th Grade ELA Curriculum - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/MobileCounty/...6th Grade ELA...

$: th Grade ELA Curriculum - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/MobileCounty/...6th Grade ELA Curriculum MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE-AT-A-GLANCE$
6th Grade ELA Curriculum

MCPSS DIVISION OF CURRICULUM & INSTRUCTION

MIDDLE SCHOOL PACING GUIDE-AT-A-GLANCE (2016-2017)

Regular and Honors 6th Grade Language Arts

MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)


Table of Contents

Pacing Guide Explanations and Directions

Priority and Support Standards Document

Curriculum Overview

Unit One

Unit Two

Unit Three

Unit Four

Unit Five

Unit Six

Unit Seven

Unit Eight

Unit Nine

Unit Ten

Unit Eleven

Unit Twelve



Pacing Guide Explanations and Directions

(Regular and Honors[BABC1]) The Curriculum Pacing Guide for English Language Arts (ELA) serves as a guide to show teachers how to cover all of the required standards and

materials in a course. Teachers are required to cover all priority and supporting standards in an effort to ensure the students of the Mobile County

Public School System (MCPSS) are college and career ready.

Curriculum Overview

The Curriculum Overview allows teachers to see how thematic units and formative and summative assessments are divided throughout the course.

The unit titles1 reflect universal questions that provide a cohesive thematic approach based on standards. The unit timeframe2 is approximate and may

vary from three to four weeks. The instructional focus3 concentrates on specific lessons, learning experiences, and related assessments that are based

upon priority and supporting standards.

Regardless of when the unit ends, teachers should test priority standards every three weeks on Standards-Based Formative Assessments. End-of-

Quarter Tests (EQTs) are administered every nine weeks.

1

2

1

3



Standards-Based Assessments Assessments are a major part of any course because they provide teachers with concrete evidence of mastery.

Priority and Supporting Standards

In an effort to assure student competency and proficiency for every grade level or course, teachers must directly instruct priority and support standards.

By definitions, priority standards are a selected group of the total list of the grade-specific and course-specific standards that students must know and be able to do by

the end of each school year. These standards are selected from the total list of grade-specific and course-specific standards. Likewise, supporting standards are

standards that support, connect to, or enhance the priority standards. These standards are taught within the context of the priority standards, but do not receive the

same degree of instruction, assessment, and/or emphasis.

In this pacing guide, teachers will find charts that list all of the standards for the course and are color coded to indicate which standards are priority and supporting.

Common Formative Assessments (CFA)

Common Formative Assessments (CFA) are tests that should be administered every three weeks. These tests will cover a set of strands and standards taught within

that time frame.

These tests should be common amongst the teachers of a particular grade level in an effort to obtain the data necessary to find instructional gaps and adjust classroom

instruction to fill those needs.

The CFA should include a mixture of cold-reads, multiple choice questions, and short answer questions that only assess the standards—not the content of stories—

taught in class.

Teachers are asked to include 3-4 questions per priority standard. This test counts as a major test grade in the 60% category.



Common Formative Assessment Example Standards:

RL.11.1 (1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text, including determining where the text leaves matters uncertain.

RL.11.4 (4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the

impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or

beautiful. (Include Shakespeare as well as other authors.).

L.11.5 (39) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

Directions: On your own piece of loose-leaf, number your paper 1-10. Read the passages below and record the letters of the correct answers.

(Standards addressed)

Read the excerpt from the poem “Winged Man” by Stephen Vincent Benét. Then, answer the questions.

The moon, a sweeping scimitar, dipped in the stormy straits,

The dawn, a crimson cataract, burst through the eastern gates,

The cliffs were robed in scarlet, the sands were cinnabar,

Where first two men spread wings for flight and dared the hawk afar.

There stands the cunning workman, the crafty past all praise,

The man who chained the Minotaur, the man who built the Maze.

His young son is beside him and the boy’s face is a light,

A light of dawn and wonder and of valor infinite.

1. To which sense do the images in the first three lines—the moon, the dawn, and the cliffs—most clearly relate? (RL11.1)

A. sight

B. sound

C. taste

D. touch

2. What tone does the word choice in the excerpt's last two lines help establish? (RL.11.4) (L.11.5)

A. a sharply satirical tone

B. an awestruck, admiring tone

C. a sad, mournful tone

D. a puzzled, hesitant tone



3. What is the author implying in second line: “The dawn, a crimson cataract, burst through the eastern gates?” (RL.11.4)

A. The gates are being opened by a winged man.

B. The color of the dawn is blinding and is forcing its way into the night sky.

C. The eastern gate, which is crimson in color, is being forced open.

D. The dawn is being forced east by the winged man.

End-of-Quarter Test (EQT)

End-of-Quarter Test (EQT) are common assessments administered at the end of each quarter. These assessments cover all of the standards taught in the

quarter. This test should include cold reads and multiple choice questions; however, a separate writing assessment is to be administered to both regular

and honors students. The separate writing assignment is worth 15% of the EQT for regular students and 25% of the EQT for honors students. The entire

EQT score counts 20% of the students’ quarter grade.

Bridging the Gap

The time between each unit should be allotted for remediation and/or enrichment of standards before moving to the next instructional unit or before

taking the End-of-Quarter Test. This remediation should “bridge” the gaps of knowledge students need in order to be successful and should be based on

student data from their common formative assessments.



Unit Overview and Planning Guide

The Planning Guide

reflects the standards to be

taught throughout the unit.

The Overarching

Standards1 will be taught

and reinforced thought the

entire year. Supporting

Standards2 scaffold

student learning and

mastery of Priority

Standards3. These

standards are taught in

conjunction with each

other. The Writing4

standards reflect the 6+1

Traits Writing focus for the

unit and the suggested

writing from the lessons.

Aspire Alignment5

correlates the standards

from the unit to the ACT

Aspire Reading Test.

Speaking and Listening6

and Language6 standards

are regularly taught and

reinforced throughout the

unit.

1

2

4 6 6

3 5



The Unit Overview is where the

content of the unit is displayed

allowing teachers to see what

content and standards should be

covered. Information pertaining to

individual lessons, assessments, and

extension activities are also

contained in this section of the

pacing guide.

Teachers will also see that all

unpacked skills will be teacher

assessed. Bolded unpacked skills

must be teacher assessed on

Common Formative Assessments

(CFA) and End-of-Quarter

Assessments (EQT).

This year’s updated overview

includes an essential question1 that

will help guide instruction through

the unit. The suggested texts2 reflect

the texts for the unit. The

Instructional Focus3 is a brief

summary of the instructional goals

for the unit. This focuses on the skill

students should demonstrate during

this unit. These skills will be taught

and reinforced throughout the whole

unit. The Writing Focus4 explains

what students will do in their week-

long writing unit. Students enrolled

in honors classes will complete the

lessons in the pacing guide as well

as the Honors Requirements5.

1

2

5

3

4



Aspire Connections6 gives

students an opportunity to

prepare for ACT Aspire

testing in the Spring. These

connections appear in every

unit. Students should use

these connections to

strengthen their test taking

skills. The Suggested Daily

Tasks7 are the tasks

students are expected to

complete throughout the

unit. The lessons may take

longer than one day.

Sonday System 28 pacing

is shown in the Suggested

Daily Tasks. This updates

in each unit. Every three

weeks, the Literacy

Instructional Strategies9 change to support the

reading instruction for the

unit. The Technology

Connections10 provide

technology connections to

the unit’s instructional

goals.

8

6 7

9

10



Language

The following standards for grades 6-12 offer a focus for

instruction each year to help ensure that students gain

adequate mastery of a range of skills and applications.

Students advancing through the grades are expected to

meet each year’s grade-specific standards and retain or

further develop skills and understandings mastered in

preceding grades. Beginning in grade 3, skills and

understandings that are particularly likely to require

continued attention in higher grades as they are applied to

increasingly sophisticated writing and speaking are

marked with an asterisk (*).

Research shows that the best way to teach grammar

is through student’s applying the skills through

writing. The expectation of Mobile County Public

Schools is that grammar instruction is reinforced

through application and not isolated practice. Helpful resources:

National Council of Teachers of English, www.ncte.org

Haussamen, Brock, et.al. Grammar Alive! A Guide for

Teachers. NCTE: 2003.

http://www.ncte.org/



Classroom Instructional Framework Teachers must select appropriate texts they can use to teach students required standards. The mastering

of these standards should be assessed continually throughout the course. In English language arts

(ELA), students learn to read critically, analyze effectively, and support main ideas with the proper

evidence. In order for students to do the well and be ready for college and career upon graduation, the

teacher must follow the proper cycle of instruction while making sure they engage students with rigor

and relevance with the texts and activities he or she chooses.

Cycle of Instruction Every lesson taught should follow the cycle of instruction. That means that a teacher’s lesson should:

begin with a bellringer, framed with an essential question, have essential vocabulary, include direct

instruction, guided practice, independent practice, and a closure.

The Gradual Release of Responsibility Model The Gradual Release of Responsibility Model is a process through which teachers can guide students to independent, sustained literacy skills. In approaching literacy

instruction through the Gradual Release of Responsibility Model, students are guided towards authentic and critical literacy skills. In Strategies that Work, Harvey

and Goudvis suggest that the Gradual Release approach to literacy instruction begins with “the assessment piece, finding out what the child can and cannot do

independently. Once we understand what is needed, we begin to show the learner how and scaffold his or her experience” (Harvey and Goudvis, 32).

Gradual Release of Responsibility Model

Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction. Teaching Phase Teacher Behavior Learner Behavior

Model/Demonstration “I do”

• Initiates • Thinks aloud

• Models • Explains

• Shows “how to do it”

• Listens • Observes

• May participate on a limited basis

Shared Demonstration/Guided

Practice “We Do”

• Demonstrates • Explains

• Responds • Suggests • Leads

• Listens • Responds • Interacts • Tries out

• Questions • Approximates • Collaborates

TEACHER HANDS OVER RESPONSIBILITY

Teaching Phase Learner Behavior Teacher Behavior

Independent Practice “You all do”

• Applies learning •Practices • Takes charge •Approximates

• Problem solves • Self-corrects

• Scaffolds • Observes • Clarifies • Confirms

• Validates • Coaches • Evaluates • Encourages

Application “You do” • Self-monitors • Initiates • Problem solves • Confirms

• Applies learning • Self-directs • Self-evaluates

• Assists as needed • Affirms • Sets goals

• Acknowledges •Evaluates •Responds



Instructional Shifts

In this section, teachers will find information on the instructional shifts necessary for sound instruction. These steps will help ensure that students are receiving a

rigorous education that prepares them for college and career.

The Common Core Requires educators to implement these Six

Fundamental Shifts in their curriculum design

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjKjqWSi57MAhXE7yYKHRAEA1YQjRwIBw&url=http://www.irreverent-learning.com/2014/03/common-core-perspective-on-framework.html&bvm=bv.119745492,d.eWE&psig=AFQjCNHVlyDAmNXnw5Z8_GbL1vfBKtQFcg&ust=1461271288750798



Text Complexity

Common Core Standards emphasize the level of textual complexity being used in the classroom. Text complexity is determined by qualitative, quantitative, and

reader and task. These three elements work together in order to help students become proficient critical and analytical readers ready for college and career. Teachers

must choose a variety of texts with various textual rigor in order to support the students’ development. In this section, teachers will find information on how to assess

the quality, quantity, and readability of the texts used in classroom lessons.

Below is an example, complete with

explanations, about how text complexity should

work in the classroom:

Click here for more information about text

complexity and how it should be incorporated

in your lesson.

Reference:

English Language Arts Standards » Language » Introduction for 6-12 | Common Core State Standards Initiative. Retrieved from

http://www.corestandards.org/ELA-Literacy/L/introduction-for-6-12/

Image retrieved from Common Core State Standards Initiative.

http://www.corestandards.org/assets/Appendix_A.pdf

http://www.corestandards.org/assets/Appendix_A.pdf



Response to Instruction (RTI) Tier I - Served by Core Instructional Program (80%) Tier 1 is the core instructional program offered to all students. The

classroom teacher provides high-quality, research-based instruction.

