Grade 6 Unit A 2017-2018 - paramount.k12.ca.us Writing and Collection Research 4. ... Grade 6...

English Language Arts Curriculum Guide Grade 6 – Unit A

2017-2018

1

Long

What’s New in 2017-18? Following an insightful early implementation, teachers and students in all 6-8 ELA/ELD classrooms districtwide will now use the newly adopted Amplify program for ELA/ELD instruction and learning. As a digital program, teachers and students will engage in the daily use of technology. To support the use of Amplify and other technological components, early implementation teachers representing each grade level, coaches and curriculum specialists worked to develop curriculum guides based on their experiences with the program.

What’s Continuing in 2017-18?

Paramount Unified School District will continue to utilize the following instructional practices:

Thinking Maps Thinking Maps are used to support critical thinking and writing development.

Write from the Beginning…and

Beyond

Write from the Beginning…and Beyond strategies and mini-lessons from Setting the Stage, Expository, Response to Text, and Argumentative are included in the Instructional Sequence.

Although Amplify uses a digital platform, students should continue to have opportunities for paper and pencil experiences.

ACE Strategy This strategy (Answer the question, Cite evidence, Explain your answer) is designed to help students organize their writing to form focused short and extended constructed responses.

Long-Term English Learner Strategies

Teachers will continue to use strategies to support English Learners.

Strategies introduced through professional development modules may be utilized during Integrated ELD as a support to students at different English language proficiency levels. For example:

5-3-1 Very Important Point (VIP) More complex sentence frames

Additionally, the Amplify program contains a “Lesson Brief” for each sub-unit that indicates specific differentiation tips for instructing English Learners.

Paramount Unified School District Educational Services

Language Arts Curriculum Guide

Grades 6-8

Theme Sub-Units Writing Focus Quest

Unit A 27 lessons Dahl & Narrative

1. Welcome! 2. Get Started 3. Boy: Tales of Childhood 4. Write an Essay

Argumentative Response to Text

____

Unit C 23 lessons

The Chocolate Collection

1. Information Literacy 2. Scavenger Hunt and Internet Research 3. Argumentative Writing and Collection Research 4. Debate and Internet Research 5. Write an Essay

Informative ____

Unit D 24 lessons +

Quest The Greeks

1. Prometheus 2. Odysseus 3. Arachne 4. Write an Essay

Argumentative Myth World

Unit G 24 lessons

Beginning Story Writing

1. Creating a Believable Character 2. Experimenting with a Second Character 5. Writing a Short Story

Narrative

_____

Unit E 23 lessons Reading the Novel

1. M.C. Higgins, the Great 2. Write an Essay

Argumentative Response to Text

_____


Language Arts Year-at-a-Glance

Grade 6

2017-18


Language Arts 6th Grade – Amplify

2017-18

Amplify Year-Long Overview 6th Grade

August 16 – June 7 (180 days)

UNIT/ACTIVITY DESCRIPTION # OF

LESSONS # OF DAYS

DATES

Procedures and Digital Citizenship 8 Aug. 16-25

Unit A Dahl & Narrative 27 39 Aug. 28 – Oct. 20

Assessment SBAC: Listen and Interpret 2 Oct. 23-24

Unit C The Chocolate Collection 23 29 Oct. 25 – Dec. 12

Assessment SBAC: Research 3 Dec. 13 - Dec. 15

Quest Myth World 7 7 Jan. 8- Jan. 17

Unit D The Greeks 24 29 Jan. 18- March 2

Assessment Assessment 3 March 5- March 7

Unit G Beginning Story Writing 24 24 March 8- April 17

Assessment Assessment 3 April 18- April 20

Performance Task Practice 2 Apr. 23 - Apr. 24

Unit E Reading the Novel: M.C. Higgins, The Great 23 31 Apr. 25 - June 7

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Language Arts 6th Grade - Unit A

Unit A Text Sequence Theme: Dahl & Narrative August 16 – October 24 (49 days)

UNIT TEXT(S)/ACTIVITY # OF

LESSONS # OF DAYS

DATES

Procedures and Digital Citizenship 8 Aug. 16-25

Sub-Unit 1 Welcome! 1 2 Aug. 28-29

Sub-Unit 2 Get Started 10 13 Aug. 30- Sept. 18

Sub-Unit 3 Boy: Tales of Childhood 12 16 Sept. 19- Oct. 10

Sub-Unit 4

Write an Argumentative Response to Text Essay (WFBB: Argumentative, Response to Text)

