexile) Esparanza Rising by Pam Munoz Ryan (750 Lexile) Dragon's Milk by Susan Fletcher (660 Lexile) Black Star, Bright Dawn by Scott O'Dell (670 Lexile) Pankration-The Ultimate Game by Dylan Blacklock (820 Lexile) The Cay by Theodore Taylor (830 Lexile) A Wrinkle in Time by Madeleine L'Engle (740 Lexile) The Lightening Thief by Rick Riordan (740 Lexile)
Short Stories: "Talent" by Annie Dillard, PH, p. 40
Nonfiction: "Stage Fright" by Mark Twain, PH, p. 215
"Jackie Robinson Justice at Last" by Geoffrey C. Ward and Ken Burns, PH, p. 352
"Names/Nombres" by Julia Alvarez, PH, p. 250
20 DRAFT May 22, 2018
"Ellis Island", PH, p. 690
"Traveling West" by Barbara Radner https://www.commonlit.org/texts/traveling-west (1020 Lexile)
“Students Design Tool to Help Their Peer Write More Comfortably” by Colorado Springs Gazette https://newsela.com/read/custom-pencil-challenge/id/35195 (1050 Lexile/differentiated Lexiles) “3-D Printer Helps Students Give a Hand to Children in Need” by Ann Cameron Siegal https://newsela.com/read/elem-3D-printed-hand/id/30329 (790 Lexile/differentiated Lexiles) “Prosthetic Arms That Use Myoelectric Technology Are Aimed at Helping Kids” by St. Louis Post-Dispatch https://newsela.com/read/3d-hand-fifth- grader/id/25336 (940 Lexile/differentiated Lexiles) “American Justice in the Supreme Court” by Jessica McBirney https://www.commonlit.org/texts/american-justice-in-the-supreme-court (1260 Lexile) “Life in a Totalitarian Country” by Leigh Dekle https://www.commonlit.org/texts/life-in-a-totalitarian-country (no Lexile available) “Women and the United States Supreme Court” by Julie Silverbrook https://newsela.com/read/gl-history-women-supreme-court/id/40278 (1020 Lexile/differentiated Lexiles) “Tested in a Barbershop, Seventh-Grader becomes National Chess Champion” by Luke Broadwater https://newsela.com/read/elem-chess-champ/id/33162 (790 Lexile/differentiated Lexiles) “More Than a Game: Chess Moves Young Dreams within Grasp in Uganda” by Alon Mwesigwa https://newsela.com/read/chess-center-kampala/id/22324 (990 Lexile/differentiated Lexiles) “10-Year-Old Boy Invents Winning Game Inspired by Sister with Autism” by Hannah Covington https://newsela.com/read/elem-boy-invents-game-for-sister- autism/id/40540 (780 Lexile/differentiated Lexiles) “A Kenyan Teen’s Discovery: Let There Be Lights to Save Lions” by Nina Gregory https://www.commonlit.org/texts/a-kenyan-teen-s-discovery-let-there-be- lights-to-save-lions (950 Lexile) “Young Innovators: Detecting Land Mines” by Robert Siegel https://www.commonlit.org/texts/young-innovators-detecting-land-mines (940 Lexile) “A Lifeline for Lions” by Pamela S. Turner https://www.commonlit.org/texts/a-lifeline-for-lions (870 Lexile)
District Curriculum Document
Subject Area: English
Grade Level: 6
Instructional Time: 6 weeks: 5 weeks and a 1 week Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and transition from one unit to the next English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit
Big Ideas/Essential Questions Priority Standards Student Learning Intentions (Student Friendly Language of the Priority Standards)
Thematic Focus: Perspective
Essential Questions: How can I determine if I can trust someone else's ideas by analyzing the author's and speaker's argument?
How do I craft a valid argument using evidence and reasoning to support my claim?
How do I verbally communicate my argument?
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.6.8: 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.
W.6.1: 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.
d. Use precise language and domain-specific vocabulary to support the argument.
e. Establish and maintain a formal style.
RI.6.6: I can
determine an author's point of view or purpose in a text.
explain how an author reveals point of view or purpose in a text
RI.6.8: I can
evaluate the evidence and reasoning used to support a claim.
identify valid evidence and reasoning.