All teachers are responsible for removing barriers to learning while

still expecting all students to master the same instructional

objectives. High quality instruction is essential in forming the

foundation of classroom academic support as the student population

works to achieve mastery. Focus instruction on identified curriculum content

Connect prior knowledge and skills when beginning a

learning sequence

Establish and maintaining clear learning goals and

expectations for each lesson

Break down complex skills and strategies into smaller

instructional units

Review prior skills and knowledge before beginning

instruction

Provide step-by-step demonstrations (Cycle of Instruction)

Vary instruction in response to immediate and reflective

feedback

Use clear and concise language

Provide guided and supported practice.

Ask questions to continually monitor understanding and progress and inform immediate feedback

Provide scaffolded learning experiences for students to practice, synthesize and consolidate learning

Monitor student performance closely

Provide immediate affirmative and corrective feedback

Deliver instruction at an appropriate pace to optimize instructional time, the amount of content that can be presented, and on-task behavior.

Tier II - Served by Core Instructional Program and Intervention that is Strategic, Targeted, and Supplemental (15%) The goal of Tier 2 supports is to close the achievement gap as quickly as possible. Students who do not make adequate progress in Tier 1 receive more intensive Tier

2 small-group services within the general education classroom. These students will receive Tier II support and continue Tier I instruction from the referring

classroom teacher. Students in Tier II will receive the following support:

Additional small group instruction (intentional grouping)

Systematic, differentiated and explicit instruction that includes modeling and direct teaching.

Specialized programming that focuses on just a few key skills at a time.

Frontloading of skills to be introduced at a later time in the general education class.

A variety of practice opportunities that coordinate with identified classroom skills but use different approaches.

Continuous corrective feedback, encouragement, and self-monitoring activities.



The PST will meet monthly to determine the effectiveness of the intervention. After four (4) progress monitoring data points, if the intervention is not effective, a

different intervention can be identified by the PST and implemented immediately. If the intervention implemented is effective, the PST can determine to continue the

intervention or release the student from the PST. After 6 to 12 weeks of unsuccessful Tier II support, students may be considered for Tier III intervention. The PST

should only make the decision to move to the next Tier based on results from progress monitoring.

Tier III - Provided through Intensive, Individualized Instruction (5%) Students who are not making adequate progress at Tier II will receive Tier III interventions. Tier III interventions include intensive instruction, specific to the

student’s highest area(s) of need. Tier III interventions are individualized. These students need additional intensive interventions to achieve the same goals as all

students. The PST will meet monthly to determine the effectiveness of the intervention. After implementing identified interventions 6 to 12 weeks and after four (4)

progress monitoring data points, if the intervention is not effective, the PST may consider referral for special education evaluation. Students should continue

interventions until eligibility is determined. Students not eligible for special education services should continue Tier II and Tier III support/interventions. Students

are not required to be identified as special education to receive Tier III support. Students are usually assigned to Tier III only after Tier II is unsuccessful. In some

case, however, students may be put directly into Tier III. This should be done only after an evaluation determines that the nature and extent of Tier II intervention

will likely be insufficient.

Differentiated Instruction

Differentiate your instruction through content, processes, product, and learning environments.

Content – what the student needs to learn or how the student will get access to the information

While aligning with grade-level standards, instructional tasks are designed to address students’ needs and differences. When teachers differentiate content, the same

concept or skill is taught to each student; however, the curriculum used to teach the concept or skill might be different for different students.

Process – activities in which the student engages in order to make sense of or master the content

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic and through

words. Not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups or individually. Teachers can

enhance student learning by offering support based on individual needs.

Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. Teachers may assign students to complete activities that

show mastery of an educational concept in a way the student prefers, based on learning style.

Learning environment – the way the classroom works and feels

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture

and arrangements to support both individual and group work. Teachers should use classroom management techniques that support a safe and supportive learning

environment.

Student Engagement



Active Participation

Students remain on-task and engaged throughout the lesson. All students are actively involved in routine as designed. Students lead their own progress through

learning new content, working productively and collaboratively.

Learning Environment

Students are encouraged to take risks and persevere through productive struggle. Students are praised for demonstrating commitment to learning. Students

demonstrate respect for peers, teacher, and the learning environment.

Formative Processes and Tools

Students demonstrate mastery of content by completing a variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that

students are achieving expected outcomes and are able to self-reflect and share responsibility for their learning. Students are strategically partnered or grouped based

on data, and lesson content, process, and/or product is differentiated to support varying student needs.

Reteaching/Retesting

This reteaching and retesting should occur throughout the quarter: during the class period, before school, after school, at another appointed time during the

school day and during the bridge. For reteaching to be effective, teachers must use a different approach from the one they initially used - one that builds on

previous activities but focuses on the omissions or errors in student thinking that resulted from these activities.

For continuity throughout the district, the following is required of all K-5 teachers for reading and mathematics and 6th -12th grade teachers in language

arts/reading, mathematics, science, social studies, foreign language and electives:

1. Students scoring below 60% must be retested after a period of reteaching;

2. Students will be administered the entire test on which the score was below 60% or another test with the same number of items, same format, and

same content as the initial test; students scoring between 60-69 % may opt to retake the major assessment to receive a higher retest grade that will

not exceed 70%.

3. Reteaching and retesting must be completed within the quarter the test was originally administered;

4. Reteaching and retesting should occur within five to seven days of the original test administration but must occur before the next test is given;

5. Retesting on any one test may occur only one time; however, reteaching may occur as many times as necessary to ensure mastery before

retesting;

6. The original grade will be replaced by the retest grade but will not exceed 70%;

7. The End of Quarter Tests (EQTs) will not be retested.

Please note the following information concerning class averages on major assessments with less than 70% proficiency:

1. Teachers are required to reteach and retest the entire class.

2. Students scoring 80% or above on the original assessment may opt not to retake the assessment.

3. The retest grade limit of 70% does not apply to entire class retakes of assessments.

4. Teachers must apply the reteach/retest policy for any student scoring below 60% on the entire class retake assessment.

- MCPSS August 2015 Reteach-Retest

https://mcpss.sharepoint.com/sites/AADocumentsResources/_layouts/15/WopiFrame.aspx?sourcedoc=%7b4D372A18-C729-439D-891E-3366CBF75CE7%7d&file=RETEACH%20RETEST%20FINAL.docx&action=default



Writing

Traits Writing

As Mobile County Public School System places writing as a fundamental aspect of instruction, all teachers will

implement the K-12 Writing Program by fulfilling basic instructional goals: provide effective instruction, build a

quality classroom community, teach the writing process, teach the writing modes, teach the 6+1 Traits of Writing,

teach the conventions in the context of writing, provide a balanced literacy of reading and writing, teach writing

across the curriculum, assess appropriately, and use technology.

Middle school teachers have another resource – Ruth Culham’s Traits Writing. Teachers have a grade level Teaching

Guide, one Student Handbook, an Implementation Guide, Trait posters, and access to Traitspace.

Middle school teachers are asked to create a classroom where writing is an

instructional tool. Students will engage in a week of writing every three weeks.

Writing lessons will include increasing length, depth, and rigor as teachers and

students become acclimated with the instructional model that combines grammar, literature, and writing with best

practices Along with utilizing writing portfolios, ELA teachers are asked to structure lesson plans that allow for writing

daily. All teachers will use common scoring guides and editing symbols. The middle school pacing guides are arranged

in 3-week units that highlight key qualities of the Traits. Please see the K-12 Writing Page to access writing resources.

Each 3-week unit includes one week of specific writing instruction.

6+1 Traits of Writing: The Complete Guide Grades 3 and Up, is the guide used to help teachers develop tools to help

students become great writers. Grades K-12 will understand how the traits of ideas, organization, word choice, voice,

sentence fluency, and conventions work together to create a polished piece of writing. In this pacing guide are rubrics

and other supplementary resources to help teachers support students in their writing development.

Writing Expectations

In addition to students developing critical reading skills, they must also develop strong writing skills. These skills will be assessed several times

throughout the course. Students should be writing regularly and receiving feedback on their writing. Student yearly writing expectations include:

Quarterly Writing

o Each grade level has a writing curriculum for regular and honors students. This curriculum contains the types of essays required

for the course. Writing should be a constant practice in the classroom in order for students to master their abilities for required

assessments.

End-of-Quarter Test (EQT) with writing

o Students will write an Aspire styled essay every quarter. First and fourth quarter mode is Argumentative Writing. Second quarter

will be in the Informational/ Explanatory mode, and third quarter will be in the Narrative Mode. These timed writings will count



15% of the EQT grade. Honors students will write a literary analysis on a teacher assigned novel every quarter that will count

25% of the EQT grade.

ACT® Aspire™ Writing

o This is a requirement for students in the 10th grade.

ACT® Plus Writing

o This is a requirement for all 11th grade students. MCPSS Writing Program Writing Program Information

The MCPSS Writing Program is a program that streamlines writing instruction for students in grades K-12. This program will help ensure that students

are being taught writing skills that will prepare students to be career and college ready upon graduation. This writing program also includes information

to help support classroom instruction. Writings should include the rubric that shows the grading scale. *Written Responses should not be assisted by

the teacher.

Secondary Quarter 1 Required Samples Quarter 2 Required Samples Quarter 3 Required Samples Quarter 4 Required Samples

Grade 6 1. Unassisted Mode: Narrative

2. Written Literary Response

3. Trait-Specific Piece (Ideas or Organization)

4. Typed and Timed Response

1. Unassisted Mode: Informative/ Explanatory


3. Trait-Specific Piece (word choice or sentence fluency)

1.

1. Unassisted Mode: Argumentative


3. Trait-Specific Piece (voice)

4. Typed and Timed response

1. Unassisted Mode: Narrative


3. Trait-Specific Piece (teacher choice)

Grade 7 1. Unassisted Mode: Informative/ Explanatory


3. Trait-Specific Piece (Ideas or Organization)

4. Typed & Timed Response

1.



3. Trait-Specific Piece (Word Choice or Sentence fluency)



3. Trait-Specific Piece (voice)





Grade 8 1. Unassisted Mode: Argumentative


3. Trait-Specific Piece (ideas, organization, or voice)




3. Trait-Specific Piece (word choice or sentence fluency)



3. Trait-Specific Piece (voice or

organization)





https://mcpss.sharepoint.com/sites/secondarylar/writing/Shared%20Documents/MCPSS%20Writing%20Program%20k-12.pdf



Winsor’s Sonday System 2

Middle School ELA teachers will utilize Winsor’s Sonday System 2 in the general classroom setting. The Sonday System 2 (WS2) “guides

intermediate reading, writing, and spelling instruction, reading intervention” for all students and “is highly effective in the Response to Intervention

model” (http://winsorlearning.com/products/sonday-system-2). The Sonday System 2® is a continuation of Sonday System 1® and allows teachers

to improve vocabulary instruction by guiding morphology and word parts.

By better understanding word parts and morphemes, students can expand their vocabulary and better develop long-term retention of words. Sonday

System 2 helps teachers and students explore language by uncovering roots and affixes, while finding similarities and differences between words

and their meanings. By helping students discover the meanings of words themselves, they can engage with text in a deeper and more meaningful

way. Sonday System 2 helps teach students to identify morphemes within multisyllabic words and use them to glean meaning.

The Sonday System 2 should be used as a 10 – 15 minute whole-group lesson designed to strengthen all students’ vocabulary. Connections to

Windsor Sonday System 2 have been inserted in the middle school pacing guides to support teachers in implementing the lessons. The concepts and

elements taught in Sonday System 2® are as follows:

Syllable Types and Syllable Division.

Greek, Latin, and Anglo Saxon prefixes, suffixes, and roots.

Spelling practice throughout lessons.

Building reading skills for longer passages

To see lesson plan structures and a sample packet, visit the Windsor Learning website at

http://winsorlearning.com/products/sonday-system-2. If additional support is needed, the Sonday System

2 can support Tier 2 and Tier 3 instruction.