4 8 Oct 11-20

Assessment Assessment 2 Oct. 23-24

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INSTRUCTIONAL SEQUENCE

WELCOME: 8 DAYS August 16-25 DIGITAL CITIZENSHIP (Not in Amplify) Resources: (Outside resources for beginning typing skills) http://typetolearn.sunburst.com

https://www.typing.com/

Schoology Group:

Join the 6-8 ELA Group in Schoology to get

access to a sample OneNote notebook and the

files needed to teach the Digital Citizenship

lessons.

Group Code: XX3NV-7MGV9

LESSON OVERVIEW: Teachers will utilize the first eight days of school to establish classroom procedures and teach digital citizenship lessons. Here are some possible activities to cover:

Review of Thinking Maps Review WFBB Basic Structure Classroom Discussion Expectations ACE Strategy (or other strategy for answering constructed response questions) Collaboration Guidelines Essential Questions Device management procedures and expectations Practice Typing Skills

DIGITAL CITIZENSHIP LESSONS The digital citizenship lessons are designed to help students understand appropriate and responsible use of technology.

After joining the 6-8 ELA Group in Schoology, teachers will be able to access the Digital Citizenship folder located in the Resources section. The Digital Citizenship folder contains resources for teaching three key lessons: Ethics/Copyright, Digital Footprint, and Cyberbullying. Full lesson materials may be downloaded for review. However, due to time limitations, a suggested agenda and a correlating video for each lesson are included in the digital citizenship folder. Full lesson plans may be found on the links listed below.

Ethics/Copyright: http://www.teachinctrl.org/lessons/whatsmineisntyours.php Digital Footprint: http://www.teachinctrl.org/lessons/yourdigitalfootprint.php Cyberbullying: http://www.teachinctrl.org/lessons/standupinctrl.php

http://typetolearn.sunburst.com/

https://www.typing.com/

http://www.teachinctrl.org/lessons/whatsmineisntyours.php

http://www.teachinctrl.org/lessons/yourdigitalfootprint.php

http://www.teachinctrl.org/lessons/standupinctrl.php

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SUB-UNIT 1: Welcome 1 Lesson 2 Days August 28-29 RESOURCES:

Welcome! https://www.amplify.com/amplify-ela-demo/ *Demo for Amplify. Use if having difficulty navigating the Amplify platform.

*OneNote is an online digital portfolio that is an optional tool to help students organize their work. https://www.youtube.com/watch?v=sVF90nP9qGQ

Lesson Overview: Students explore the digital dimensions of Amplify's multi-media curriculum.

LESSON 1: Welcome

Thinking Map Opportunities

Create a Tree map for Classroom Principles Tips

Always "start class"

Students need to bookmark the library

Use "Eyes Up" feature for discussions --Note: If students refresh the page, "Eyes Up" feature is disabled.

Always use a timer for each activity

Have all students use the same PIN for the library (1234)

Select at least one scavenger hunt challenge from Activities 4-6 for groups to work on. If you have extra time, students may complete an additional challenge.

Explain to students that the top part are activities, and inside the activities are the cards.

Critical Activities

Classroom Principles

Set up Amplify library

Scavenger Hunt

SUB-UNIT 2: Get Started 10 Lessons Days 13 Date Aug. 30 - Sept. 18 RESOURCES:

Get Started

UNDERSTANDINGS: Any conclusions you draw or inferences you make must be supported by evidence

from the text. Authors make deliberate word choices that impact the meaning and tone of the text. Effective writers keep their readers engaged throughout the narrative Quality writing requires effective planning, revising, editing, and rewriting. Participating effectively in collaborative discussions will help you gain a deeper

understanding of different points of view on a topic.

https://www.amplify.com/amplify-ela-demo/

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Over- the- Shoulder Conferences

ESSENTIAL QUESTIONS:

What parts of the text lead me to make this conclusion or inference? Why did the author choose to use this particular word or phrase? How does it affect

the meaning and tone of the text? How can I make my writing better? How can I add my views to the discussion clearly and respectfully?