W.6.1: I can
state a claim and cite evidence to support my argument.
use credible sources to determine relevant evidence and develop reasons to elaborate ideas.
use transitional words, phrases, and clauses to connect my claims and reasoning.
use precise language and specific vocabulary to support my argument.
establish and maintain a formal style.
develop an appropriate and formal conclusion.
22 DRAFT May 22, 2018
f. Provide a concluding statement or section that follows from the argument presented.
W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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”).
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.
L.6.4.b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.5.b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
W.6.9: I can
identify evidence that supports my analysis of and reflection about an informational text.
identify evidence to support my research.
identify evidence from multiple sources of informational or literary texts.
SL.6.3: I can
identify a speaker's argument/claim.
determine if the speaker's claim is supported with relevant evidence and sound reasoning.
SL.6.4: I can
identify relevant facts and details that support the main idea or theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when presenting.
L.6.4.b: I can use word parts to determine the meaning of a word. L.6.5.b: I can better understand the meaning of words by examining their relationship to one another. L.6.5.c: I can I can tell the difference between the connotations (associations) of words with similar denotations (definitions).
23 DRAFT May 22, 2018
Supporting Standards
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.6.7: 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.
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. 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.
L.6.4.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. L.6.4.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. 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). 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.6.10: 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.
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 1–3 above.) 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. 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 a range of discipline-specific tasks, purposes, and audiences. SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner 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.
24 DRAFT May 22, 2018
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. SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly. 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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
compare/contrast effective beginnings/endings interpretation plagiarism/plagiarize/plagiarizing
argument claim
credible sources writing process
effective beginnings/endings integrate information/ideas
purpose for writing (explanatory, argumentative, narrative writing) present quotation/quoting reference/identify sources relevant supporting evidence/reasons/details/information
Language
affixes
prefixes
suffixes
25 DRAFT May 22, 2018
English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit Adopted Resources:
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Approved Novels: True Confessions of Charlotte Doyle by Avi (740 Lexile) The Secret Garden by Francis Hodgson Burnett (970 Lexile) Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My Mind by Sharon Draper (700 Lexile) Tracker by Gary Paulson (1010 Lexile) Esparanza Rising by Pam Munoz Ryan (750 Lexile) Treasure Island by Robert Lewis Stevenson (1100 Lexile) Pankration-The Ultimate Game by Dylan Blacklock (820 Lexile) The Lightening Thief by Rick Riordan (740 Lexile)
Short Stories: "Aaron's Gift" by Myron Levoy, PH, p. 116
"A Crippled Boy" by Tran My-Van, PH, p. 826
"The wounded Wolf" by Jean Craighead George, PH, p. 510
"The Veldt" by Ray Bradbury, Junior Great Book, Series 6, Second Semester "Eleven" by Sandra Cisneros, PH, p. 488
"The Sound of Summer Running" by Ray Bradbury, PH, p. 3
"The All-American Slurp" by Lensey Namioka, PH, p. 518
"The Pig Man and Me" by Paul Zindel, PH, p. 189
Poetry: "Was Worm" by May Swenson, PH, p. 310
"The Children's Hour" by Henry Wadsworth Longfellow, PH, p. 158
Nonfiction: "The Loch Ness Monster" by George Laycock, PH, p. 438
"Stage Fright" by Mark Twain, PH, p. 215
“Justice for All” by Lynn Rymarz https://www.commonlit.org/texts/justice-for-all (900 Lexile) “The Underground Railroad” by USHistory.org https://www.commonlit.org/texts/the-underground-railroad (970 Lexile) “Gault Case Changed Juvenile Law” by Margot Adler https://www.commonlit.org/texts/gault-case-changed-juvenile-law (900 Lexile)