For more lesson ideas- Word Smarts: Using Vocabulary to Develop Word Attack and Vocabulary Skills

Pacing suggestions are included in each unit.

http://winsorlearning.com/products/sonday-system-2

http://winsorlearning.com/products/sonday-system-2

http://www.wvced.com/content/WordSmarts-Morphology-4-15.pdf



Resources

Suggested Texts

Text and Lessons

for Content Area

Reading

(or other books

in the Text and

Lessons series)

Rigorous Reading

Scholastic Traits

Writing

Text Book Series Available from Pearson Successnet* Helpful Websites

PH TE Prentice Hall Literature

Teacher’s Edition CCR Common Core Resources*

ALSDE English Language Arts

College and Career Readiness

Standards

Alabama State Department of

Education Favorites

PH SE Prentice Hall Literature

Student Edition SI See It! Video Program*

Traitspace (username: traits

password: writing) Pearson Successnet

TW Scholastic Traits Writing HI Hear It! Audio Program* Teaching Channel.com Discovery Education

LN Language Network UR Unit Resources* Newsela.com Ruth Culham

*Also part of textbook series

GO Graphic Organizers and Bell

ringers*

CommonLit.Org

RK Reading Kit*

https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true

http://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/Anchor_Standards.pdf



https://www.alsde.edu/sec/ari/Pages/favorites-all.aspx

https://www.alsde.edu/sec/ari/Pages/favorites-all.aspx

http://traitspace.ccss.scholastic.com/

https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true

https://www.teachingchannel.org/

https://mcpss.discoveryeducation.com/public:session/login?next=http%3A%2F%2Fmcpss%2Ediscoveryeducation%2Ecom

https://newsela.com/

http://www.culhamwriting.com/

http://commonlit.org/



Priority and Support

Standards

Key

Priority Standard

Support Standard

Overarching Standards



CCRS Standard 6th grade Green=Priority Standard, EQT tested Blue=support standard, may be

EQT tested

Bloom’s

Taxonomy

Webb’s

DOK

Quarter,

Unit

Introduced

DI

1. [RL.6.1] Cite textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.

APPLY 3 Q1 Unit 1

2. [RL.6.2] 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.

ANALYZE 2 Q1 Unit 1

3. [RL.6.3] Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how

the characters respond or change as the plot moves toward a resolution.

APPLY 3 Q1 Unit 1

4. [RL.6.4] Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of a specific word choice on meaning and tone.

APPLY 2 Q1 Unit 1

5. [RL.6.5] Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a

text and contributes to the development of the theme, setting, or plot.

ANALYZE 2 Q1 Unit 1

6. [RL.6.6] Explain how an author develops the point of view of the narrator or speaker in a text. ANALYZE 3 Q1 Unit 2

7. [RL.6.7] Compare and contrast the experience of reading a story, drama, or poem to listening to or

viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when

reading the text to what they perceive when they listen or watch.

EVALUATE 3 Q3 Unit 4

8. [RL.6.8] Differentiate among odes, ballads, epic poetry, and science fiction. (Alabama) APPLY 2 Q3 Unit 4

9. [RL.6.9] Compare and contrast texts in different forms or genres (e.g., stories and poems; historical

novels and fantasy stories) in terms of their approaches to similar themes and topics.

ANALYZE 3 Q1 Unit 2

10. [RL.6.10] By the end of the year, read and comprehend literature, including stories, dramas, and

poems, in the Grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of

the range.

APPLY 2 Q1 Unit 1

11. [RI.6.1] Cite textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.

APPLY 3 Q1 Unit 1

12. [RI.6.2] Determine a central idea of a text and how it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments.

ANALYZE 3 Q1 Unit 1

13. [RI.6.3] Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated

in a text (e.g., through examples or anecdotes).

ANALYZE 3 Q1 Unit 1




EQT tested

Bloom’s

Taxonomy

Webb’s

DOK

Quarter,

Unit

Introduced

DI

14. [RI.6.4] Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings.

APPLY 2 Q3 Unit 7

15. [RI.6.5] Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure

of a text and contributes to the development of the ideas.

ANALYZE 2 Q1 Unit 2

16. [RI.6.6] Determine an author’s point of view or purpose in a text and explain how it is conveyed in the

text.

APPLY 3 Q1 Unit 2

17. [RI.6.7] Integrate information presented in different media or formats (e.g., visually, quantitatively) as

well as in words to develop a coherent understanding of a topic or issue.

ANALYZE 3 Q2 Unit 4

18. [RI.6.8] Trace and evaluate the argument and specific claims in a text, distinguishing claims that are

supported by reasons and evidence from claims that are not.

ANALYZE 3 Q1 Unit 3

19. [RI.6.9] Compare and contrast one author’s presentation of events with that of another (e.g., a memoir

written by and a biography on the same person).

ANALYZE 3 Q1 Unit 2

20. [RI.6.10] By the end of the year, read and comprehend literary nonfiction in the Grades 6–8 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

APPLY 2 Q1 Unit 1

21. [W.6.1] Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

ANALYZE 3 Q3 Unit 8

22. [W.6.2] Write informative or explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,

classification, comparison or contrast, and cause and effect; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

UNDERSTAND 3 Q2 Unit 4




EQT tested

Bloom’s

Taxonomy

Webb’s

DOK

Quarter,

Unit

Introduced

DI

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or explanation

presented.

23. [W.6.3] Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or

both; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,

and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from

one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey

experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

ANALYZE 4 Q1 Unit 1

24. [W.6.4] Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in

standards 21-23 above.)

APPLY 2 Q1 Unit 2

25. [W.6.5] With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should

demonstrate command of the first three Language standards in Grades K-6.)

APPLY 3 Q1 Unit 1

26. [W.6.6] Use technology, including the Internet, to produce and publish writing as well as to interact

and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of

three pp. in a single sitting.

CREATE 4 Q3 Unit 9

27. [W.6.7] Conduct short research projects to answer a question, drawing on several sources and ANALYZE 3




EQT tested

Bloom’s

Taxonomy

Webb’s

DOK

Quarter,

Unit

Introduced

DI

refocusing the inquiry when appropriate.

28. [W.6.8] Gather relevant information from multiple print and digital sources; assess the credibility of

each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and

providing basic bibliographic information for sources.

ANALYZE 4 Q2 Unit 6

29. [W.6.9] Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms

or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches

to similar themes and topics”).

b. Apply Grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and

specific claims in a text, distinguishing claims that are supported by reasons and evidence from

claims that are not”).

ANALYZE 4 Q3 Unit 8

30. [W.6.10] Write routinely over extended time frames, including time for research, reflection, and

revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific

tasks, purposes, and audiences.

APPLY 3 Q1 Unit 1

31. [SL.6.1] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing

their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that

preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under

discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles

as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that

contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through

reflection and paraphrasing.

UNDERSTAND

1

Q2 Unit 6

32. [SL.6.2] Interpret information presented in diverse media and formats (e.g., visually, quantitatively,

orally) and explain how it contributes to a topic, text, or issue under study. ANALYZE 3

Q4 Unit 10



37. [L.6.1] Demonstrate command of the conventions of Standard English grammar and usage when

writing or speaking.

a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with

inverted word order, and with indefinite pronouns as subjects. (Alabama)

b. Ensure that pronouns are in the proper case (subjective, objective, and possessive).

c. Use intensive pronouns (e.g., myself, ourselves).

d. Recognize and correct inappropriate shifts in pronoun number and person.*

e. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

f. Recognize variations from Standard English in their own and others' writing and speaking, and

identify and use strategies to improve expression in conventional language.*

APPLY 1 Q1 Unit 2

38. [L.6.2] Demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* 3

b. Spell correctly.

APPLY 1 Q1 Unit 1

39. [L.6.3] Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Vary sentence patterns for meaning, reader/listener interest, and style.*

APPLY 3 Q3 Unit 8

33. [SL.6.3] Delineate a speaker’s argument and specific claims, distinguishing claims that are supported

by reasons and evidence from claims that are not.

ANALYZE 3

Q3 Unit 9

34. [SL.6.4] Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,

and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear

pronunciation.

UNDERSTAND 1

Q1 Unit 2

35. [SL.6.5] Include multimedia components (e.g., graphics, images, music, sound) and visual displays in

presentations to clarify information. APPLY 2

Q2 Unit 5

36. [SL.6.6] Adapt speech to a variety of contexts and tasks, demonstrating command of formal English

when indicated or appropriate. (See Grade 6 Language standards 37 and 39 for specific expectations.)

APPLY 1

Q2 Unit 6



b. Maintain consistency in style and tone.*

40. [L.6.4] Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on Grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. 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).

e.


41. [L.6.5] Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

a. Interpret figures of speech (e.g., personification) in context.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to

better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions)

(e.g., stingy, scrimping, economical, thrifty).


42. [L.6.6] Acquire and use accurately grade-appropriate general academic and domain-specific words and

phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or

expression.

APPLY 1 Q2 Unit 4



Curriculum Overview

Year-At-A-Glance



UNIT THEME UNIT BIG QUESTION INSTRUCTIONAL FOCUS UNIT TIMEFRAME

Truth How do we decide what is true?

Formulating clear and coherent writing, organize and develop ideas, cite

text evidence summarize text objectively, determine theme and central

idea of a text, support analysis of inferences, explain how details create

theme or central idea, analyze plot elements, identify and use Greek and

Latin affixes, suffixes, and roots

Weeks 1-3

Honesty What is the value of honesty?

Formulating clear and coherent writing, organize and develop ideas,

summarize text objectively, determine theme and central idea of a text,

support analysis of inferences, explain how details create theme or

central idea, analyze plot elements, identify and use Greek and Latin

affixes, suffixes, and roots

Weeks 4-6

Integrity How do truth and honesty lead to

integrity?

Formulating clear and coherent writing, organize and develop ideas,

summarize text objectively, determine theme and central idea of a text,

support analysis of inferences, explain how details create theme or

central idea, analyze plot elements, identify and use Greek and Latin

affixes, suffixes, and roots

Week 7-9

Conflict Is conflict always bad?

Analyze a poem’s development as it contributes to theme, preview

poetry structure, examine the elements of conflict within a text by

focusing on the elements of a plot, summarize a text objectively,

analyze characterization, identify point-of-view and author’s perspective

in a text, recognize fact and opinion statements in literary works.

Week 10-12

Consequences How are decisions affected by

consequences?






Week 13-15

Compromise What is the value of compromise?






Week 16-18

Learning How do we learn best?

Determining theme or central idea of a text, explain how particular

details work together to create theme or central idea within a text,

summarize a text objectively, analyze how parts of a text fit into the

overall structure of a text, analyze how text parts contribute to the

development of ideas, support analysis with explicit ideas from a text,

use text features to determine the meaning of words and phrases,

determining how an author develops point of view or purpose

throughout a text.

Week 19-21




Understanding How do we promote

understanding?








throughout a text.

Week 22-24

Communicating What is the best way to

communicate?








throughout a text.

Week 25-27

Community What makes a community?








throughout a text.

Week 28-30

Individual or

Community

Community or individual – which

is more important?



summarize a text objectively supporting thinking with textual evidence,

support analysis with inferences about a text, analyze how a text parts fit

into an overall structure, and analyze how text parts contribute to the

development of ideas.

Week 31-33

Individual or

Community

Community or individual – which

is more important?







Week 34-36




Reflection How do our communities shape

us?







Week 37-38



Unit One

Truth Quarter 1

Weeks 1-3

August 10 - August 26



Formative Assessments should be included in the 60% test category. End of Quarter Test (EQT) are 20% of the quarter grade

Formative Assessment Weeks 1-3 Formative Assessment Weeks 7-9

Strands Standards

Reading Literature RL.6.2, RL.6.3

Reading Informational RI.6.2,

Writing W.6.3, W.6.4

Language

Formative Assessment Weeks 4-6 End of Quarter Test Quarter 1

Teachers must

Teach the Alabama Course of Study.

Teach the standards integrated into the lessons (not in isolation).

Cover all (priority and supporting) standards and include all bolded standards on formative and summative assessments.

Teach and assess all domain specific vocabulary.

End of Quarter Test (EQT) must

Be teacher-made multiple-choice tests covering the priority standards from the quarter.

The questions should be based on cold-reads (works not studied in class) that include poems and/or short excerpts representative of the literary time period studied

(when applicable).

Strands Standards

Reading Literature

Reading Informational RI.6.8


Language L.6.4

Strands Standards


Reading Informational RI.6.6, RI.6.9

Writing W.6.4

Language

Strands Standards

Reading Literature RL.6.2, RL.6.3,

RL.6.6, RL.6.9

Reading Informational RI.6.2, RI.6.6, RI.6.9

RI.6.8


Language L.6.4

Standards Based Assessments



MCPSS Instructional Planning Guide

6th Grade

Quarter 1 - Weeks 1-3 (August 10 - August 26, 2016)

OVERARCHING STANDARDS

RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as

needed at the high end of the range. Priority Standards Reading Supporting Standards Aspire Alignment for Reading

RL.6.2 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.

