Meade County’s 6th Grade Curriculum 2013-14This document is a compilation of the various curriculum documents that have been created by teams of teachers within the district. This is an overview. More detailed information for instructional purposes is currently located on district teacher share –elementary curriculum- 2013-14 Pacing, Targets, IAs, and then by grade level for most content areas. There are separate folders for those areas in which a teacher is responsible for multiple grade levels (music, pe, library, counselors). The goal is to have all documents eventually housed on CIITS.

6th

GradeReading Chunk #1

Aug. 9- Nov. 26Reading Chunk #2 Dec. 2- March 14

Reading Chunk # 3March 17- end of year

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6.RL.1 (cite text evidence …explicit)6.RL.2 (theme)6.RL.3 (characterization & plot)

6.RI.1 Cite text evidence…explicit6.RI.2 central idea6.RI.3 details – similar to text structure; CIITS boxes with missing information

6.RL.1 cite text evidence…explicit & inferred

6.RI.1 cite text evidence..explicit and inferred6.RI.2 summary

4 weeks (April)Targeted instruction based on IA analysis.

STANDARD 10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 6-8 text complexity bandproficiently, with scaffolding as needed at the high end of the range.

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6.RL.4 (figurative and connotative language)

6.RL.6 (point of view)…review from previous grades

6.RI.4 (context clues, meanings)

6.RI.6 (determine- point of view)

6.RL.4 analyze impact of word choice; tone)

6.RL.5 (structure of a text…development of theme, setting, or plot)

6.RL.6 (point of view)

6.RI.4 (context clues, meanings)6.RI.5 (text structure)6.RI.6 determine & explain point of view

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6.RI.7 different media or formats

6.RL.9 genres(e.g.stories, poems, historical novels, fantasy stories) in terms of approaches (modes of writing-CIITS)

6.RI.8 (arguments & claims)

6.RL.7 (in class)compare/contrast ...drama, poem, audio, video …maybe district bank6.RI.9 ONGOING…. Assessed at the school from district bank where each school submits one or more assessments.

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6.L.4a (6.RL.4 & 6.RI.4) context clues6.L.4b (Greek & Latin affixes)6.L.4c (reference materials)6.L.5b relationship of words6.L5a (figures of speech)

6.L.4a (6.RL.4 & 6.RI.4) context clues6.L.4b (Greek & Latin affixes

6.L.4d (verify meaning)6.L.5c (denotation, connotation)

-Fall Break- Oct. 1-5 Winter Break (Dec. 21-Jan1)

April 2-6Spring Break

K-PREP TestingLast 14 days of school

May 22, 2013…Last day

date of IA #1 week of Nov. 18 or 25thdata to Amy by Tues., Dec. 2

week of March 10data to Amy by Tues., March 14

Final MAP before Spring Break. Send a completed Superintendent Summary using MAP to Melissa G. the week after Spring Break.

6th Grade Reading Chunk #1Aug. 9- Nov. 26

date of IA #1 week of Nov. 18 or 25th data to Amy by Tues., Dec. 2

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6.RL1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RL2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RI1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.RI3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

6.RL6 Explain how an author develops the point of view of the narrator or speaker in a text.

6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

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6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a words’ position or function in a sentence) as a clue to the meaning of a word or phrase.6.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).6.L.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning.6.L5a Interpret figures of speech (e.g., personification) in context.6.L5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

6th Grade Reading Chunk #2Dec. 2- March 14

week of March 10 data to Amy by Tues., March 11

Key

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t) 6.RL1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6RI1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6RI2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

6RL5 Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6.RL6 Explain how an author develops the point of view of the narrator or speaker in a text.

6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6RI5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

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6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a words’ position or function in a sentence) as a clue to the meaning of a word or phrase.6.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).6.L4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).6.L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

6th Grade Language PacingThis is a list of language topics based on standards, teachers will use the actual standards to plan instruction.

Standard 3: Knowledge of languageBelow is the suggested sequence for the initial instruction of language mechanics. There will be on-going work embedded in instruction where students will “use knowledge of language and its conventions when writing, speaking, reading, or listening.” Each elementary school will develop a plan to assess student proficiency in these standards. This plan is not restricted to a paper/pencil test but could include learning stations, projects, or a variety of activities which allow the teacher to monitor and adjust instruction.