LESSON 1: What Grabs Your Attention


Activity 2 - Create a Tree Map for each "moment" using descriptive language (I hear...I smell...I taste...)

Tips

Over-the-Shoulder Conferences (OTSC) begin here. Click on the "Hummingbird" symbol for feedback suggestions.

Set expectations for "Rules for Writing" and "Rules for Sharing" to provide a community of writers and revisit these expectations daily.

For Spotlight App, select 2 strong examples to share with the class for the next lesson.

Critical Activities

All activities are critical to establish Amplify routines. LESSON 2: Focus on a Moment


Activity 2 - Create a Tree Map classifying the descriptive language used in the two student Spotlights from Lesson 1.

Tips

"Start class" in order to see the Polls.

Each writing activity includes a warm up. During the warm up, you may want to use a Thinking Map to help students organize their thoughts.

Establish a routine for providing valuable feedback for struggling students. Critical Activities

All activities are critical to establish Amplify routines.

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Manage student levels Student Level Rubric

LESSON 3: Strengthening Focus on a Moment

Tips

Students have access to see their work, comments made by teacher, and grades assigned. Guide students to this feature.

Review writing rubric.

Continue providing feedback to as many students as you can. Critical Activities


LESSON 4: To Show or to Tell Thinking Map Opportunities

Activity 2 - Create a Double Bubble to compare and contrast "Show vs Tell". Tips

Continue routines for feedback. Critical Activities

All activities are critical to establish Amplify routines. LESSON 5: Slowing Down the Moment


Refer to previous Thinking Maps for descriptive language. Tips

Before starting the lesson, differentiate students' levels for writing support.

Some lessons contain optional additional writing prompts. Critical Activities

All activities are critical to establish Amplify routines. LESSON 6: Focusing on an Emotion


Activity 4 - Create a Flow Map to sequence a time you experienced with your friends and focus on how you felt.

Tips

Follow previous suggestions to establish daily routines/procedures.

https://s3.amazonaws.com/amplify-resources-content-prod/wp-content/uploads/2016/03/Quick_Reference_Guide_For_Differentiation_Levels_California-160825.pdf

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www.storyboardthat.com (outside resource; not in Amplify)

Next writing assignment requires written feedback for all students due to a revision assignment next lesson.

Critical Activities

All activities are critical to establish Amplify routines LESSON 7: Revise to Strengthen Focus


During warm up refer to descriptive language Tree-Map or Double-Bubble: Show vs Tell map for struggling students.

Critical Activities

All activities are critical to establish Amplify routines LESSON 8: Picture This Moment


Activity 4 - Create a Flow Map with one of the four moments and be sure to include a written sequence.

Tips

Pass out white paper and instruct students to fold the paper twice to create 4 comic strip boxes or use a digital platform (www.Storyboardthat.com) .

Critical Activities


Written feedback is required for lesson 10. LESSON 9: Acting Out an Emotion


Activity 3 - Create a Bubble Map to describe different emotions the students are acting out (give reasons on how they know).

Tips

Use OneNote or paper for students to create their skit. Critical Activities

All activities are critical to establish Amplify routines

Written feedback for Lesson 8 is required for the next lesson. Make sure to give feedback for all students.

http://www.storyboardthat.com/

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LESSON 10: Using Precise Details


Have students refer back to previous thinking maps. Tips

Skip Activity 4 and complete Activity 5.

SUB-UNIT 3: Boy: Tales of Childhood 12 Lessons Days 16 Date Sept. 19- Oct. 10 RESOURCES:

Boy: Tales of Childhood by Roald Dahl

UNDERSTANDINGS: Any conclusions you draw or inferences you make must be supported by evidence

from the text. The setting, characters, and plot of a story all work together to develop the theme or

central idea. Analyzing the development of key individuals, events, and ideas in a text will help you

understand the central idea. By looking at and analyzing the structure of individual sentences or sections of a text,

you can gain a greater understanding of the text as a whole. Authors embed details in the text to develop a point of view. How do we come to understand the point of view of the narrator, speaker, characters,

and/or author? Effective writers keep their readers engaged throughout the narrative.


