GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE...
Transcript of GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE...
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix)
bull pronoun-antecedent agreement and bull consistent verb tenses
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
6-46 Edit for the correct use of written Standard American English including bull punctuation ndash semicolon ndash commas to enclose appositives and ndash commas to separate introductory clauses and phrases
(See Instructional Appendix Composite Writing Matrix)
6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
6-34 Distinguish between the denotation and the connotation of a given word
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG
Daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding -reading-writing-skillsadditional-comprehension-lessons-for- floridamake-inferences-and-analyze
bull Reading A-Zcom
6-12 Differentiate among the first-person limited omniscient (third person) and omniscient (third person) points of view SL 2
bull RAFT Role Audience Format Topic After Reading Strategy
12ReadingReading20StrategiesRAFThtmhttpwwwgreecek12nyusinstructionELA6-
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson
Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23
bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummer
grades6_8FairyTales
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL
LG 3
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT
186-1pdf bull How and Why Characters Change Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Plan httpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL
1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-
Ideapdf bull Here and There Graphic Organizer
httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 2
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-25 Interpret information that text elements (for example print styles and chapter headings) provide to the reader
SL FL 1
bull Big Fox Graphic Organizer httpteachingtodayglencoecomuserfilesfileBIG20FOX20graphic20organizerpdf
bull Nonfiction Text httpteachingtodayglencoecomlessonplansnonfiction-text-features
bull ORGANIZATIONAL FEATURES OF NONFICTION TEXTS httpwwwreadwritethinkorglesson_imageslesson413featurespdf
bull Reading A-Zcom
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Definition of Metaphormdashwwwmerriamwebstercom httpwwwreadwritethinkorglesson_imageslesson975Defnmetaphorpdf
bull Songs with Metaphor httpwwwreadwritethinkorglesson_imageslesson975SongswithMetaphorpdf
bull Five Senses Organizers for Generating SimilesMetaphors httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL
LG
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-34 Distinguish between the
denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
Administer Teacher-made Interim Assessment
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL 2
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 2
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
6-34 Distinguish between the denotation and the connotation of a given word
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
Administer Teacher-made Interim Assessment
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs
SL FL 3
bull Empowering Writers - Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtmlPre-writing and writing the five-par
6-44 Use grammatical conventions of written Standard American English including bull main and subordinate
clauses bull indefinite pronouns bull pronoun-antecedent
agreement and bull consistent verb tenses
(See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-47 Spell correctly using Standard
American English SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-52 Create narratives that have a
fully developed plot and a consistent point of view
SL 1 Empowering Writers - Narrative
Administer Teacher-made Interim Assessment ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL
FL LG
1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG 2
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-110 Predict events in literary texts on the basis of cause and effect relationships 1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
bull RESPONSE JOURNAL FORM FOR PREDICTING Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL
1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-
Ideapdf bull Here and There Graphic Organizer
httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 2
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-25 Interpret information that text elements (for example print styles and chapter headings) provide to the reader
SL FL 1
bull Big Fox Graphic Organizer httpteachingtodayglencoecomuserfilesfileBIG20FOX20graphic20organizerpdf
bull Nonfiction Text httpteachingtodayglencoecomlessonplansnonfiction-text-features
bull ORGANIZATIONAL FEATURES OF NONFICTION TEXTS httpwwwreadwritethinkorglesson_imageslesson413featurespdf
bull Reading A-Zcom
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Definition of Metaphormdashwwwmerriamwebstercom httpwwwreadwritethinkorglesson_imageslesson975Defnmetaphorpdf
bull Songs with Metaphor httpwwwreadwritethinkorglesson_imageslesson975SongswithMetaphorpdf
bull Five Senses Organizers for Generating SimilesMetaphors httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL
LG
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-34 Distinguish between the
denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
Administer Teacher-made Interim Assessment
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL 2
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 2
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
6-34 Distinguish between the denotation and the connotation of a given word
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
Administer Teacher-made Interim Assessment
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs
SL FL 3
bull Empowering Writers - Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtmlPre-writing and writing the five-par
6-44 Use grammatical conventions of written Standard American English including bull main and subordinate
clauses bull indefinite pronouns bull pronoun-antecedent
agreement and bull consistent verb tenses
(See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-47 Spell correctly using Standard
American English SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-52 Create narratives that have a
fully developed plot and a consistent point of view
SL 1 Empowering Writers - Narrative
Administer Teacher-made Interim Assessment ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL
FL LG
1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG 2
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-110 Predict events in literary texts on the basis of cause and effect relationships 1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
bull RESPONSE JOURNAL FORM FOR PREDICTING Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-25 Interpret information that text elements (for example print styles and chapter headings) provide to the reader
SL FL 1
bull Big Fox Graphic Organizer httpteachingtodayglencoecomuserfilesfileBIG20FOX20graphic20organizerpdf
bull Nonfiction Text httpteachingtodayglencoecomlessonplansnonfiction-text-features
bull ORGANIZATIONAL FEATURES OF NONFICTION TEXTS httpwwwreadwritethinkorglesson_imageslesson413featurespdf
bull Reading A-Zcom
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Definition of Metaphormdashwwwmerriamwebstercom httpwwwreadwritethinkorglesson_imageslesson975Defnmetaphorpdf
bull Songs with Metaphor httpwwwreadwritethinkorglesson_imageslesson975SongswithMetaphorpdf
bull Five Senses Organizers for Generating SimilesMetaphors httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL
LG
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-34 Distinguish between the
denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
Administer Teacher-made Interim Assessment
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL 2
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 2
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
6-34 Distinguish between the denotation and the connotation of a given word
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
Administer Teacher-made Interim Assessment
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs
SL FL 3
bull Empowering Writers - Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtmlPre-writing and writing the five-par
6-44 Use grammatical conventions of written Standard American English including bull main and subordinate
clauses bull indefinite pronouns bull pronoun-antecedent
agreement and bull consistent verb tenses