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e 6

Pronouns- proper case (subjective, objective, possessive) 6.L.1a

Vary sentence patterns 6.L3a

Pronouns and antecedents 6.L.1d

Shifts in pronoun number and person 6.L1c

Intensive pronouns (e.g. myself, ourselves) 6.L.1b

Punctuation to set off nonrestrictive/ parenthetical elements (extra info. that is not essential to the meaning of the sentence –set off by commas, dashes, or parenthesis) 6.L2a

Tone- consistency 6.L.3b

??? 6.L.1e

6th Grade Writing PacingEach school will create their own pacing for writing including the order in which they teach opinion writing (standard 1), informative/explanatory texts (standard 2), and narrative writing (standard 3). There will be common district on-demand prompts for each of these types of writing throughout the year. Each school will determine the order of the prompts for the “entire school.” (If a school chooses to give the narrative prompt first, it will be given to ALL students in all grades in the school, not just one grade level.) Students will write to the prompt in 1 sitting not over extended days (K-5 up to 30 minutes; 6th up to 40 minutes). Common rubrics will be used to score on-demand writing. A summary of results will be sent to the district.

6th Grade Pacing Math Instruction using Every Day Math (Ekron) Hands-On Equations is taught in grades 4 (Level 1 Red book), 5 (Level 2 Blue book), and 6 (Level 3 Green book).

This is not reflected on the IAs. Each school will determine when it is taught.

Learning Chunk #1

Aug. 7-Sept.16

Learning Chunk #2

Sept. 16- Nov 1

Learning Chunk #3

Nov.4-Dec. 20

Learning Chunk #4

Jan. 6-Feb.13

Learning Chunk #5

Feb. 17-March 28

Learning Chunk #6

April 7-May 16Aug. 7-9 (3 days)Pre-Assessment

Review of Basic Skills

Week of Sept. 16-20Pre-Assessment

2.4, 2.5

Nov. 4-8 (4 days)Pre-Assessment

4.1, 4.2, 4.3

Jan. 6-10 (5 days)Pre-Assessment

Computation Check

6.1

Feb. 17-21 (4 days)Pre-Assessment

8.6, 8.7, 8.8

April 7-11 (5 days)Computation Check

Review- varies from school to school based on IA data.

Aug. 12-16 (5 days)Computation Check

Review of Basic Skills

Sept. 23-27 (5 days)2.6, 2.7, 2.8

Nov.11-15 (5 days) 4.4, NS4, 4.5, 4.6

Jan. 7-11 (5 days)6.2, 6.3, 6.4, 6.5, NS7C

Feb. 24-28 (5 days)8.9, 8.10, 8.11, 8.12

April 14-18 (5 days)Review- varies from school to school based on IA data.

Aug. 19-23 (5 days)1.1, 1.2, 1.3, 1.4, 1.5,

Sept. 30-Oct. 42.9, 2.10, CH 2 Review

and Assessment

Nov. 18-22 (5 days)4.7, 4.8, 4.9, 4.11

Jan. 13-17 (5days)NS7D, 6.6, 6.7, 6.8

March 3-7 (5 days)CH8 Review and

Assessment, 9.1, 9.2, 9.3

April 21-25 (5 days)(State testing… 5 days

within the last 14 days of the school year.)

Aug. 26-30 (5 days)1.6, 1.7, Box and Whisker

Plots (SP4) 1.12

Oct 7-11Fall Break

Nov. 25 - 26 (2 days)Thanksgiving Break

Jan. 20-24( 4 days) 6.9, 6.10, 6.11

March 10-14 (5 days)9.4, 9.5, 9.6

April 28 - May 2State Testing

Sept. 2-6 (4 days) Ch1 Review and Assessment SP1 , Mean Absolute Deviation

Oct 14-18 (5 days)3.1 , 3.2, 3.3, 3.4

Dec. 2-6 (5 days)Ch4 Review and Assessment, 5.4

Jan. 27- 31 (5 days)6.12, CH 6 Review and

Assessment, 8.1

March 17-21 (5 days)9.8, 9.9, 9.10, 9.11

May 5-9 (5 days)State Testing

Sept. 9-13 (5 days) (SP5c-d),

2.1, 2.2, 2.3

Oct. 21-25 (5 days)3.5, 3.6, 3.7, 3.8

Dec 9-13 (5 days)5.5, 5.6, CH 5 Review and

Quiz

Feb.3-7 (5 days)8.2, 8.3, 8.4, 8.5

March 24-28 (5 days) IA#5CH 9 Review and Assessment

May 12-16 (5 days)State Testing Last 10 days of school calendar

Week of Sept. 16-20 Review (IA#1)