What parts of the text lead me to make this conclusion or inference? How do the setting and plot in the story help me understand the characters and

themes? How do the individuals, ideas, or events connect to each other and to the larger

central idea of the text? How do authors use text features to help develop their ideas? How do we come to understand the point of view of the narrator, speaker, characters,

and/or author? Why did the author choose to use this particular word or phrase? How does it affect

the meaning and tone of the text? How do I develop my narrative to keep readers engaged?

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Note: Students will be writing an essay based on this reading. LESSON 1: Introducing the Text

Tips

The Vocabulary App is introduced in this lesson. Begin the class period by spending five minutes on Activity 1.

This Solo is the first with comprehension questions. Complete Solo in class to model the expectations of completing with at least 75% correct.

Develop expectations for purposeful annotation by developing a color coding system and notes.

Activity 4 (optional) LESSON 2: Adding Up the Details


Activity 4 - Create a Bubble Map to describe two different types of candy. Tips

Model how to access annotation within the Amplify Library.

Beware of plagiarism. Students copy and paste evidence, so limit how much

information from the text can be used.

Encourage students to use ACE strategy. Critical Activities


In Lesson 5, students will be asked to review/revise this lesson's writing. Begin feedback for all students.

LESSON 3: Using Text Details in Writing


Activity 3 - Create a Partial Multi-Flow Map with the effects of Mrs. Pratchett being a horror.

Tips

Look at level of support for writing. You can individualize or select a level for the whole class.

Spotlight App

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Critical Activities


Again in Lesson 5, students will be asked to review/revise Lesson 2's writing, continue feedback for all students.

LESSON 4: Writing Complex Sentences

Tips

Complete Solo before Lesson 5. Critical Activities

Lesson 5, students will be asked to review/revise Lesson 2's writing, finish feedback for all students.

LESSON 5: Revise to Add Evidence

Tips

Follow Amplify citation guidelines. Skills will build throughout grade spans.

Critical Activities

All activities are critical to establish Amplify routines LESSON 6: Connecting Moments in the Reading

Tips

This lesson will give students opportunities to discuss Dahl's emotions.

Use sentence starters in text boxes to help students. Critical Activities

All activities are critical to establish Amplify routines LESSON 7: Introducing Dialogue

Critical Activities

Activities 3 and 4 LESSON 8: Dialogue, Narration, and Character

Optional Lesson (Performance piece for students)

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LESSON 9: Using Details Persuasively Thinking Map Opportunities

Activity 6 - Create a Multi-Flow Map with cause and effects of Dahl playing the

mouse trick on Mrs. Pratchett and determine if Dahl regrets playing this trick.

Tips

Begin Lesson 8 Solo before starting Lesson 9. Critical Activities


Give written feedback for struggling students before next lesson. LESSON 10: Revise to Strengthen Evidence

Tips

Have students distinguish their revisions by using the bold or underline option.

Written feedback will be deleted if they delete their old writing. Critical Activities

All activities are critical to establish Amplify routines LESSON 11: Focus on an Object


Activity 5 - Create a Partial Multi-Flow Map on the three reasons why the tuck-box is important to the boys.

Activity 4 Write: Personal Narrative (Optional) Critical Activities

Activities 3 and 5 LESSON 12: Creating a Character


Activity 12 - Create a Bubble Map to describe what type of person the Matron is.

Tips

Solo activity coincides with the essay prompt. Critical Activities


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SUB-UNIT 4: Write an Essay 4 Lessons Days 8 Date Oct. 11- 20 *For this sub-unit, teachers will use a

combination of Amplify activities and WFBB

strategies.

RESOURCES:

Write from the Beginning: Argumentative Transitions:p.443 Openings: 218-219 Closings: 223-226

Write from the Beginning: Response to Text

Boy: Tales of Childhood by Roald Dahl

WRITING PROMPT: Who does Dahl describe as causing more trouble: the boys or the adults? Use details from one moment in the book to show who is really causing more trouble. Note: Remember to go over the Lesson Overview before attempting the Sub-Unit. UNDERSTANDINGS:

Authors embed details in the text to develop a point of view. Any conclusions you draw or inferences you make must be supported by evidence

from the text. Effective arguments use logical reasoning and relevant evidence to support the claim. Effective writers analyze, select, organize, and explain information effectively. Quality writing requires effective planning, revising, editing, and rewriting.