RL6.3 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.

RI.6.2 Determine a central idea of a text and how it is conveyed

through particular details; provide a summary of the text distinct from

personal opinions or judgments.

W.6.3 Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and

well-structured event sequences.

W.6.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience

RL.6.2 Key Ideas and Details

RI.6.2 Key Ideas and Details


Writing Supporting Standards Speaking and Listening

Supporting Standards

Language Supporting Standards

W.6.5 With some guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising,

editing, rewriting or trying a new approach.

W.6.10 Write routinely over extended time frames including time for

research, reflection and revision, and shorter time frames such as a

single sitting or a day or two for a range of discipline-specific tasks,

purposes, and audiences

SL.6.1 Engage effectively in a range

of collaborative discussions (one-on-

one, in groups, and teacher-led) with

diverse partners on Grade 6 topics,

texts, and issues, building on other’s

ideas and expressing their own

clearly

L.6.2 Demonstrate command of the conventions

of Standard English capitalization, punctuation,

and spelling when writing.

L.6.6 Acquire and use accurately grade-

appropriate general academic and domain-

specific words and phrases; gather vocabulary

knowledge when considering a word or phrase

important to comprehension or expression.



Unit 1 Weeks 1-3 August 10 - August 26 (13 days)

Essential Question(s): How can I better understand what I read? How can I be a better writer?

SUGGESTED TEXTS

Literary Texts (Fiction)

from Roll of Thunder, Hear My Cry, p. 9

“Greyling,” p. 11

“The Stray,” p. 24

“The Homecoming,” p. 32

Informational Texts (Non-fiction)

from Letter to Thomas Jefferson p. 17

"My Heart Is in the Highlands,” p. 18

Instructional Vocabulary

literature, stories, drama, poetry

collaborative discussions, diverse partners

determine, context clues

analyze, text development, theme, stanza

text, support, predictions

central idea, theme, summary

affix, suffix, prefix

predictable structure, informative, domain specific

vocabulary

technology, produce, publish, Internet

Domain Specific Vocabulary

policy, procedure, analyze, cite

plot, conflict, climax, predictions

INSTRUCTIONAL FOCUS

Teachers will introduce and review overarching reading standards, review focused grammar

standards, and the writing process. Teachers will teach classroom procedures and expectations.

These procedures will be regularly reinforced. Students will practice citing textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

Students will learn to comprehend literature, including stories, dramas, and poems, in the Grades

6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Students will read and comprehend literary nonfiction in the grades 6-8 text complexity band

proficiently, with scaffolding as needed at the high end of the range. 6th grade expectations will be

modeled, practiced and expected.

WRITING FOCUS Students will write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences. During this first unit,

students will write their benchmark paper, they will refer back throughout the year, and will

revisit in the last unit of the year to see their growth. Supplementary materials are available on the

Scholastic 6+1 Traits website- traitspace- traitspace.ccss.scholastic.com (Log-in: Traits;

Password: writing) Students will be writing regularly throughout the year in various writing

modes. Student writings should be collected and reviewed. Students will write narratives to

develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences. Utilizing TW, students will work to produce clear

and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

HONORS REQUIREMENTS Additional Reading:

Teacher chooses ONE of the following: Drums, Girls, and Dangerous Pie or No More

Dead Dogs.

Students will acquire the novel and independently read it.

https://mcpss-my.sharepoint.com/personal/dwalker_mcpss_com/Documents/16-17_6TH/Teachers%20will%20introduce%20and%20review%20overarching%20reading%20standards,%20review%20focused%20grammar%20standards,%20and%20the%20writing%20process.%20Teachers%20should%20teach%20classroom%20procedures%20and%20expectations.%20These%20procedures%20should%20be%20regularly%20reinforced.



ASPIRE RESOURCES

Test Practice: Make Predictions pp. 64-65.

Fact and Opinion pp. 132-133. Cumulative pp.

166-169

Reading for Information: Analyzing

Functional and Expository Texts pp. 66-71 and

pp. 134-139

SUGGESTED DAILY TASKS

6 Traits+1 Writing (TW):

Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three

weeks. Additional writing activities will occur on a daily basis. Also consider timed writings in Prentice Hall

book.

Writing Lesson 1: W6.3, W6.4

Introduction of the Writing Process and the 6+1 Traits Unit 1 Week 1

TW Day 1 pp. 24-25

Writing Lesson 2: W.6.3, W.6.4

Prewriting Unit 1 Week 2

TW Day 1 p. 34

Focus lesson on prewriting

TW Day 3 p. 39

Independent Writing- p. 39

Brainstorming topic for writing benchmark paper - narrative mode.


Rough Draft Unit 1 Week 3

TW Day 1 p. 44

Focus Lesson- Introduce drafting p. 44

Unit 1 Week 2 TW Day 5 p. 42

Writing a Rough Draft Based on Prewriting p. 42

Write a rough draft with your students or use the spotlight paper - p. 47 to show students a rough draft

Unit 1 Week 2 TW Day 5 p. 52

Conferencing on Drafting if students get stuck p. 52

Writing Lesson 4: W.6.3, W.6.4, W.6.5, L.6.2

Revision - Unit 1 Week 4

TW Day 1 p. 54

Focus Lesson

TW Day 2 p. 57

Review the spotlight paper as an example, to show what revision looks like

TW Day 5 p. 62

Revision conferencing notes

Writing Lesson 5: W.6.3, W.6.4,W.6.5, L.6.2

Editing/Publishing - Unit1 Week 5

TW Day 2 p. 66

Focus Lesson - p. 66

Spotlight paper - p. 67

TW Day 4 pp. 70 and 71

LITERACY INSTRUCTIONAL

STRATEGY

Exit Slips

Purpose: reflect on content of lesson

The exit-slip strategy requires students to write

responses to questions you pose at the end of

class. Exit slips help students reflect on what

they have learned and express what or how

they are thinking about the new information.

Exit slips easily incorporate writing into your

content area classroom and require students to

think critically.

How to create them:

At the end of your lesson or five minutes

before the end of class, ask students to respond

to a prompt you pose to the class.

You may state the prompt orally to your

students or project it visually.

You may want to distribute 3x5 cards for

students to write their responses on or allow

students to write on loose-leaf paper.

As students leave your room, they should turn

in their exit slips.

How to use them:

Review the exit slips to determine how you

may need to alter your instruction to better

meet the needs of all your students.

Collect the exit slips as a part of an

assessment portfolio for each student.



*Mentor Text Lesson videos are available for viewing on the traitspace website and may be shown for additional

support as needed.

Winsor Sonday System 2 (WS2):

While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the WS2 (10 minutes

daily) in addition to the Word Study sections in the PH SE. Complete WS2 on the content vocabulary for the

selection you choose.

o “Stray” -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71), ex- (WS2, p. 82)

o “Homecoming” -ing (WS2, p. 57), dis- (WS2, p. 111), -able (WS2, p. 143), -ed (WS2, p. 70), re- (WS2,

p. 79)

Reading Lesson 1: RL.6.1, RL.6.10, RI.6.1, RI.6.10, SL.6.1

Objective Summary, p. lx and Multi-draft Reading, p. lxii-lxiv ~ 1 Day

Review “Close Read the Text”, p. lxv and “Ask Questions”, Analyzing Arguments p. lxvi-lxix ~ 1 Day

Reading Lesson 2: RL.6.2, RI.6.2

Introduce the elements of Fiction and Nonfiction PH SE pp. 4-19 ~ 2 Days

(DI) Introduce and model determining Theme and Main Idea using exemplar text.

(DI) Complete "Close Read: Theme in Fiction" PH SE pp. 8-11.

(DI) Complete "Close Read: Central Idea in Non Fiction" PH SE pp. 16-18.

Reading Lesson 3: RL.6.3, L.6.6

Read: “The Stray” and “The Homecoming.” ~ 4 Days

(DI) Introduce and model how to make predictions while identifying elements of plot PH SE pp. 21, 25,

28, 29, 34, 35, 38, 39.

Questioning Strategy: Ask students to identify plot elements as stories are completed, filling in a plot

diagram CCC p. 29.

Complete the context clues activity for the story you choose.

Complete the Word Study PH SE pp. 29, 39

Teacher will Administer a Formative Assessment

TECHNOLOGY CONNECTIONS

Online Exit Slips

Exit slips allow the teacher to collect students’

responses and plan accordingly for the next

class session, differentiating for the abilities

and understanding of different students. This

strategy is extremely useful in the classroom

because it takes just a few moments to do and

gives teachers an informal measure of the

students’ understanding of a new lesson or

concept.

The following websites provides ten examples

for teachers to use when using exit slips in the

classroom. Explanations are provided under

each option.

http://www.teachthought.com/uncategorized/s

mart-tools-for-digital-exit-slips/

http://www.teachthought.com/uncategorized/smart-tools-for-digital-exit-slips/

http://www.teachthought.com/uncategorized/smart-tools-for-digital-exit-slips/



Unit Two

Honesty Quarter 1

Weeks 4-6

August 29 - September 16




6th Grade

Quarter 1, Unit 2 Weeks 4-6 (August 29 – September 16, 2016)

OVERARCHING STANDARDS


RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end

of the range.

Priority Standards Reading Supporting Standards Aspire Alignment

RL.6.6 Explain how an author develops the point of view of the narrator or

speaker in a text

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories

and poems; historical novels and fantasy stories) in terms of their approaches

to similar themes and topics

RI.6.6 Determine an author’s point of view or purpose in a text and explain

how it is conveyed in the text.

RI.6.9 Compare and contrast one author’s presentation of events with that of

another (e.g., a memoir written by and a biography on the same person)

W 6.4 Produce clear and coherent writing in which the development,


RI.6.5 Analyze how a particular

sentence, paragraph, chapter, or section

fits into the overall structure of a text

and contributes to the development of

the ideas.

RL.6.6 Craft and Structure

RL.6.9 Integration of Knowledge and

Ideas

RI.6.6 Craft and Structure


RI.6.9 Integration of Knowledge and

Ideas

Writing Supporting Standards Speaking and Listening Supporting Standards

Language Supporting Standards

W.6.5 With some guidance and support from peers and

adults, develop and strengthen writing as needed by

planning, revising, editing, rewriting or trying a new

approach.

W.6.10 Write routinely over extended time frames

including time for research, reflection and revision, and

shorter time frames such as a single siting or a day or

two for a range of discipline-specific tasks, purposes,

and audiences

SL.6.1 Engage effectively in a range of

collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse

partners on Grade 6 topics, texts, and issues,

building on other’s ideas and expressing

their own clearly

L.6.1 Demonstrate command of the conventions of

Standard English grammar and usage when writing or

speaking


Standard English capitalization, punctuation, and spelling

when writing.

L.6.6 Acquire and use accurately grade-appropriate

general academic and domain-specific words and

phrases; gather vocabulary knowledge when considering

a word or phrase important to comprehension or

expression.



ASPIRE RESOURCES SUGGESTED DAILY TASKS

Unit 2 Weeks 4-6 August 29 – September 16 (14 days) Essential Question(s) How do authors convey point of view in a text? How can comparing approaches to similar themes and topics deepen

my understanding of the texts?

SUGGESTED TEXTS


“The Drive-In Movies,” p. 46

“The Market Square Dog,” p. 54

“Why Monkeys Live in Trees,” p. 74

“Stage Fright,” p. 104

“This Side of the Truth” (see PH Unit Resources)


“The Case of the Monkeys That Fell from the Trees,” p. 78

“My Papa, Mark Twain,” p. 96


explicit, writing process, events, peer edit

analyze, text, structure, affix

pronoun, subjective, objective, possessive, antecedent

predictable structure, informative, domain specific,

technology, publish, produce, Internet

intensive pronouns, memoir, biography

ambiguous, stanza, theme


narrative, technique, dialogue, sequence

central idea, narrator, point of view, predict

informational reading, functional texts, expository text,

compare/contrast

evaluate, anecdote, tone, fact, opinion

INSTRUCTIONAL FOCUS

Students will explain and cite evidence on how an author develops the point of view of

the narrator or speaker in a text, 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. They will determine an author’s point of

view or purpose in a text, explain and cite evidence on how it is conveyed in the text.