“Should Girls Be Allowed to Play High School Football?” by Josh Bean https://www.commonlit.org/texts/should-girls-be-allowed-to-play-high-school-football (1180 Lexile) “The Plymouth Thanksgiving Story” by Chuck Larsen https://www.commonlit.org/texts/the-plymouth-thanksgiving-story (1000 Lexile) “Northeast Natives” by BirdBrain History https://www.commonlit.org/texts/northeast-natives (930 Lexile) “Cathay Williams: First (Documented) Black Woman to Serve in U.S. Army” by Atlas Obscura https://newsela.com/read/cathay-williams-soldier/id/41090 (1110 Lexile/differentiated Lexiles) “African-American Pioneers Played a Big Role in Settling the West” by Phil Taylor https://newsela.com/read/lib-black-pioneers-settlers/id/31028 (1040 Lexile/differentiated Lexiles) “The Lesser-Known History of African-American Cowboys” by Smithsonian.com https://newsela.com/read/smi-black-cowboys/id/27224 (1030 Lexile/differentiated Lexiles) “Colors of Innovation: A History of African-American Inventors” by ThoughtCo.com https://newsela.com/read/lib-african-american-inventors/id/39706 (1150 Lexile/differentiated Lexiles) “Essay: Why Sports History Is American History” by Mark Naison https://newsela.com/read/gl-history-Why-Sports-History-Is-American-History/id/40305 (1060 Lexile/differentiated Lexiles) “Latinos in World War II: Fighting on Two Fronts” by Lorena Oropeza https://newsela.com/read/lib-latinos-world-war-2/id/30128 (1010 Lexile/differentiated Lexiles) “How to Write an Argumentative Essay” by ThoughtCo.com https://newsela.com/read/lib-writing-argumentative-essay/id/38646 (980 Lexile/differentiated Lexiles) “Coke Aims to Recycle a Bottle for Each It Sells by 2030” by Joseph Pisani https://newsela.com/read/elem-coke-bottles-recycling/id/39780 (830 Lexile/differentiated Lexiles) “Pringles: Snacktime Hero or Recycling Villain?” by Brigit Katz https://newsela.com/read/elem-pringles-recycling/id/31047 (830 Lexile/differentiated Lexiles) “To Pick Out Real News from Fake, Be Skeptical” by Harrison Smith https://newsela.com/read/elem-spotting-fake-news/id/28726 (840 Lexile/differentiated Lexiles)
District Curriculum Document
Instructional Time: 3 weeks
English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit
Big Ideas/Essential Questions Priority Standards Student Learning Intentions (Student Friendly Language of the Priority Standards)
Thematic Focus: Perspective
Essential Questions: What does the author want me to know after reading this story?
How do I develop characterization through dialogue, descriptions, and figurative language?
How do I write so people will want to read my story by effectively using literary elements?
How do real life situations shape a story?
RL.6.1 (focus on inferences): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 (focus on theme): 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.6.6 : Explain how an author develops the point of view of the narrator or speaker in a text.
W.6.3: 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.
RL.6.1: I can
determine the difference between explicit language and inferential language.
cite textual evidence to support analysis of what the text says directly.
cite textual evidence to support inferences.
RL.6.2: I can
cite the details that demonstrate the theme or central idea.
objectively summarize what the text says.
RL.6.6: I can explain how an author develops a point of view of a narrator or speaker in a text.
W.6.3: I can
move a plot a forward by establishing exposition, conflict/inciting incident, rising action, climax, falling action, and resolution.
use narrative techniques such as effective dialogue, descriptive and sensory language, and appropriate sequencing of events.
use transitional words, phrases and clauses to move between time frames and settings.
28 DRAFT May 22, 2018
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.
L.6.4.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.
L.6.5.a: Interpret figures of speech (e.g., personification) in context.
develop an appropriate conclusion that resolves the story.
L.6.4.a: I can use context clues to determine the meaning of a word or phrase. L.6.5.a: I can interpret figurative language in context.
Supporting Standards
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. 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.6.9: 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.
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 1–3 above.) 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. 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 a range of discipline-specific tasks, purposes, and audiences.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner 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.