How do we come to understand the point of view of the narrator, speaker, characters, and/or author?

What parts of the text lead me to make this conclusion or inference? What evidence should I include to support my claim? How do I organize my writing so that readers can have a clear understanding of my

topic? How can I make my writing better?

WRITING FOCUS:

Introduce a claim Include relevant evidence Use a formal style WFBB Mini-Lessons on Transitions, Openings, Closings (page numbers found in

resources) PREWRITING:

Lesson 1: Introducing the Essay o Alternate Activity: Before starting the lesson-Create a Tree Map by using the

Lesson 1 material "Sample Chart," have students identify the various types of "trouble" described by Dahl through a sorting activity.

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Additional Student Samples

o Students will create a Tree Map to identify who is causing more trouble by gathering evidence as a group of all moments.

o Activity 4:

Tip: Use the Amplify Library for gathering evidence for students one

moment

Alternate Activity: Create a Partial Multi-flow Map to support their one

moment.

Have students select one moment from the sorting activity and guide students to establish a claim. (Lesson 1, Activity 3 and Lesson 2, Activity 4)

o Dahl describes the [boys/adults] as causing more trouble because...

Basic Structure to help students organize and develop ideas: Student should select the strongest moment to describe how the boys or adults cause more trouble and use the Basic Structure to organize the paragraphs of their essay. Teachers should guide students using Focused Modeled Writing (I.e., I do, you do) and Oral Rehearsal as outlined in Write From the Beginning...and Beyond: Expository, pp. 136-142

o Tip: Use OneNote or Paper

o Transition chart in: WFBB Argumentative pp. 446.

o Write an Introduction (Lesson 3, Activities 4-5) and a create a claim (Lesson 2,

Activity 4)

Teach WFBB Argumentative Writing: The Opening Paragraph, pp. 440-

441 (Examples can be found on pp. 218-219) before students begin

their introductions

o Two Body Paragraphs: including two details from one moment (Use the Partial

Multi-Flow Map for details from the one moment students have chosen.

o Conclusion: Restate the claim, final thoughts on the one moment.

There is not a lesson for a conclusion. The conclusion needs to be

written in addition to the introduction and body paragraphs.

Teach WFBB Argumentative Writing: The closing Paragraph, pp. 446-

447 (Examples can be found on pp. 223-226) before students begin

their introductions

http://resources.learning.amplify.com/wp-content/uploads/2016/03/For_the_TeacherCA-Extended.pdf

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grammarly.com

(outside resource; not in Amplify)

DRAFTING:

Go over student sample (Lesson 1, Activity 5) o Alternate Activity: Student Sample Pg. 3 (368) : The

http://resources.learning.amplify.com/wp-

content/uploads/2016/03/For_the_TeacherCA-Extended.pdf

o For the student sample have students locate the different "Elements of Your

Essay" (Lesson 2, Activity 3) before drafting their essay.

Students may draft their essay using their Basic Structure in a new Word Document using their Office 365 account.

REVISING:

Spotlight 2-4 student writing to point out effective ways students have quoted and explained evidence to prepare students for revision

Lesson 3: Revising and Adding an Introduction (Activity 7)

Have students get a peer to revise their essay. (W.6.5)

SBAC provides the following questions on the test to help students revise. Consider having students use them for their own self-revision as a practice. Your argumentative essay will be scored using the following:

1. Organization/purpose: How well did you state and maintain your claim with a logical progression of ideas from beginning to end? How well did your ideas thoughtfully flow from beginning to end using effective transitions? How effective were your introduction and your conclusion?

2. Evidence/elaboration: How well did you integrate relevant and specific information from the sources? How well did you elaborate your ideas? How well did you clearly state ideas in your own words using precise language that is appropriate for your audience and purpose? How well did you reference the sources you used by title or number?

3. Conventions: How well did you follow the rules of grammar usage, punctuation, capitalization, and spelling?

EDITING:

Lesson 4: Editing for Clarity and Cohesion

Edit for hook, claim, moment details and restating claim.