Oct. 28-Nov. 1 (IA#2)3.9, 3.10, CH3 Review and

Assessment

Dec. 16-20 (3 days) (IA#3)

Week of Feb.10-13 (4 days)Review

IA#4

Spring Break

March 31 – April 4

IA#1 week of Sept. 16Data to Amy 9/19

Data Analysis 9/20 (PD)

IA#2 week of Oct. 28Data to Amy 11/1

Data Analysis 11/5 (PD)

IA#3 week of Dec. 16Data to Amy 12/19

Data Analysis 1/3 PD

IA#4 week of Feb. 10Amy Feb.2/12

Data Analysis 2/14 (PD)

IA#5 week of March 24Data to Amy March 28

Data Analysis…school decisionMar 31– Apr 4 Spring Break Winter Break

***Chunk 3 – Supplement lessons with more problem solving and using variables to solve word problems. Bold Print indicates not tested content—Lesson 2.8 Make into line plot instead of a bar graph (Lesson found in 5th Grade Coach Crosswalk book)—Lesson 6-7 add questions to address 4.MD.7—Units 7 and 9 were grouped together so fractions were together—Lesson 8.5 Supplement area and perimeter with additional lessons. (It was also recommended to break the two different concepts apart.)-

Conversion and elapsed time lessons needed to supplement EM—Introduce/review elapsed time throughout the year. – Lesson 2.9 Supplement by focusing on number names and expanded form. (last revision May 2012)

6th grade Pacing for enVisions Math with KCAS (Payneville, DTW, FES)

Learning Chunk #1

Aug. -mid Sept.

Learning Chunk #2

mid Sept. –end Oct

Learning Chunk #3

Nov.- Winter Break

Learning Chunk #4

Jan. –early Feb.

Learning Chunk #5

earlyFeb.-end March

Learning Chunk #6

April – school end

6.NS.26.NS.36.NS.46.NS.7c

REVIEW – adding, subtracting, and multiplying fractions and mixed numbers.

6.NS.16.NS.56.NS.6 abc6.NS.7 abcd6.NS.8

6.RP.16.RP.26.RP.3

6.SP.16.SP.26.SP.36.Sp.46.SP.5

6.EE.16.EE.26.EE.36.EE.56.EE.7

6.NS.16.NS.4

6.EE.1 6.EE.56.EE.76.EE.86.EE.9

6.G.16.G.26.G.36.G.4

**Constructed Response should be happening throughout the year.

6th Grade Pacing Calendar for Science Instruction

Learning Chunk #1

(Aug.-mid Sept.)

Learning Chunk #2

(mid. Sept - early Nov.)

Learning Chunk #3

early Nov.-W. break

Learning Chunk #4

Jan.-mid Feb.

Learning Chunk #5

mid Feb. – Sp. Break

Learning Chunk #6

Spring Break- end

Scie

nce

IA#1 when instruction is complete; send data to Givans/Tabor

IA#2 when instruction is complete; send data to

Givans/Tabor

IA#3 when instruction is complete; send data to

Givans/Tabor

IA#4 when instruction is complete; send data to

Givans/Tabor

IA#5 when instruction is complete; send data

to Givans/Tabor

Grades K-2: when instruction is complete;

send data to Givans/Tabor.

6th Grade Financial LiteracyIn March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher shareNational Personal Finance Standards 6th Grade (Lesson/Activity Options)

Financial Responsibility and Decision MakingStandard 1: Take responsibility for personal financial decisions & Standard 6: Control personal information.

Financial Football (on-line game) http://www.practicalmoneyskills.com/games/trainingcamp/

PDF explaining Financial Football lessons & assessmentshttp://www.practicalmoneyskills.com/games/trainingcamp/ff/inc/lang/en/modules/web_modules/ROOKIE.pdf

Standard 2: Find and evaluate financial information from a variety of sources.

Admongo: Lessons 1, 2, 4 http://ftc.gov/bcp/edu/microsites/admongo/Content: Reading

Federal Trade Commission Advertising and Marketing(PDF) & 4 on-line Games (Choose…West Terrace) http://www.ftc.gov/bcp/edu/microsites/youarehere/pages/parents_and_teachers.html

Standard 3: Summarize major consumer protection laws.

Federal Trade Commission: Privacy and Identity Theft(PDF)4 on-line Games (Choose…Security Plaza)http://www.ftc.gov/bcp/edu/microsites/youarehere/pages/parents_and_teachers.html

Standard 4: Make financial decisions by systematically considering alternatives and consequences.