29 DRAFT May 22, 2018
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. SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, and possessive). b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
e. Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly. 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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
mental picture (writing)/visualize/imagery
tone
dialogue precise/specific language transitions/transition words/ phrases logical sequence of events Language
sensory language/details pronouns
Recommended District Adopted Resources
English 6 Reading Lit and Strategies Note: Reading selections will extend into the next unit
Adopted Resources: Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Approved Novels: True Confessions of Charlotte Doyle by Avi (740 Lexile) The Secret Garden by Francis Hodgson Burnett (970 Lexile) Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My Mind by Sharon Draper (700 Lexile) Tracker by Gary Paulson (1010 Lexile) Esparanza Rising by Pam Munoz Ryan (750 Lexile) Treasure Island by Robert Lewis Stevenson (1100 Lexile) Pankration-The Ultimate Game by Dylan Blacklock (820 Lexile) The Lightening Thief by Rick Riordan (740 Lexile)
Short Stories: "Aaron's Gift" by Myron Levoy, PH, p. 116
"A Crippled Boy" by Tran My-Van, PH, p. 826
"The wounded Wolf" by Jean Craighead George, PH, p. 510
"The Veldt" by Ray Bradbury, Junior Great Book, Series 6, Second Semester (may not be available in every building) "Eleven" by Sandra Cisneros, PH, p. 488
"The Sound of Summer Running" by Ray Bradbury, PH, p. 3
"The All-American Slurp" by Lensey Namioka, PH, p. 518
"The Pig Man and Me" by Paul Zindel, PH, p. 189
Cartoon: "Metamorphosis" by Gary Larson, PH, p. 311
Poetry: "The Children's Hour" by Henry Wadsworth Longfellow, PH, p. 158
"Was Worm" by May Swenson, PH, p. 310
31 DRAFT May 22, 2018
Nonfiction: "The Loch Ness Monster" by George Laycock, PH, p. 438
"Stage Fright" by Mark Twain, PH, p. 215
“The Drive-In Movies” by Gary Soto https://www.commonlit.org/texts/the-drive-in-movies (850 Lexile) “Heartbeat of Mother Earth” by CR Willing McManis https://www.commonlit.org/texts/heartbeat-of-mother-earth (900 Lexile) “Dreams and Musical Feet” by Daniel A. Kelin, II https://www.commonlit.org/texts/dreams-and-musical-feet (930 Lexile) “Going ‘Home’ to Ecuador, Part One: Finding My People” by Amanda Machado https://newsela.com/read/elem-travel-journal-ecuador-part1/id/31472 (840 Lexile/differentiated Lexiles) “Growing Trees for Kenya: The Story of Wangari Maathai” by Elizabeth Cregan https://www.commonlit.org/texts/growing-trees-for-kenya (1070 Lexile) “How to Find the Theme of a Book or Short Story” by ThoughtCo.com https://newsela.com/read/lib-Find-Theme-plot-Book-Short-Story/id/37994 (950 Lexile/differentiated Lexiles) “Family Visits to Cuba Inspired Girl to Become a Poet” by Luz Lazo https://newsela.com/read/elem-cuban-poet/id/34841 (810 Lexile/differentiated Lexiles) “In Two Award-Winning African Folk Tales, Water Is a Common Thread” by Mary Quattlebaum https://newsela.com/read/elem-african-folk-tales/id/37247 (810 Lexile) “Diary of a Teenage Refugee” by Amira https://www.commonlit.org/texts/diary-of-a-teenage-refugee (670 Lexile) “Primary Sources: Excerpts from Harriet Jacobs’ Slave Narrative, Part One” adapted by Newsela Staff https://newsela.com/read/primary-source-harriet-jacobs- childhood/id/22006 (960 Lexile/differentiated Lexiles) “Primary Sources: Excerpts from Harriet Jacobs’ Slave Narrative, Part Two” adapted by Newsela Staff https://newsela.com/read/primary-source-harriet-jacobs- escape/id/22017 (991 Lexile/differentiated Lexiles)
District Curriculum Document
Subject Area: English
Grade Level: 6
Instructional Time: 3 weeks: 2 weeks and a 1 week Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and transition from one unit to the next
Big Ideas/Essential Questions Priority Standards Student Learning Intentions (Student Friendly Language of the Priority Standards)
Thematic Focus: Perspective
Essential Questions: How do I craft a strong literary argument using evidence and reasoning to support my claim?