Edit for proper citations.

http://grammarly.com/



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Edit for correct use of conventions (grammar, punctuation, spelling, capitalization). (L.6.1, 2, 2c)

Tip: Edit using www.Grammarly.com to catch common grammatical errors. FINAL DRAFT:

Students will type their final drafts. (W.6.6)

Assessment Days 2 Dates Oct. 23-24

SBAC Interim: Listen & Interpret

http://www.grammarly.com/

4

6th – 8th Grade Standards, Understandings, and Essential Questions

Reading Literature and Information Text

Anchor Standards Understandings Essential Questions R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Any conclusions you draw or inferences you make must be supported by evidence from the text.

What parts of the text lead me to make this conclusion or inference?

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text

The setting, characters, and plot of a story all work together to develop the theme or central idea.

Analyzing the development of key individuals, events, and ideas in a text will help you understand the central idea.

How do the setting and plot in the story help me understand the characters and themes?

How do the individuals, ideas, or events connect to each other and to the larger central idea of the text?

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Authors make deliberate word choices that impact the meaning and tone of the text.

Why did the author choose to use this particular word or phrase? How does it affect the meaning and tone of the text?

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

By looking at and analyzing the structure of individual sentences or sections of a text, you can gain a greater understanding of the text as a whole.

Why did the author structure the text this way?

How do authors use text features to help develop their ideas?

R.6 Assess how point of view or purpose shapes the content and style of a text.

Authors embed details in the text to develop a point of view.

An author’s purpose will impact the content and style of a text.

How do we come to understand the point of view of the narrator, speaker, characters, and/or author?

What is the author’s purpose, and how does it affect the way they write and the information they include?

R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Each medium has unique qualities that affect the audience’s experience.

How do the specific aspects of the medium affect my experience?

R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Good readers evaluate arguments by analyzing the reasoning and evidence that is introduced.

What is the author’s argument? Is the evidence sufficient and relevant?

R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

We can deepen our understanding of a theme or topic by analyzing multiple, related texts.

How does reading multiple texts help me understand a theme or topic?

R.10 Read and comprehend complex literary and informational texts independently and proficiently.

N/A N/A

5


Writing

Anchor Standards Understandings Essential Questions

W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Effective arguments use logical reasoning and relevant evidence to support the claim.

What evidence should I include to support my claim?

W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Effective writers analyze, select, organize, and explain information effectively.

How do I organize my writing so that readers can have a clear understanding of my topic?

W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Effective writers keep their readers engaged throughout the narrative.

How do I develop my narrative to keep readers engaged?

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

The development, organization, and style of writing you choose to use are dependent on the task, purpose, and audience.

What is the purpose of my writing and who is my audience? What, then, is the appropriate way to structure my writing?

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Quality writing requires effective planning, revising, editing, and rewriting.

How can I use the writing process to develop my writing?

How can I make my writing better?

W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Technology allows you to produce professional-looking publications as well as share your ideas easily and efficiently with a wide audience.

How can I use technology to collaborate with others as I produce and publish my writing?

W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Effective research projects are guided by a focused question and demonstrate understanding of the topic.

What is the best way to conduct research?

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Quality expository writing uses paraphrased information from credible sources that have been properly cited.

How can I tell if a source is credible?

How do I avoid plagiarism?

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

N/A N/A

W.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

N/A N/A

6


Speaking and Listening

Anchor Standards Understandings Essential Questions

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Participating effectively in collaborative discussions will help you gain a deeper understanding of different points of view on a topic.

How do I prepare for a class discussion?

What questions can I ask to find out more about another point of view?

How can I add my views to the discussion clearly and respectfully?

SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Analyzing information from diverse media can help explain or clarify information on a topic.

How do the ideas in this video/audio/data add to my understanding of the topic?

SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Good listeners evaluate a speaker’s argument by analyzing the reasoning and evidence that is introduced.

What is the speaker’s claim?

How well does the evidence given support the speaker’s argument?

SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

An effective presenter incorporates a logical sequence, appropriate eye contact, adequate volume, and clear pronunciation to present claims and findings clearly.

How should I organize my presentation?

How do I deliver my presentation clearly and keep the audience engaged?

SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Multimedia components and visual displays help clarify the information in a presentation.

How can I use multimedia and visual displays to improve my presentation?

SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

The formality of the English you use depends on the context and task.

How formal should my English be for this task?

Grade 6 Unit A 2017-2018 - paramount.k12.ca.us Writing and Collection Research 4. ... Grade 6...

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