Students will compare and contrast one author’s presentation of events with that of

another (e.g., a memoir written by and a biography on the same person) and 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. They will engage effectively

in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners including building on other’s ideas and expressing their own clearly.

WRITING FOCUS Students will write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event sequences.

Utilizing TW, students will work to produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

They will develop the technique of weaving a piece of their own creation

together that adheres to basic narrative structure. Students present a conflict,

build the rising action, create a climax, describe the falling action and wrap up

the story in the resolution. Students will understand the necessity of momentum

in a story, how a story must move from scene to scene with the aid of

transitions. Teachers may reinforce how these actions hold the reader’s attention

and clarify the plot. Students may learn how to create a narrator, a

protagonist/antagonist, and how to develop peripheral secondary characters using

descriptions of both physical and character


Teacher chooses ONE of the following: Drums, Girls, and Dangerous Pie or

No More Dead Dogs.


Additional Writing:

Students will keep a weekly journal or writing log.

Students will complete a five paragraph essay on the novel for the essay

portion of the EQT. The Essay will count 25% of the final EQT score.




Fact and Opinion pp. 132-133. Cumulative pp.

166-169


Functional and Expository Texts pp 66-71

and pp. 134-139

6+1 Traits Writing (TW):


weeks. Additional writing activities will occur on a daily basis. The writing focus mode for first Quarter is

Narrative Writing. Teachers should read “Reality Check 1” pp. 106-110 and “Reality Check 4” pp. 220-224 in

the Traits Writing Teaching Guide for ideas for the quarterly writing project. Students will work in Units 2 and 5

this quarter. Students will create their paper during this unit and continue revising for the traits throughout the

rest of the quarter.

Writing Lesson 1: W.6.4

Getting Ready to Write for Unit 2

Unit 1 TW Day 5 p. 72


Unit 2 Week 1(Key Trait Ideas: Finding a Topic)

TW Day 1 p. 76

Jump Start to do list

Introduction

Focus Lesson-Mining for ideas

Independent writing box p. 77

TW Day 4 p. 82

Mentor text Lesson

Independent Writing box p. 83

TW Day 5 p. 84 (Conferencing)


Unit 2 Week 2 (Organization: Creating a Lead)

TW Day 1 p. 86

Jump Start to do list

Introduction

Focus Lesson-Organization

Writing Folder Application/Independent writing box p. 87

TW Day 4 p. 92

Mentor Text Lesson p. 92

Writing Folder Application/ Independent Writing box p. 93


Writing Lesson 4 W.6.4 and L.6.6

Unit 2 Week 3(Voice: Establishing a Tone)

TW Day 1- p. 96

Jump Start To-do list

Introduction

Focus Lesson-Setting the tone

Writing Folder Application/Independent Writing box p. 97

TW Day 4- pp. 102-103


STRATEGY

Graphic Organizers Purpose: (1) provide a visual model of the

structure of text and (2) provide a format for

organizing information and concepts

Procedure:

1. Introduce the graphic organizer to the

students. Demonstrate how it works by reading

a piece of text and noting key concepts and

ideas on the organizer.

2. Have groups of students practice using the

graphic organizer with ideas from

independently read text. Share ideas with the

class.

3. Choose an organizer that matches the text

structure and thinking processes.


Online Graphic Organizers A graphic organizer is a visual representation

or frame used to organize information.

The purpose of a graphic organizer is to help

students by simplifying information and by

stimulating thinking skills.

The following website will provide a list of

online graphic organizers the teacher may find

helpful. Some are meant to be used on an iPad

or tablet, but there is a list for computer based

graphic organizers.



https://udltechtoolkit.wikispaces.com/Graphic+

organizers

Entire Lesson Recommended

Adjustment to Explore- Have students use the Independent Writing Unit Project for students to revise

and create voice

TW Day 5- p. 104 (Conferencing)

Writing Lesson 5: W.6.4, W.6.5, and L.6.2

Reality Check 1- Publishing p. 105

Publishing Activities pp. 108-109


While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday

System 2 in addition to the Word Study sections in the PH SE.

Complete the content vocabulary for the selection you choose.

o “Drive-In” -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71),

o “Market” -ed (WS2, p. 70), –ly (WS2, p. 71), –be (WS2, p. 81)

Complete the content vocabulary for the selection you choose.

o “My Papa” -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71), con- (WS2, p. 111), in- (WS2, p. 79)

o “Stage” -y (WS2, p. 70 AND p. 169-170), -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71), –sion

(WS2, p. 161)

Suggested Reading Lesson 1: RL.6.6

Read “The Drive-In Movies” and “The Market Square Dog” ~ 2 Days

(DI) Predicting skill—teach making predictions skill by using Graphic Organizers.

(DI) Make and revise predictions PH SE pp. 42-43, 49-51; 56, 59-61.

Determine the narrator and point of view —Use Think Aloud skill to model PH SE p. 43.

Suggested Reading Lesson 2: RI.6.5, RL.6.9 and RI.6.9

(DI) Analyze the structural features of informational text PH SE pp. 66-71. ~ 1 Day

Read: “Why Monkeys Live in Trees” and “The Case of the Monkeys That Fell from the Trees” ~ 2 Days

(DI) Compare and contrast literary works: fiction and non-fiction and one author’s presentation of

events with that of the other’s p. 72-85. ~ 1 Day

Suggested Reading Lesson 3: RI.6.6, W.6.3, SL 6.1 and L.6.1

Read: “My Papa, Mark Twain” and “Stage Fright” ~ 2 Days

(DI) Recognize clues that indicate fact and opinion PH SE pp. 93, 96, 100, 101, 105, 107.

(DI) Identify author’s perspective PH SE p. 93, 98, 99, 101, 106, 107. Explain how the term “Author’s

Perspective” relates to “Author’s Point of View” using TE sidebar note on p. 93. Give students Graphic

Organizer A.

Choose poem from unit-aligned document “The Side of a Truth.” ~ 1 Day

(DI) Analyze how a poem’s development contributes to the theme of a given literary work; model

previewing structure of poem; guide reading of poem as a class.

Suggested Reading Lesson 4: L.6.1

https://udltechtoolkit.wikispaces.com/Graphic+organizers

https://udltechtoolkit.wikispaces.com/Graphic+organizers



(DI) Guide students through example sentences using unclear pronoun examples to correct. Model

confusion created by ambiguous pronouns and how to correct (*L.6.1e) LN pp. 75-77. ~ ½ Day

(DI) Identify and use pronoun case correctly; recognize and use possessive pronouns correctly; identify

and correctly use a pronoun and its antecedent LN pp. 57-61 PH SE pp. 108 ~ ½ Day

*May incorporated into the writing week.




Unit Three

Integrity Quarter 1

Weeks 7-9

September 19 - October 7




6th Grade

Quarter 1, Unit 3 Week 7-9 (September 19 - October 7, 2016)

OVERARCHING STANDARD RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Priority Standards Supporting Standards Aspire Alignment

RI.6.8 Trace and evaluate the argument and specific

claims in a text, distinguishing claims that are supported

by reasons and evidence from claims that are not.

W.6.3 Write narratives to develop real or imagined experiences

or events using effective technique,

relevant descriptive details, and well-structured event sequences

W.6.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to task,

purpose, and audience

L.6.4 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on Grade 6 reading

and content, choosing flexibly from a range of strategies.

RL.6.4 Determine the meaning of

words and phrases as they are used

in a text, including figurative and

connotative meanings; analyze the

impact of a specific word choice on

meaning and tone.



Writing Speaking and Listening Language

W.6.5 With some guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising,

editing, rewriting or trying a new approach.

W.6.10 Write routinely over extended time frames including

time for research, reflection and revision, and shorter time

frames such as a single siting or a day or two for a range of

discipline-specific tasks, purposes, and audiences

SL.6.6 Adapt speech to a variety of

contexts and tasks, demonstrating

command of formal English when

indicated or appropriate


Standard English grammar and usage when writing

or speaking.


Standard English capitalization, punctuation, and

spelling when writing.


appropriate general academic and domain-specific

words and phrases; gather vocabulary knowledge

when considering a word or phrase important to

comprehension or expression.



Unit 3 Weeks 7-9, September 19 – October 7 (15 days) Essential Question(s) How does analyzing claims/arguments in a text help me distinguish claims that are supported by reasons and

evidence from those that are not?

SUGGESTED TEXTS


“The Lady and the Spider,” p. 124


“Names/Nombres,” p. 114


determine, develops, point of view, purpose

affix

pronoun, indefinite pronoun,

synthesize, format, assertion

explicit, writing process, events, peer edit


tone, theme

fact, opinion

symbol, dialect, speculate, context clues

functional text, expository text

narrative, technique, dialogue, sequence

INSTRUCTIONAL FOCUS

Students will 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. They will determine the

meaning of words and phrases as they are used in a text, including figurative and connotative

meanings and analyze the impact of a specific word choice on meaning and tone.

WRITING FOCUS Students will write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences

Utilizing TW students will produce clear and coherent writing in which the development,



Teacher chooses ONE of the following: Drums, Girls, and Dangerous Pie or No More

Dead Dogs.


Additional Writing:


Students will complete a five paragraph essay on the novel for the essay portion of the

EQT. The Essay will count 25% of the final EQT score.



ASPIRE RESOURCES


Fact and Opinion pp. 132-133. Cumulative

Review pp. 166-169


Functional and Expository Texts pp. 66-

71 and pp. 134-139.


6+1 Traits Writing (TW): Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three weeks.

Additional writing activities will occur on a daily basis The writing workshops will be supported with related

activities throughout the course. The writing focus mode for first Quarter is Narrative Writing. Students will continue

to work in Units 2and 5. Students should be revising using the traits and preparing to publish their writings. Teacher

will conference with students about their writings. Potential conferencing comments are available throughout Units 2

and 5

Students will also be preparing for their EQT writing exercise. The EQT writing this quarter will be in the Narrative

Mode. Teacher should go over the EQT writing rubric with students prior to the test.

Writing Lesson 1: W.6.3 and L.6.1

Getting Ready to Write for Unit 5 Reality Check 3 pp. 182- 183


Traits Writing Unit 5 Week 1 (Sentence Fluency: Varying Sentence Types )

TW Day 1 p. 190

ALL ACTIVITIES ON THIS P.

Writing Folder Application/Independent Writing Box p. 191

TW Day 4 p. 196

Jump start

Mentor text Lesson

Explore/Writing Folder Application Box on p. 197- Use topic from narrative unit project to write varying

sentence types and Independent Writing box p. 197

TW Day 5- p. 198 (Conferencing)


Traits Writing Unit 5 Week 2 (Ideas: Developing the Topic)

TW Day 1 p. 200

Jump Start To Do list

Introduction

Focus Lesson-How to develop your topic

Writing Folder application box p. 201- Have students do this activity with the narrative writing

Independent Writing Box p. 201

TW: Day 4 p. 206

Mentor Text Lesson

Explore/ Writing Folder Application Box p. 207- Have students do this activity with the narrative Writing

they have been working on and Independent Writing box p. 207 TW Day 5 p. 208 (Conferencing)


STRATEGY

Anticipation Guide Purposes: (1) set purposes for reading

texts (2) activate prior knowledge (3) help

make connections with the text

Procedure:

1. Analyze material to be read. Select

major ideas with which students will

interact.

2. Write the ideas in short, clear declarative

statements with some of the statements

being true and some of the statements

being false.

3. Put statements in a format that will elicit

anticipation and prediction.

4. Discuss students’ anticipations and

predictions before they read the text.

5. Students read the text to confirm or

disconfirm their original responses. After

reading, students revisit their predictions

and modify, if necessary.




This resource is one in a series produced by

the Center for Standards and Assessment

Implementation (CSAI). This resource

guides teachers in the process of

instructional planning for close reading

with students.

Common Core Aligned Close Reading

Information

This site offers passages for use with

advanced students or for teacher modeling.

Advanced Reading Passages for Close

Reads

Read Write Think offers resources

including videos for teaching reading and

writing.

TeachPlotwithReadWriteThink

Writing Lesson 4: W.6.3, W.6.4, and W.6.5 Traits Writing Unit 5 Week 3 (Organization: Structuring the Body)

TW Day 1 p. 210

Jump Start To Do list

Introduction

Writing Folder Application and Independent Writing Box p. 211

TW Day 4 p. 216

Mentor Text Lesson: Synopsis and Introduce

Writing Folder Application and Independent Writing Box p. 217



TW Reality Check- PUBLISHING Reality Check 4 p. 219

TW Publishing Activities pp. 222-223


While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday System

2 in addition to the Word Study sections in the PH SE.