How do I use evidence from the text to make my interpretation stronger?
How do inferences inform my understanding of the theme and how it develops?
RL.6.1 (focus on inferences): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 (focus on theme): 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.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.1: I can
determine the difference between explicit language and inferential language.
cite textual evidence to support analysis of what the text says directly.
cite textual evidence to support inferences.
RL.6.2: I can
cite the details that demonstrate the theme or central idea.
objectively summarize what the text says.
RL.6.6: I can explain how an author develops a point of view of a narrator or speaker in a text.
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W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.9: 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”).
W.6.1: I can
state a claim and cite evidence to support my argument.
use credible sources to determine relevant evidence and develop reasons to elaborate ideas.
use transitional words, phrases, and clauses to connect my claims and reasoning.
use precise language and specific vocabulary to support my argument.
establish and maintain a formal style.
develop an appropriate and formal conclusion.
W.6.9.a: I can
Compare and contrast how different texts address the same theme and topics.
Supporting Standards
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 1–3 above.) 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. 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 a range of discipline-specific tasks, purposes, and audiences.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner 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. SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly. 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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
analysis
Writing
Language
punctuation
commas
dashes
parentheses
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Approved Novels: True Confessions of Charlotte Doyle by Avi (740 Lexile) The Secret Garden by Francis Hodgson Burnett (970 Lexile) Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My Mind by Sharon Draper (700 Lexile) Tracker by Gary Paulson (1010 Lexile) Esparanza Rising by Pam Munoz Ryan (750 Lexile) Treasure Island by Robert Lewis Stevenson (1100 Lexile) Pankration-The Ultimate Game by Dylan Blacklock (820 Lexile) The Lightening Thief by Rick Riordan (740 Lexile)
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Short Stories: "Aaron's Gift" by Myron Levoy, PH, p. 116
"A Crippled Boy" by Tran My-Van, PH, p. 826
"The wounded Wolf" by Jean Craighead George, PH, p. 510
"The Veldt" by Ray Bradbury, Junior Great Book, Series 6, Second Semester "Eleven" by Sandra Cisneros, PH, p. 488
"The Sound of Summer Running" by Ray Bradbury, PH, p. 3
"The All-American Slurp" by Lensey Namioka, PH, p. 518
"The Pig Man and Me" by Paul Zindel, PH, p. 189
Cartoon: "Metamorphosis" by Gary Larson, PH, p. 311
Poetry: "Was Worm" by May Swenson, PH, p. 310
"The Children's Hour" by Henry Wadsworth Longfellow, PH, p. 158
Nonfiction: "The Loch Ness Monster" by George Laycock, PH, p. 438
"Stage Fright" by Mark Twain, PH, p. 215
“Going ‘Home’ to Ecuador, Part Two: Where Do I Belong?” by Amanda Machado https://newsela.com/read/elem-travel-journal-ecuador-part2/id/31473 (830 Lexile/differentiated Lexiles) “Feudal Japan” by BirdBrain History https://www.commonlit.org/texts/feudal-japan (620 Lexile) “A Cobra in the Garden” by Mahani Zubaidy Gunnell https://www.commonlit.org/texts/a-cobra-in-the-garden 910 Lexile) “Life with Koko” by Andy Boyles https://www.commonlit.org/texts/life-with-koko (1060 Lexile) “Standing out in the Herd” by Cecil Dzwowa https://www.commonlit.org/texts/standing-out-in-the-herd (890 Lexile) “Explainer: What Is Intuition?” by The Conversation https://newsela.com/read/lib-convo-what-is-intuition/id/27926 (1010 Lexile/differentiated Lexiles) “How ‘A Wrinkle in Time’ Inspired Female Scientists” by How Stuff Works https://newsela.com/read/lib-wrinkle-time-women-scientists/id/40776 (1160 Lexile/differentiated Lexiles) “Essay: Martin Luther King Jr., a Timely Leader” by Jim Haskins https://newsela.com/read/elem-essay-a-timely-leader/id/39412 (800 Lexile/differentiated Lexiles)
District Curriculum Document Curriculum Unit: Synthesis of Application and Skills
Subject Area: English
Grade Level: 6
Priority Standards Student Learning Intentions (Student Friendly Language of the Priority Standards)
Thematic Focus: Reflection
Essential Questions: How do I reflect and demonstrate what I learned in sixth grade through an independent project?