(See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-47 Spell correctly using Standard
American English SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-52 Create narratives that have a
fully developed plot and a consistent point of view
SL 1 Empowering Writers - Narrative
Administer Teacher-made Interim Assessment ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL
FL LG
1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG 2
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-110 Predict events in literary texts on the basis of cause and effect relationships 1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
bull RESPONSE JOURNAL FORM FOR PREDICTING Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-34 Distinguish between the
denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
Administer Teacher-made Interim Assessment
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL 2
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 2
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
6-34 Distinguish between the denotation and the connotation of a given word
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
Administer Teacher-made Interim Assessment
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs
SL FL 3
bull Empowering Writers - Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtmlPre-writing and writing the five-par
6-44 Use grammatical conventions of written Standard American English including bull main and subordinate
clauses bull indefinite pronouns bull pronoun-antecedent
agreement and bull consistent verb tenses
(See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-47 Spell correctly using Standard
American English SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-52 Create narratives that have a
fully developed plot and a consistent point of view
SL 1 Empowering Writers - Narrative
Administer Teacher-made Interim Assessment ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL
FL LG
1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG 2
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-110 Predict events in literary texts on the basis of cause and effect relationships 1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
bull RESPONSE JOURNAL FORM FOR PREDICTING Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
6-34 Distinguish between the denotation and the connotation of a given word
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
Administer Teacher-made Interim Assessment
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs
SL FL 3
bull Empowering Writers - Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtmlPre-writing and writing the five-par
6-44 Use grammatical conventions of written Standard American English including bull main and subordinate
clauses bull indefinite pronouns bull pronoun-antecedent
agreement and bull consistent verb tenses
(See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-47 Spell correctly using Standard
American English SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-52 Create narratives that have a
fully developed plot and a consistent point of view
SL 1 Empowering Writers - Narrative
Administer Teacher-made Interim Assessment ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL
FL LG
1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG 2
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-110 Predict events in literary texts on the basis of cause and effect relationships 1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
bull RESPONSE JOURNAL FORM FOR PREDICTING Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-47 Spell correctly using Standard
American English SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-52 Create narratives that have a
fully developed plot and a consistent point of view
SL 1 Empowering Writers - Narrative
Administer Teacher-made Interim Assessment ADMINISTER FALL COMMON ASSESSMENT
SECOND NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL
FL LG
1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL 3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG 2
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-110 Predict events in literary texts on the basis of cause and effect relationships 1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
bull RESPONSE JOURNAL FORM FOR PREDICTING Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG 2
bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf
bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf
bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf
bull Reading A-Zcom
6-110 Predict events in literary texts on the basis of cause and effect relationships 1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
bull RESPONSE JOURNAL FORM FOR PREDICTING Administer Teacher-made Interim Assessment
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 3
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm
bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG 1
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom Administer Teacher-made Interim Assessment
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG 3
bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm
bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml
6-28 Predict events in informational
texts on the basis of cause-and-effect relationships
LG 2
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes) SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes) DATES
TAUGHT INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
2
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL daily
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
daily
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas
within and across informational texts
SL FL LG 2
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 3
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including
bull main and subordinate clauses bull indefinite pronouns
(See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-27 Interpret information from functional text features (for example tables of contents and glossaries)
SL FL 1
bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm
bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt
bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints
httpwwwmcek12tnnetenglishpowerpointshtm
6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2
bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301
bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874
bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing
SL daily
bull Sentence Structure httpwwwtowsoneduowssentencestructhtm
bull Sentence Variety httpgrammarccccommneteduGRAMMARsentenceshtm
bull The Structure of a Sentence httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml
6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs SL FL 3
bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of
2) Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2
bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)
SL 3
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet
httpenglishpluscomgrammar00000027htm
Administer Teacher-made Interim Assessment
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL 3
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 2
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-47 Spell correctly using Standard American English
SL daily
bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm
bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience
SL FL 1
bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm
bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction
bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html
bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html
bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 2
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG DAILY
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause-and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer
httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
Administer Teacher-made Interim Assessment
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 2
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
1
6-34 Distinguish between the
denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)
SL
2
bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm
bull The Main Clause httpwwwchompchompcomtermsmainclausehtm
bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm
6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)
SL
bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml
bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision
bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270
bull Empowering Writers Narrative or Expository
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)
SL FL 1
bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf
bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786
bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing
6-11 Analyze literary texts to draw conclusions and make inferences
SL FL LG daily
bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view SL 1
bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm
bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan
bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity
httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL 2
bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies
and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94
bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-16 Comparecontrast main ideas within and across literary texts
FL 1
bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf
bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf
bull Reading A-Zcom
6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics
SL FL 1
bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125
bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror
bull Elements of Myths httpartsedgekennedy-centerorgcontent2232
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
1
bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-110 Predict events in literary texts on the basis of cause and effect relationships
1
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965
Administer Teacher-made Interim Assessment
6-21 Analyze central ideas within and across informational texts
SL FL LG 1
bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf
bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277
bull Reading A-Zcom
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts to draw conclusions and make inferences
SL FL LG daily
bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf
bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf
bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf
bull Reading A-Zcom
6-28 Predict events in informational texts on the basis of cause--and-effect relationships
LG 1
bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925
bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf
bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf
bull Reading A-Zcom
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL 2
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-33 Interpret the meaning of idioms and euphemisms encountered in texts
1
bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons
httpwwwyourdictionarycomeslEuphemism-Lessonshtml
6-34 Distinguish between the denotation and the connotation of a given word
SL DAILY
bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm
bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm
6-61 Clarify and refine a
research topic 1
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
Administer Teacher-made Interim Assessment
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)
SL FL
3
bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf
bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907
bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)
1
bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080
6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)
SL FL 1
bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml
bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG 1
bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf
bull Propaganda Techniques Used in Online Political Ads
httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf
bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm
Administer Teacher-made Interim Assessment
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG daily
bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG daily
bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253
bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-61 Clarify and refine a
research topic
2
bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm
bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-
good-way-to-get-started
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1
bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited
bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
bull Approaching the Speaking Situation - Audience Occasion Purpose
bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions
can be found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in
a presentation bull Oral Presentation Rubric - use this to help evaluate presentation
skills
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
Fourth Nine Weeks 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-11 Analyze literary texts to
draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt
bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt
bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm
bull Reading A-Zcom
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
1
bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation
bull Five main types of organizers - links showing examples of many types
bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
3
ADMINISTER SPRING COMMON ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view
SL
REVIEW A
S NECESSA
RY
bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846
bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml
bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml
bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm
bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html
bull Brainpop Point of View httpwwwbrainpopcomenglishseeall
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration
SL FL
REVIEW A
S NECESSA
RY
bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt
bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)
bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors
httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf
bull Dancing Minds and Shouting Smiles Teaching Personification Through Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm
bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm
bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf
bull Practicing onomatopoeia alliteration rhyme simile and
metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word
Play 5 | Word Play bull Alliteration Booklist
httpwwwreadwritethinkorglessonslesson_viewaspid=909
bull Alliteration in Headline Poems httpwwwreadwritethinkorglessonslesson_viewaspid=81
bull Teaching Idioms Lesson Plan httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html
bull Idioms - Explanations for common idioms
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text
SL FL LG
REVIEW A
S NECESSA
RY
bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf
bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf
bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf
bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library
bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18
bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129
bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt
bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt
bull Story Elements Guide httphrsbstaffednetnscaengramjaelementshtml
bull Interactive Elements of Story Cinderella httpwwwlearnerorginteractivesstoryconflicthtml
6-16 Comparecontrast main
ideas within and across literary texts
FL
REVIEW A
S NECESSA
RY
bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml
bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf
bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)
REVIEW A
S NECESSA
RY
bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml
bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme
bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem
6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)
FL LG
REVIEW A
S NECESSA
RY
bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml
bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc
bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint
bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest
httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook
httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm
bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms
6-110 Predict events in literary
texts on the basis of cause and effect relationships
REVIEW A
S N
ECESSARY
bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-22 Analyze informational texts
to draw conclusions and make inferences
SL FL LG
REVIEW A
S NECESSA
RY
bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf
bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688
bull Profundity Reading Informational Text In Depth
bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7
bull Resources for Implicitly and Explicitly Instructing Students on Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml
bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography
bull Drawing Conclusions - Read the story and select the letter of
the correct response
bull Reading A-Zcom
bull Drawing Inferences - how to be a critical reader
ADMINISTER INTERIM ASSESSMENT
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts
SL FL
REVIEW A
S NECESSA
RY
bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348
bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm
bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf
bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf
bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf
bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage
bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm
bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm
bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt
bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing
bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml
bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html
bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt
bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf
bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions
SL FL LG
REVIEW A
S N
ECESSARY
6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts
SL LG
REVIEW A
S NECESSA
RY
bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text
bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml
bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint
bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies
bull Propaganda Technique Videos httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
SL FL LG
REVIEW A
S NECESSA
RY
bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191
bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971
bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm
bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1
bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml
bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html
bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html
bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
SL LG
REVIEW A
S NECESSA
RY
bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124
bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm
bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt
bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm
bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml
bull Word Root Quick Directory httpwwwespindleorgrootshtml
bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and Greek roots and prefixes Quiz quiz
bull Strategic Vocabulary Instruction Using Greek and Latin Roots httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M
bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html
bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels
6-33 Interpret the meaning of
idioms and euphemisms encountered in texts
bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms
bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-Lessonshtml
bull Idiom Lesson Plan httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm
bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm
bull Euphemism Lesson Plan httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-53 Create written descriptions
using precise language and vivid details
REVIEW A
S NECESSA
RY
bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt
bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900
bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml
bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html
bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs
bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm
bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml
bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf
6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience
SL FL
REVIEW A
S NECESSA
RY
ADMINISTER INTERIM ASSESSMENT
6-61 Clarify and refine a research
topic
REVIEW A
S NECESSA
RY
bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml
bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml
bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic
bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources
REVIEW A
S NECESSA
RY
bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html
bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml
bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html
bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better
bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper
bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language
bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing
bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]
bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each
bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others
SL
REVIEW A
S NECESSA
RY
bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf
bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf
bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf
bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL
httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml
bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability
bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask
bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate Web Sources
bull Quality Information Check List -a resource to help young people evaluate the information they find on the Internet
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll
httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose
FL
bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school
bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries
bull Complete sentence using correct vocabulary word - select easy medium or hard
bull Context Clues - define the bold word in the reading selection
6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations
6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations
6-67 Use a variety of print and
electronic reference materials
FL
bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources
httpwwwreadwritethinkorglessonslesson_viewaspid=149
bull Research Building Blocks Skim Scan and Scroll httpwwwreadwritethinkorglessonslesson_viewaspid=155
bull Choosing the Best Print Resources httpwwwreadwritethinkorgmaterialshints-on-printindexhtml
bull Electronic Text - requires students to use sources to find information before taking a short quiz
bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper
bull EasyBib - free automatic bibliography composer
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-
GRADE 6 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2011
SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE
NOTE WRITING INDICATORS FOR STANDARD 4 SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH ldquoTIME TO WRITErdquo
6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines 6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing 6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs 6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns (See Instructional Appendix Composite Writing Matrix) 6-45 Revise writing to improve clarity tone voice content and the development of ideas
(See Instructional Appendix Composite Writing Matrix) 6-46 Edit for the correct use of written Standard American English including
bull punctuation ndash semicolon
(See Instructional Appendix Composite Writing Matrix) 6-47 Spell correctly using Standard American English
NOTE VOCABULARY INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD INDICATORS WILL BE ASSESSED THROUGH COMMON ASSESSMENTS
6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words
6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)
6-33 Interpret the meaning of idioms and euphemisms encountered in texts 6-34 Distinguish between the denotation and the connotation of a given word 6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FOURTH NINE WEEKS (CONTINUED) 6-111 Read independently for extended periods of time for pleasure 6-210 Read independently for extended periods of time to gain information
6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information
Miscellaneous Support Sites
bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html
bull Lights Camera Action Interviewing Book Characters httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html
bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf
bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook
httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm
Administer Teacher-made Interim Assessment
NOTE THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT
- sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p
-