Complete the content vocabulary for the selection you choose. (See WS2.) o “Names” –ly (WS2, p. 71), mis- (WS2, p. 227), in- (WS2, p. 79), ic- (WS2, p. 129), trans- (WS2, p. 201),

o “Lady” -ed (WS2, p. 70), –sion (WS2, p. 161), –s (WS2, p. 69), e- (WS2, p. 82)

Suggested Lesson 1: RL.6.4, RI.6.8, and L.6.6[BABC2][BABC3]

Read “Names/Nombres” and “The Lady and the Spider” ~ 3 Days

(DI) Determine the author’s tone PH SE pp. 111, 115, 121, 125, 127, 129.

(DI) Evaluate an author’s claims or ideas by considering the facts and opinions PH SE pp. 111, 115, 121,

125, 127, 129.

Suggested Lesson 2: RI.6.8

Use previous stories to review and differentiate characteristics of functional and expository texts. ~ 1 Day

(DI) Analyze functional and expository texts using Think Aloud strategy PH SE TE p.134.

(DI) Make and support assertions using Think Aloud strategy in sidebar of PH SE TE p. 134. Guide students

through skill explanation using charts on PH SE p. 134.

Apply Close Read strategy following sidebar notes PH SE TE p. 134.

Suggested Lesson 3: L.6.4

Determine word meaning using Greek or Latin affixes or roots guide students through use of Word Study-Roots ~ 1

Day

PH SE pp.112, 121, 122, 129; LN pp. 517-519. Question students for other words using specified roots.

Apply root meaning to words given by students.

Identify and use correctly commonly confused words: its/it’s, your/you’re, whose/who’s, there/their/they’re

LN pp. 578-581.

Suggested Lesson 4: Lesson L.6.1

Use Pronouns Chart PH SE p. 130. ~ 1 Day

http://www.csai-online.org/sites/default/files/resource/38/Supporting%20Students%20in%20Close%20Reading.pdf

http://www.csai-online.org/sites/default/files/resource/38/Supporting%20Students%20in%20Close%20Reading.pdf

http://www.webenglishteacher.com/close-reading-middle-school.html

http://www.webenglishteacher.com/close-reading-middle-school.html

http://www.readwritethink.org/classroom-resources/lesson-plans/plot-structure-literary-elements-904.html



(DI) Identify and use correctly indefinite pronouns LN p. 72.

Model Think Aloud using sidebar note TE p. 130.


EQT Review

Review for EQT using Cumulative Review PH SE pp. 166-171. ~ 2 Days

Guide students through discussion on Performance Tasks PH SE pp. 170-171.

Have students choose and complete a performance task PH SE pp. 170-171.

Honors Students will be given EQT Essay.

Honors and regular students will be given EQT Essay (Narrative) two weeks prior to the multiple choice portion. Use

EQT Writing Rubric is in the 6th Grade Honors Folder.

EQT multiple choice portion will be administered



Unit Four

Conflict Quarter 2

Weeks 10-12

October 11-October 28





Strands Standards

Reading Literature RL.6.2

RL.6.3

Reading Informational

Writing W.6.4

Language L.6.4


Teachers must








(when applicable).

Include a culminating writing task. Regular students will respond to an ACT Writing Prompt. Honors students will write a literary analysis of the independent novel.

Strands Standards

Reading Literature RL.6.2


RI.6.6

Writing

W.6.4, W.6.8

Language

L.6.4

Strands Standards



Writing

W.6.4

Language

L.6.4

Strands Standards



Writing

W.6.4, W.6.8

Language

L.6.4





6th Grade

Quarter 2, Unit 4, Week 10-12 (October 11 – October 28, 2016)




RL.6.2 Determine a theme or central idea of a text and how it is

conveyed through particular details; provide a summary of the

text distinct from personal opinions or judgments.

RL.6.3 Describe how a particular story’s or drama’s plot

unfolds in a series of episodes as well as how the

characters respond or change as the plot moves toward a

resolution.



and content, choosing flexibly from a range of strategies.


development, organization, and style are appropriate to

task, purpose, and audience.

RI.6.5 Analyze how a particular sentence,

paragraph, chapter, or section fits into the

overall structure of a text and contributes

to the development of the ideas.

RI.6.7 Integrate information presented in

different media or formats (e.g., visually,

quantitatively) as well as in words to

develop a coherent understanding of a

topic or issue.

RL.6.2 Key Ideas and Detail



RI.6.7 Integration of Knowledge and Ideas

Writing Speaking and Listening Language

W.6.2 Write informative or explanatory texts to examine a

topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content.

W.6.7 Conduct short research projects to answer a question,

drawing on several sources and refocusing the inquiry when

appropriate.

SL6.5 Include multimedia

components (e.g., graphics,

images, music, and sound) and

visual displays in presentations

to clarify information.



speaking.


Standard English capitalization, punctuation, and spelling

when writing.

L6.6 acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or

phrase important to comprehension or expression.



Unit 4 Weeks 10-12, October 11-28 (15 days)

Essential Question(s) How does describing a story’s plot help me clarify my understanding? How can character changes help tell a story?

SUGGESTED TEXTS


“Ations”

“An Irish Airman Foresees His Death”

“The Tail,” p. 192

“Dragon, Dragon,” p. 206

“Zlateh the Goat,” p. 222

“The Old Woman Who Lived with the Wolves,” p. 234


“Online Almanac,” p. 245

“Art, Architecture, and Learning in Egypt,” p. 247


collegial, contribute, discuss, topics, texts, issues

acquire, general academic, investigate, comprehension

analyze, analysis, explicit, support, inference, cite

identify, story, character, episode, explain

apply, conventional, convey, verb

support, conflict, resolutions

subject-verb agreement, prepositional phrase, inverted word

order, indefinite pronoun

predictions, internal and external factors, coherent, ideas,

organize, task

plan, revise, edit, produce, well-developed

draw, evidence, analysis, reflection, research

Domain-Specific Vocabulary

textual evidence, explicit details, inferences

motivate, relevant, characterization, conflict, resolution

text features, determine, technical language, textual support

INSTRUCTIONAL FOCUS

Students will 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. Students will 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.

Students will 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.

WRITING FOCUS

Students will write informative or explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant

content. Introduce a topic; organize ideas, concepts, and information, using strategies such

as definition, classification, comparison or contrast, and cause and effect; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to

aiding comprehension. Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples. Use appropriate transitions to clarify the

relationships among ideas and concepts. Use precise language and domain-specific

vocabulary to inform about or explain the topic. Establish and maintain a formal style.

Provide a concluding statement or section that follows from the information or explanation

presented.


Teacher chooses ONE of the following: The View from Saturday or Zach’s Lie.


Additional Writing:


Students will complete a five paragraph essay on the novel for the essay portion of

the EQT. The Essay will count 25% of the final EQT score.

Honors students will continue to read their required novel. Teachers may opt to check

students’ progress with novel quizzes and/or reflection paragraphs or journals.



ASPIRE RESOURCES

Test Practice Make Inferences pp. 242-243

Draw Conclusions pp. 332-333 Cumulative

Review pp. 366-369


Functional and Expository Texts pp. 244-249

and pp. 334-341




weeks. Additional writing activities will occur on a daily basis. The writing focus mode for 2nd Quarter is

Informative/Explanatory Writing. Teachers should read “Reality Check 1” pp. 106-110 and “Reality Check

4” pp. 220-224 in the Traits Writing Teaching Guide for ideas for the quarterly writing project. Students will

work in Units 3 Traits SH pp. 64-88 and 6 (Traits SH pp. 142-166 this quarter. Students will create their

paper during this unit and continue revising for the traits throughout the rest of the quarter.

Writing Lesson 1: Prewriting W.6.2 W.6.4

TW Reality Check 1 pp. 106-107

Writing Lesson 2: W.6.2, W.6.4, W.6.7

Traits Writing Unit 3 Week 1 (Word Choice: Applying Strong Verbs)

TW Day 1 pp. 114-115

All activities are recommended

TW Day 4 p. 120

Jumpstart- Benchmark paper

Mentor Text Lesson

Writing Folder Application/ Independent Writing p. 121

TW Day 5 p. 122

One on One Conferences


Traits Writing Unit 3 Week 2 (Sentence Fluency: Crafting Well Built Sentences)

TW Day 1 pp. 124-125


TW Day 4 pp. 130-131

Jump Start Benchmark Paper

Mentor Text Lesson

Explore

Explore -Enrichment activity- Have students put their own writing in the Sentence Analyzer and do

the activity

Writing Folder Application/ Independent writing box

TW Day 5 p. 132

One on One Conferencing


Traits Writing Unit 3 Week 3 (Ideas: Focusing the Topic)

TW Day 1 p. 134

All Activities Recommended

Explore- Use the topic that the students are writing on for the Informative/Explanatory Writing

TW Day 4 p. 140


STRATEGY

Jigsaw

Purposes:

(1) engage with text (2) self-monitor

comprehension (3) integrate new information

with prior knowledge (4) respond to text through

discussion

Procedure:

1. Divide class into 4-6 member groups; each

member becomes an expert on a different

topic/concept assigned by teacher.

2. Members of the teams with the same topic

meet together in an expert group with a variety of

resource materials and texts available to explore

their topic.

Also, a single reading from the textbook or

another source could be used to complete the

assignment.

3. The students prepare how they will teach the

information to others.

4. Everyone returns to their jigsaw (home) teams

to teach what they learned to the other members.

5. It may be helpful to supply each student with a

graphic organizer for note taking purposes.

6.Team members listen and take notes as their

classmate teaches them




Mentor Text Lesson

Writing Folder Application/Independent Writing Box pp. 141

TW Day 5 p. 142

One-on-One Conferences


While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor

Sonday System 2 in addition to the Word Study sections in the PH SE.

Complete the content vocabulary for the selection you choose. (See WS2.)

Suggested Lesson 1: RL.6.2, RL.6.3 and L.6.4

Read: “The Tail” and “Dragon, Dragon” ~ 2 Days

(DI) Introduce and explain the skill of characterization using Literary Analysis activity, PH SE p.

189.

Model ideas of direct and indirect characterization by using previous characters from other stories,

and complete chart at the bottom of p.189. Use characterization questions to reinforce this skill by

asking for explicit details.

(DI) Review making inferences by completing activity at the top of p. 189. Apply the skill

throughout the stories while asking students to cite details to support inferences.

Suggested Lesson 2: L.6.1, L.6.2 and L.6.6

(DI) Illustrate how affixes affect word meaning. Use Latin prefixes to determine the meaning of

words; ask students for examples and discuss how affixes affect words PH SE pp. 190, 203, 204,

215. ~ 1 Day

(DI) Create a compare/contrast chart relating to the guidelines on PH SE p. 217 (this could be done

in groups). Allow students time to do research and then write a compare and contrast paragraph(s).

See sidebar notes PH SE p. 217. ~ 1 Day

Suggested Lesson 3: RL.6.3

Review making inferences using Graphic Organizer with Guided Practice and see side notes on PH

SE p. 219.

Read “Zlateh the Goat” and “The Old Woman Who Lived With the Wolves” ~ 2 Days

(DI) Introduce plot elements while analyzing conflict (internal and external) as well as resolution

using Think Aloud strategy PHL TE p. 219. Use noted questions in text to reinforce new skills.

Complete After You Read activities on PH SE p. 231 for “Zlateh the Goat” and PH SE p. 239 for “The Old

Woman Who Lived with the Wolves.”

Suggested Lesson 4: RI.6.5 and RI.6.7

(DI) Explain how text aids and features fit into overall structure as well as contribute to idea

development. Model using text aids and features to analyze expository text PH SE pp. 244-249.

Apply Close Reading. ~ 1 Day


LiteracyTA provides speaking and listening skills

that Common Core educators use to teach

Common Core Speaking and Listening

Standards. Has a few free and a free trail.

https://www.literacyta.com/literacy-

standards/common-core/speaking

ReadTheory

Free site with original reading passages.

TextProject

FYI for Kids is a collection of engaging and high-

quality magazine articles designed to enhance the

Common Core classroom’s reading repertoire.

The objective of this project is to demonstrate a

type of text that is essential for increasing

students’ engagement in and proficiency with

complex texts—short engaging articles that

communicate critical information.