The Bean Game http://extension.usu.edu/utah/files/uploads/Finance/THE%20BEAN%20GAME.pdf and Jump Start Reality Check on-line activity http://jumpstart.org/reality-check.html

Standard 5: Develop communication strategies for discussing financial issues.

Budget for College Students (Lesson 4) OR Wallpaper Woes (Lesson 2) http://www.treasurydirect.gov/indiv/tools/tools_moneymath.pdfContent: Math

Income and CareersCounselors work with “careers” including working on the ILP with 6th grade students.Standard 1 Explore Career Options.Standard 2 Identify sources of personal income.Standard 3 Describe factors affecting take-hope may.

6th Grade Financial LiteracyIn March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher shareNational Personal Finance Standards 6th Grade (Lesson/Activity Options)

Planning and Money ManagementStandard 1: Develop a plan for spending and saving. reading RI9

 http://www.practicalmoneyskills.com/avengers/ compare with sesame street http://www.econedlink.org/interactives/index.php?iid=164

Standard 2: Develop a system for keeping and using financial records.Standard 3: Describe how to use different payment methods.Standard 4: Apply consumer skills to purchase decisions.Standard 5:Consider charitable giving.Standard 6: Develop a personal financial plan.Standard 7 Will not be addressed in elem. Grades.

Credit and DebtStandard 1: Identify the costs and benefits of various types of credit.Standard 2: Explain the purpose of a credit record and identify borrowers’ credit report rights.Standard 3: Describe ways to avoid or correct credit problems.Standard 4: Not addressed until middle grades.

Risk ManagementStandard 1: Identify common types of risks and basic risk management methods.Standard 2: Not addressed until middle grades.Standard 3: Explain the purpose and importance of health, disability, and life insurance protection.

Saving and Investing

Standard 1: Discuss how saving contributes to financial well-being. Standard 2: Explain how investing builds wealth and helps meet financial goals.Standard 3: Evaluate investment alternatives.Standard 4: Describe how to buy and sell investments.

6th Grade A/H PacingA public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments, will begin in January 2014. The current project timeline includes a release date of March 2014, for the complete and finished standards. The Kentucky Board of Education would then consider adoption.

Sixth Grade Visual Arts(sample draft created summer 2010)

The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content.

Elements of Art I can…ColorColor Schemes/ GroupsValue

Create a color wheel showing primary, secondary, and intermediate colors.Create a piece of art using a monochromatic color scheme which means using only one color and its many tints and shade.

ShapeForm

Compare/contrast the different elements (color, value, shape, form, line, space, texture) used to create various pieces of art.

LineSpaceTexture Create a piece of art showing different textures.

Principles of Design

Emphasis (focal point) Analyze a work of art, identify the focal point/emphasis, and tell what strategies the artist used to create this emphasis contrast Location Isolation Convergence Use of the unusual

Contrast

Balance Identify and create works of art with symmetrical, asymmetrical, and radial balance.

Pattern Look at a piece of art and give examples of how the artist used repetition of lines, shapes, or colors to create a visual beat or rhythm.

Media & Processes Use elements of art and principles of design to create representational (landscape, portrait, still life) or nonrepresentational (abstract, nonobjective) works of art.Use different processes to create works of art.

Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmakingThree-dimensional – ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting)

Identify the subject matter, media or medium, and process I used to create a work of art. medium: Two-dimensional- crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastelThree-dimensional - clay, papier-mâché, found objects (assemblages)

Exploration of art will include a look at art from diverse cultures and time periods.

Music Pacing Learning Chunks for Special Areas are similar to but do not exactly match other content areas since actual minutes of instruction with students may vary from school to school.

Learning Chunk #1 Learning Chunk #2 Learning Chunk #3 Learning Chunk #4 Learning Chunk #5 Learning Chunk #6

Beat Rhythm tempo

melody harmony

Native American songs Performance AH-___-4.1.5

Instrument families Colonial/ Appalachian/

African-American music

Dynamics Form Music Styles Colonial/ Appalachian/

African-American music

Performance AH-___-4.1.5

Physical Education PacingGrade level, skill specific pacing is currently located on district teacher share.

Learning Chunk 1 Learning Chunk 2 Learning Chunk 3 Learning Chunk 4 Learning Chunk 5 Learning Chunk 6

Students will demonstrate basic psychomotor skills (locomotor and nonlocomotor)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate psychomotor skills related to DANCE.