How have I improved as a reader, writer, speaker, and listener?
How can I determine the skills I have not yet mastered?
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.6.10: 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.
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 a range of discipline-specific tasks, purposes, and audiences.
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.
RL.6.10/RI.6.10: I can read and understand literature and nonfiction text in diverse forms.
W.6.10: I can write for many diverse tasks and purposes.
SL.6.2: I can
explain how the presentation format conveys the topic.
SL.6.3: I can
identify a speaker's argument/claim.
determine if the speaker's claim is supported with relevant evidence and sound reasoning.
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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.6.4: I can
identify relevant facts and details that support the main idea or theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when presenting.
Supporting Standards
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.
W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
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. 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. W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner 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. 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.
L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, and possessive). b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
e. Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
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L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly. L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.*
b. Maintain consistency in style and tone.*
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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
Recommended District Adopted Resources
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall Language Network (2001), McDougal-Littell Spelling and Vocabulary (2006), Houghton Mifflin
Short Stories: "Arachne" by Olivia Coolidge, PH, p. 822
"Emperor's New Clothes" by Hans Christian Anderson, PH, p. 775
"Jeremiah's Song" by Walter Dean Meyers, PH, p. 34
Novels: Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My Mind by Sharon Draper (700 Lexile) The Secret Garden by Francis Hodgson Burnett (970 Lexile) A Wrinkle in Time by Madeleine L'Engle (740 Lexile) Poetry: "I'll Stay" by Gwendolyn Brooks, PH, p. 263
"Be Like the Bird" by Victor Hugo, PH, p. 214 "Dream Dust" by Langston Hughes, PH, p. 214
"Alone in the Nets" Arnold Adoff, PH, p. 216
Nonfiction: "The Strange Geometry of Stonehenge" by Katherine B. Shippen, PH, p. 371
"The Shutout" by Patricia C. McKissack and Frederick McKillack Jr., PH, p. 547
"Lou Gehrig the Iron Horse" by Bob Considine, PH, p. 283
“Maryland Teen’s Mangrove Research at NASA Gets Worldwide Attention” by Washington Post https://newsela.com/read/nasa-teen-satellite/id/39221 (950 Lexile/differentiated Lexiles) “The Wright Brothers: Air Pioneers” by David White https://www.commonlit.org/texts/the-wright-brothers-air-pioneers (960 Lexile) “A Century of Blossoms” by Patricia A. Miller https://www.commonlit.org/texts/a-century-of-blossoms (960 Lexile) “Robotics Students Don’t Let Racial Taunts Slow Their Success” by Washington Post https://newsela.com/read/robotics-team-success/id/29836 (970 Lexile/differentiated Lexiles) “Seeing Through Dorothea’s Eyes” by Sudipta Bardhan https://www.commonlit.org/texts/seeing-through-dorothea-s-eyes (890 Lexile) “Fastest Woman in the World” by Pat Parker https://www.commonlit.org/texts/fastest-woman-in-the-world (890 Lexile) “Storm Reid Found Her ‘Wrinkle in Time’ Role an Easy Fit” by Sandie Angulo Chen https://newsela.com/read/elem-storm-reid-wrinkle-in-time/id/41101 (820 Lexile/differentiated Lexiles) “Rare Birth Defect Becomes a Gift for a High School Pitcher” by Washington Post https://newsela.com/read/baseball-pitcher-birth-defect/id/31168 (950 Lexile/differentiated Lexiles) “Not Just for the Gold: Paralympic Swimmer Wants to Help Others Aim High” by Washington Post https://newsela.com/read/swimmer-blind- paraolympics/id/21425 (950 Lexile/differentiated Lexiles) “He Had to Go Through a lot of Hoops to Make It to the NBA” by Washington Post https://newsela.com/read/wizards-felix-overcoming-bullying/id/36510 (920 Lexile/differentiated Lexiles)