BetterLesson.com

Discovery Education is a great tool for teachers

to use in the classroom. You can search for

videos or video segments based on the standards

you are teaching. You can even create

assignments for your students to complete in

Discovery Education. To access Discovery

Education, you need to access it by the following

website-

https://www.literacyta.com/literacy-standards/common-core/speaking

https://www.literacyta.com/literacy-standards/common-core/speaking

http://www.readtheory.org/

http://www.readtheory.org/

http://textproject.org/classroom-materials/students/talking-points-for-kids/

http://betterlesson.com/common_core_ela



http://mcpss.discoveryeducation.com

* Username: MCPSS username * Password:

MCPSS password

Other Resources:

http://www.discoveryeducation.com/feeds/www/

media/studentpage/50%20Ways%20to%20Use%

20Board%20Builder.pdf

Read “Becky and the Wheels-and-Brake Boys” and “The Southpaw” ~ 1 Day

(DI) Compare the characters’ motives in literary works PH SE pp. 250, 253, 254, 256-263. Model

using Comparing Characters’ Motives with a Graphic Organizer similar to the one on PH SE p. 250.

Students should complete graphic organizers as they complete the stories. ~1 Day

Suggested Lesson 5: Mini Lesson L.6.1

(DI)Explain prepositional phrases LN pp. 148-153. Guide students through the principal parts of

verbs and review the difference between regular and irregular verbs PH SE p. 240, LN pp. 96-

110. ~ ½ Day

(DI) Explain Subject-Verb Agreement rules at the top of PH SE p. AL-8 using the targeted

instruction side bar notes on TE p. cc82i. Guide students through Practice A & B. Review

compound subjects by providing extra examples and exercises. ~ ½ Day

Teacher will administer Formative Assessment.

http://mcpss.discoveryeducation.com/

http://www.discoveryeducation.com/feeds/www/media/studentpage/50%20Ways%20to%20Use%20Board%20Builder.pdf






Unit Five

Consequences

Quarter 2

Weeks 13-15

October 31- November 18




6th Grade

Quarter 2 Week 13-15 (October 31 – November 18, 2016)

OVERARCHING STANDARD


RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high

end of the range.


RL.6.2 Determine a theme or central idea of a text

and how it is conveyed through particular details;

provide a summary of the text distinct from

personal opinions or judgments.

RL.6.3 Describe how a particular story’s or

drama’s plot unfolds in a series of episodes as well

as how the characters respond or change as the plot

moves toward a resolution.


multiple-meaning words and phrases based on Grade 6

reading and content, choosing flexibly from a range of

strategies.




RL.6.5 Analyze how a particular sentence,

chapter, scene, or stanza fits into the overall

structure of a text and contributes to the

development of the theme, setting, or plot.

RI.6.3 Analyze in detail how a key individual,

event, or idea is introduced, illustrated, and

elaborated in a text (e.g., through examples or

anecdotes).


paragraph, chapter, or section fits into the overall


development of the ideas.



Writing Supporting Standards Speaking and Listening Supporting Standards Language Supporting Standards


topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content.



planning, revising, editing, rewriting, or trying a new

approach



appropriate

SL.6.5 Include multimedia components (e.g., graphics,

images, music, sound) and visual displays in

presentations to clarify information



speaking

L.6.5 Demonstrate understanding of figurative

language, word relationships, and nuances in word

meanings



Unit 5 Weeks 13-15, October 31-November 18 (15 Days) Essential Questions(s) How do details from a story convey the theme? What types of evidence demonstrate I under the text? What is

included and excluded from an objective summary?

SUGGESTED TEXTS


“The Circuit,” p. 274

“The All-American Slurp,” p. 286

“The King of Mazy May,” p. 304

“Aaron’s Gift,” p. 318


“Race to the End of the Earth,” p. 335

“Gold Rush: The Journey by Land,” p. 339


analyze, support, analysis, cite, conclusions, details, theme, central

idea, explain, plot, character point of view, conflict, setting

affix, root, suffix, prefix

develop, purpose, task, style

subject-verb agreement, prepositional phrase, inverted word order,

indefinite phrase

summarize, create, introduce, illustrate, elaborate, specific, purpose,

point of view, central idea

genres, theme, topic

reference, print, digital, ascertain, verify


Six Traits: ideas, sentence fluency, and word choice

analyze, support, conclusions, theme, central idea, plot, character,

point of view, setting


indefinite pronoun

develop, task, purpose, style

annotate, structure, implied idea, summarize, central idea, inference

synthesize, engage, critical, viewing

narrative, short story, descriptive

cumulative, technique

INSTRUCTIONAL FOCUS

Students will read and cite evidence to show they have determined 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. Students

will 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.

WRITING FOCUS

Students will write informative or explanatory texts to examine a topic and

convey ideas, concepts, and information through the selection, organization,

and analysis of relevant content. Introduce a topic; organize ideas, concepts,

and information, using strategies such as definition, classification, comparison

or contrast, and cause and effect; include formatting (e.g., headings), graphics

(e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations,

or other information and examples. Use appropriate transitions to clarify the

relationships among ideas and concepts. Use precise language and domain-

specific vocabulary to inform about or explain the topic. Establish and maintain

a formal style. Provide a concluding statement or section that follows from the

information or explanation presented.


Teacher chooses ONE of the following: The View from Saturday or

Zach’s Lie.


Additional Writing:


Students will complete a five paragraph essay on the novel for the

essay portion of the EQT. The Essay will count 25% of the final EQT

score.



ASPIRE RESOURCES

Test Practice Make Inferences pp. 242-243

Draw Conclusions pp. 332-333 Cumulative

Review pp. 366-369


Functional and Expository Texts pp. 244-249

and pp. 334-341




weeks. Additional writing activities will occur on a daily basis. The writing focus mode for 2nd Quarter is

Informative/Explanatory Writing. Students should to work in Units 3 Traits SH pp. 64-88 and 6 Traits SH pp.

142-166 this quarter. Students should be revising using the traits throughout this unit.

Writing Lesson 1: Prewriting W.6.2, W.6.5

TW Reality Check pp 220-221

Writing Lesson 2: W.6.2, W.6.4, W.6.5, W.6.7

Traits Writing Unit 6 Week 1 (Voice: Creating a Connection to the Audience)

TW Day 1 p. 228

Jumpstart- To Do List

Introduction to Creating a Connection to the Audience

Focus Lesson

Writing Folder Application/ Independent Writing Box p. 229

TW Day 4 p. 234


Mentor Text Lesson


TW Day 5 p. 236


Writing Lesson 3: W.6.2, W.6.4 and W.6.5, L.6.5

Traits Writing Unit 6 Week 2 (Word Choice: Using Specific and Accurate Words)

TW Day 1 pp. 238-239


TW Day 4 pp. 244-245


Mentor Text Lesson

Enrichment- Explore

Writing Folder Application/ Independent writing box p. 245

TW Day 5 p. 246


Writing Lesson 4: W.6.2, W.6.4 and W.6.5, SL.6.5

Traits Writing Unit 6 Week 3 (Sentence Fluency: Capturing Smooth and Rhythmic Flow)

TW Day 1 pp. 248-249

All Activities Recommended

TW Day 4 p. 254 Jump Start Benchmark Paper


STRATEGY

K. I. M. (Key Ideas, Information, Memory

Clues)

Make a three column chart.

Write the term or key idea (K) in

the left column, the information (I)

that goes along with it in the center

column, and draw a picture of the

idea, a memory clue, (M) in the right

column.

The key idea may be a new

vocabulary word or a new concept.

The information may be a definition

or it may be a more technical

explanation of the concept. The

memory clue is a way for students to

fully integrate the meaning of the key

idea into their memories. By making

a simple sketch that explains the key

idea, students synthesize and

interpret the new information,

making it their own.

Then, students can reference their drawings to

easily remember new key ideas.




Mentor Text Lesson


TW Day 5 p. 256




System 2 in addition to the Word Study sections in the PH SE. Complete the content vocabulary for the

selection you choose. (See WS2.)

Suggested Lesson 1: RL.6.2 and RL.6.3

Read “The Circuit” and “The All-American Slurp” ~ 4 Days

(DI) Explain that Drawing Conclusions is practiced by asking questions as students read; look for story

details to help answer questions.

Apply side bar notes as they appear in each story and complete skill activity at the end of each story PH

SE p. 283 or p. 297.

(DI) Guide students through the Theme Literary Analysis exercise PH SE p. 271 and apply idea to

previously read stories. Use Graphic Organizer-PHOnline.com- side bar note on PH TE p. 271.

Suggested Lesson 2: RL.6.3 and RL.6.5

Read “The King of Mazy May” and “Aaron’s Gift” ~ 2 Days

(DI) Review skills of Drawing Conclusions and introduce using prior knowledge. Use and model

Reading Skills Organizer A to record conclusions as the story is read PH TE p. 301.

(DI) Explain how a setting can impact story development and characters in a story: Use Think Strategy

in PHL TE p. 301 to model Literary Analysis. Note side bar notes throughout stories in PHL TE.


(DI) Explain skill of Compare and Contrast by using information on PH TE p. 334. Direct students’

attention to chart on PH TE p. 334. Guide students through previewing of texts by explaining one is

Literary and one is Functional. ~ 1 Day

Model importance of information in text boxes and also craft structures as preparation for reading

“Race to the End of the Earth” PH SE p. 335 and “Gold Rush” PH SE p. 338.~ 1 Day

Suggested Lesson 4: L.6.1, L.6.5

(DI) Complete Word Study activities, PH SE pp. 272, 283, 284, 297. Use Latin roots to determine word

meaning Complete Verb Lesson-Simple Tense PH SE p. 298. ~1 Day

(DI) Complete Subject-Verb Agreement Lesson PH TE p. CC82k-CC82l; PH SE pp. AL-10-11. Extra

practice needed to continue reviewing this skill. . ~ ½ Day

(DI) Guide students through Subject-Verb Agreement with indefinite pronouns PH TE p. CC82m-

CC82n; PH SE p. AL-12-13; LN pp. 164-183. ~ ½ Day

Word Study with Van Cleave - Morphology

Packet that provides excellent vocabulary word

work, as supported by Sonday System.

Readworks.org

Free passages. Excellent topics and a great

variety of reading levels, for differentiated

instruction.

Tweentribune.com

Non-fiction passages. Engaging topics.

NonFictionMinute

Non-fiction passages. Engaging topics.

http://wvced.com/content/morphology-10-13.pdf

http://www.readworks.org/

http://tweentribune.com/

http://www.nonfictionminute.com/for-teachers.html



Unit Six

Compromise

Quarter 2

Weeks 16-18

November 21-December 16




6th Grade

Quarter 2 Week 16-18 (November 21-December 16, 2016)



RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high

end of the range.


RL.6.2 Determine a theme or central idea of a text

and how it is conveyed through particular details;

provide a summary of the text distinct from personal

opinions or judgments.

RI.6.6 Determine an author’s point of view or purpose in a

text and explain how it is conveyed in the text.


multiple-meaning words and phrases based on Grade 6

reading and content, choosing flexibly from a range of

strategies.

W.6.8 Gather relevant information from multiple print and

digital sources; assess the credibility of each source; and

quote or paraphrase the data and conclusions of others

while avoiding plagiarism and providing basic

bibliographic information for sources.





RL.6.2 Key Ideas and Detail




topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content.



planning, revising, editing, rewriting, or trying a new

approach



appropriate

SL.6.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led)

with diverse partners on Grade 6 topics, texts, and

issues, building on others’ ideas and expressing their

own clearly.

SL.6.4 Present claims and findings, sequencing ideas

logically and using pertinent descriptions, facts, and

details to accentuate main ideas or themes; use

appropriate eye contact, adequate volume, and clear

pronunciation

SL.6.6 Adapt speech to a variety of contexts and tasks,

demonstrating command of formal



speaking



meanings



Unit 6 Weeks 16-18, November 21 – December 16 (15 Days)

Essential Question(s) What do I include in a summary of a text? What makes information relevant?