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate psychomotor skills in soccer

Students will demonstrate psychomotor skills related to soccer

Students will demonstrate psychomotor skills related to basketball

Students will demonstrate psychomotor skills related to volleyball

Students will demonstrate psychomotor skills related to kickball

Students will demonstrate psychomotor skills in football

Students will demonstrate psychomotor skills related to football

Students will demonstrate psychomotor skills related to handball

Students will demonstrate psychomotor skills related to racket sports

…will probably be moved to chunk 6 if more time is required to adequately teach DANCE.

Students will demonstrate psychomotor skills related to baseball/softball/wiffle ball

**In locations where equipment is available, intermediate students will be introduced to psychomotor skills related to archery,

Students will demonstrate psychomotor skills related to jump rope

6th Drama - (sample draft created summer 2010)The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Media specialists will incorporate drama into their curriculum. Schools will determine the order and pacing in order allow for flexible integration of the content. Drama will be also be incorporated into reading and other content when possible. Reading and Writing ScriptsStudents will make and write plays.

I can improvise (AH-grade-1.3.3) to communicate content/information to peers.

I can read, comprehend, and determine the theme of literature, including dramas at or near my grade level. (new standards # 2 & 10)

ActingStudents will portray characters in formal presentations and improvisations.

(AH-06-4.3.1 create & perform AH-06-4.3.3 reflect historical times and culture…)I can perform in a dramatic activity that reflects historical times and cultures.

(from KY core content AH….4.3.1) I can perform in a play that includes literary, technical, and performance elements.

Directing (Technical Theater)Students will design and build environments for classroom dramatizations.

(from KY Core content AH-06- 1.3.3) I can work with a group to use drama(e.g. skit, role-play, scenario, puppet show, mimicry, storytelling,) as a way to communicate information to peers.

Analyze & Respond Students will analyze and explain personal preferences

I can describe the relationship among characters and settings in a script, scenario, or classroom dramatization.

(from KY core content AH-06-1.3.1) I can identify or describe the use of elements of drama in dramatic works using drama/teatre terminology. Elements of drama: Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling

action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy

Technical elements -Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design Performance elements –Acting (e.g. character motivation and analysis),Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage)

Comparing & ConnectingStudents will compare and connect different forms of art. (plays, theatre, film, television, electronic media) and relate them to daily life, past and present..

I can improvise (AH-grade-1.3.3) to communicate content/information to peers.

I can read, comprehend, and determine the theme of literature, including dramas at or near my grade level. (new standards # 2 & 10)

Exploration of art drama will include a look at art from diverse cultures and time periods.

5th Grade Library Pacing

Start of School – Fall Break Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School

GenresLiterary elements

Literary Elements Reference materials Poetry Personification

6.RL.46.Ri.4OPAC IL.1.4

6.RL.26.RL.36.Ri.2Dewey Decimal IL.1.5

6.RL.16.RI.86.RI. 9Thesaurus IL.1.1Atlas IL.1.4

6.RL.7,6.RL.10Internet IL.2.1

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me.

I can take good care of my library books and return them on time.

I can understand the meaning of specific words and phrases in a nonfiction book.

I can respond to literature and ideas in various formats and genres.

I can understand the meaning of specific words and phrases in a fiction book

I can use the library catalog to find a book.

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me.

I can take good care of my library books and return them on time.

I can define theme in a fiction book. I can write a summary using key

details in a fiction book. I can determine the element of plot,

and explain how characters change throughout the story.

I can use the Dewey Decimal system to find a book.

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me. I can take good care of my library

books and return them on time. I can compare and contrast two

authors’ information on the same topic.

I can determine fact from opinion. I can find, evaluate, and select

appropriate sources to find information.

I can cite sources correctly, respecting copyright law.

I can use an almanac to find information.

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me.

I can take good care of my library books and return them on time.

I can read, view, and listen for information presented in any format to understand the topic.

I can compare and contrast the mood and tone of similar stories in various formats

I can recognize when the story I’m reading is too easy or difficult for me.

Meade County Counselors’ PL/CS Curriculum- D-R-A-F-T (10/26/2012)This is a general view of content that counselors address. The length and frequency of counseling varies from school to school. Therefore, the depth at which a counselor covers each these standards may vary from school to school. This content will be reinforced in the classroom.

1st Semester 2nd Semester

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Bullying/ Harassment Conflict resolution Drug and alcohol awareness Decision making skills Character Ed.- (Imbedded in school-wide behavior expectations)

Career Education (career awareness, exploration, & planning; employability skills- 14 career clusters)

6th grade ILPs Character Ed.- (Imbedded in school-wide behavior expectations)