SUGGESTED TEXTS


“The Fun They Had,” p. 344

“Feathered Friend,” p. 348

“Water,” p. 398

“Hard as Nails” p. 406


introduce, illustrate, elaborate, specific, purpose, point of view, central

idea

genres, theme, topic

reference, print, digital, ascertain, verify

review, key ideas, multiple, reflection, paraphrasing

adapt, demonstrate, formal English

acquire, grade-appropriate academic, domain-specific, comprehension,

expression

nonfiction, analyze, illustrates, elaborate

determine, connotative, denotative

affix, root


indefinite pronouns


summarize, explain, create, central idea, inference

synthesize, engage, critical, viewing

narrative, short story, descriptive, cumulative, technique

paraphrasing, reflection, key ideas

verify, preliminary, determination

nonfiction, analyze, illustrates, elaborate

determine, connotative, denotative

point of view, author’s purpose

INSTRUCTIONAL FOCUS Students will 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. Determining or clarifying

the meaning of unknown and multiple-meaning words and phrases

within Grade 6 reading and content.

WRITING FOCUS

Students will write informative or explanatory texts to examine a topic and

convey ideas, concepts, and information through the selection, organization,

and analysis of relevant content. Students will introduce a topic; organize ideas,

concepts, and information, using strategies such as definition, classification,

comparison or contrast, and cause and effect; include formatting (e.g.,

headings), graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension. Students will develop the topic with relevant facts, definitions,

concrete details, quotations, or other information and examples. Use

appropriate transitions to clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or

explain the topic. Establish and maintain a formal style. Provide a concluding

statement or section that follows from the information or explanation

presented.


Teacher chooses ONE of the following: The View from Saturday or

Zach’s Lie.


Additional Writing:




score.

Honors and regular students will be given EQT Essay two weeks prior to the

multiple choice portion. Use EQT Writing Rubric.



ASPIRE RESOURCES

Test Practice Authors Purpose pp. 436-437 Main Idea pp.

510-511 Cumulative Review pp. 538-540

Reading for Information: Analyzing Functional and

Expository Texts pp. 438-443 and pp. 512-515


Traits Writing (TW):

Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days)

every three weeks. Additional writing activities will occur on a daily basis The writing workshops

will be supported with related activities throughout the course. The writing focus mode for 2nd

Quarter is Informative/Explanatory Writing. Students will continue to work in Units 3 (Traits SH

pp. 64-88) and 6 (Traits SH pp. 142-166). Students should be revising using the traits and

preparing to publish their writings. Teacher will conference with students about their writings.

Potential conferencing comments are available throughout Units 3 and 6.

Students will also be preparing for their EQT writing exercise. The EQT writing this quarter will

be in the Informative/Explanatory Mode. Teacher should go over the EQT writing rubric with

students prior to the test.

Writing Lesson 1: W.6.2, W.6.5 and W.6.8

TW: Reality Check 2 p. 143


Technology Activities p.146

Print Activities p.147

See PH SE pp. R28-R23

Writing Lesson 2: W.6.2, W.6.5, W.6.8, W.6.7


Publishing Activities p. 260

Technology Activity p. 260

Print Activities p. 261

See PH SE pp. R28-R23

Writing Lesson 3: S.L.6.1, S.L.6.4, and S.L. 6.6

Presentation Mini Lesson

Purple 6+1 Traits book pp. 247-259

Writing Lesson 4 and 5: S.L. 6.1, S.L. 6.4 and S.L. 6.6

Students present projects (technology or print)

See technology links for ideas and tips


While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the

Winsor Sonday System 2 in addition to the Word Study sections in the PH SE.


Suggested Lesson 1: RL.6.2, RL.6.5 and L.6.4

Read: “The Fun They Had” and “Feathered Friend” ~ 4 Days

(DI) Review literary term “setting” using the top of PH SE p. 342. Apply setting to

determine theme of story using Think Aloud Model and activating Prior Knowledge PH

SE p. 342. Use the side bar notes to aid students in determining the theme of selections.

LITERACY INSTRUCTIONAL STRATEGY

Magnet Summary

Purposes: (1) identify key terms or concepts; (2) summarize

lesson

Procedure:

On the unlined side of an index card, the student writes 3 to

5 words that he/she is drawn to as he/she reads the text.

The student turns to the lined side of the card and writes a

summary of the entire text using the words he/she has

chosen in the summary. The student underlines his/her

words as he/she uses them in the summary.


Video showcasing speaking and listening strategies.

https://www.teachingchannel.org/blog/2015/06/23/lets-

talk-five-strategies-for-hitting-the-speaking-and-

listening-standards/

https://www.teachingchannel.org/blog/2015/06/23/lets-talk-five-strategies-for-hitting-the-speaking-and-listening-standards/





Students write an objective summary for each of the text.

(DI) Guide students through the skill of introduction and model Think Aloud strategy,

side bar PH SE p. 362. Use reference materials to verify a word’s pronunciation, precise

meaning, and part of speech. Have students individually complete Practice B; pair

students to complete activity bottom of p. 363.

Suggested Lesson 2: SL.6.1, L.6.4 and SL.6.6

(DI) Guide students through a question and answer session as to what is relevant for them

to know. Apply collaborative strategy on PH SE p. 376 and share several responses

orally. ~ ½ Day

(DI) Guide students through vocabulary. Explain that vocabulary is to be acquired as

Academic Vocabulary. Direct students to do the activity at the bottom of PH SE

p. 377. ~ ½ Day

(DI) Explain Elements of Nonfiction following teacher instructions on PH TE p. 378.

Guide students through identifying forms of nonfiction. ~ ½ Day

(DI) Guide students through Determining Author’s Purpose and Point of View, relating

importance to Nonfiction PH TE p. 381. ~ ½ Day

Suggested Lesson 3: RI.6.6 and SL.6.1

Read “Water” and “Hard as Nails” ~ 3 Days

(DI) Explain Author’s Purpose using activity at the top of PH TE p. 395. Use Graphic

Organizer strategy found in resources PHOnline.com to determine Author’s Purpose ~ 1

Day

Suggested Lesson 4: L.6.1 and L.6.4, L.6.5

(DI) Guide students through Word Study activities of Latin suffixes to gather word

meaning PH SE pp. 403, 404. ~ ½ Day

(DI) Model recognizing correct Subject-Verb Agreement LN pp. 164-183. ~ ½ Day

Suggested Lesson 5:

Review for EQT. ~ ½ Day

Review EQT using Cumulative Review PH SE pp. 366-369. ~ ½ Day

Honors students will be given EQT Essay.

Honors and regular students will be given EQT Essay (Expository) two weeks prior to the

multiple choice portion. Use EQT Writing Rubric in the 6th Grade Honors Folder.



Unit Seven

Learning

[Unit 6 continues into Week 19]

Weeks 19 - 21

[THIRD QUARTER]

January 4 – January 20





Strands Standards

Reading Literature

Reading Informational R.I.6.2


Language


Teachers

must








(when applicable)..


Strands Standards

Reading Literature

Reading Informational RI.6.6, RI.6.8

Writing W.6.1, W.6.3, W.6.4, W.6.9

Language L.6.4

Strands Standards

Reading Literature



Language

Strands Standards

Reading Literature

Reading Informational R.I.6.2, RI.6.6, RI.6.8

Writing

W.6.1, W.6.3, W.6.4,

W.6.9

Language L.6.4




6th Grade

Quarter 3 Weeks 19-21




R.I.6.2 Determine central ideas or themes of a text and

analyze their development; summarize the key

supporting details and ideas.

W.6.1 Write arguments to support claims with clear

reasons and relative evidence


development, organization, and style are appropriate

to task, purpose, and audience

RI.6.4 Determine the meaning of words and

phrases as they are used in a text, including

figurative language, connotative, and technical

meanings.

RL.6.4 Determine the meanings of words and


figurative language and connotative meanings;

analyze the impact of a specific word choice

on meaning and tone.


chapter scene, or stanza fits into the overall



RL.6.8 Differentiate among odes, ballads, epic

poetry, and science fiction.


W.6.1 Text Types and Purposes

W.6.4 Production and Distribution of Writing



W.6.2 Write informative or explanatory texts to

examine a topic and convey ideas, concepts, and

information through the selection, organization, and

analysis of relevant content.

L 6.1 Demonstrate command of the conventions

of Standard English grammar usage when writing

or speaking.



meanings



Unit 7 Weeks 19- 21, January 4 – January 20 (12 Days) Essential Question(s) How does a reader analyze a poem for understand and meaning? (i.e., paraphrasing, reading from punctuation mark

to punctuation mark , symbolism, figurative language)

SUGGESTED TEXTS


“Life Doesn’t Frighten Me,” p. 574

“The World Is Not a Pleasant Place to Be,” p. 595


“La Lena Buena,” p. 492

from The Pigman and Me, p. 498

“Letter from a Concentration Camp,” p. 518

“Letter to Scottie,” p. 522


explain, details, central idea, analyze, text, development, support,

evidence, propaganda

text features, determine, point of view

punctuation, commas, conjunctions, interjections, nonrestrictive,

parenthetical elements

topic, concrete detail, cite, research, identify, acquire, expression,

investigate

analyze, theme, stanza, structure, poetic elements, devices

differentiate, odes, ballads, epic poetry, science fiction, narrative


icon, develop, narrow, broad, analyze, text, development, support,

evidence, propaganda, compare, contrast

expression, general, domain-specific

denotation, sensory language, sound devices, figurative language

INSTRUCTIONAL FOCUS

Students will determine a theme or central idea of a text and how it is conveyed

through particular details and write an objective summary. They will determine

or clarify the meaning of unknown and multiple-meaning words and phrases

based on Grade 6, reading and content, choosing flexibly from a range of

strategies. Student will also produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and

audience.

WRITING FOCUS

Using TW as a guide, students will write an argumentative piece that includes

a claim with clear reasons and relative evidence.

Introduce claim(s) and organize reasons evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using

credible sources and demonstrating an understanding of topic or text.

Use words, phrases, and clauses to clarify the relationships among

claim(s) and reasons.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the

argument presented


Teacher chooses ONE of the following: Shadow Spinner or The Witch

of Blackbird Pond.


Additional Writing:


Students will complete a five-paragraph essay on the novel for the


score.

Timed Writing—Ask students to respond to a fine art image, poem,

essay, short story, novel excerpt, or thought-provoking quotation.



ASPIRE RESOURCES

Test Practice: Context Clues pp. 600-601.

Paraphrasing pp. 654-655. Cumulative pp. 680-

683.


Functional Texts pp.602-607 and pp. 656-659.




weeks. Additional writing activities will occur on a daily basis. The writing focus mode for Third Quarter is

Argumentative Writing. Teachers should read “Reality Check 2” pp. 144-145 and “Reality Check 4” pp. 220-

221 in the Traits Writing Teaching Guide for ideas for the quarterly writing project. Students will work in Units

4 and 7 quarter. Students will create their paper during this unit and continue revising for the traits throughout

the rest of the quarter.


TW Reality Check 2 pp 144-145


Traits Writing Unit 4 Week 1 (Organization: Using Sequence Words and Transition Words)

TW Day 1 pp. 152-153


TW Day 4 p. 158


Mentor Text Lesson


TW Day 5 p. 160



Traits Writing Unit 4 Week 2 (Voice: Conveying the Purpose)

TW Day 1 p. 162

Jump Start To do List

Introduction to Conveying the Purpose

Focus Lesson


TW Day 4 p. 168


Mentor Text Lesson

Writing Folder Application/ Independent writing p. 169

TW Day 5 p. 170



STRATEGY

Word Splash

1. Read through the text and decide on key

words, phrases and concepts in the text

that will give students ideas of what the

text is about or words that may need

further clarification.

2. Type or write, then copy for individual

students or small groups.

3. Once distributed, allow students a few

minutes to read through the text and

discuss listed words and phrases with

others. They may ask others for

clarification, or to elaborate some items.

Allow them to make predictions about

the central idea of the text in their

groups.

4. Bring students back together and ask

them for their predictions, encouraging

all students to contribute. Students may

write or present their information to the

class or in small groups *chart paper




http://www.voki.com/

Writing Lesson 4: W.6.1, W.6.4, L.6.5

Traits Writing Unit 4 Week 3 (Word Choice: Selecting Striking Words and Phrases)

TW Day 1 p. 172

Jump Start To-Do List

Introduction to Striking Words and Phrases


TW Day 4 p. 178


Mentor Text Lesson


TW Day 5 p. 180



While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday System 2 in

addition to the Word Study sections in the PH SE. Complete the content vocabulary for the selection you choose. (See

WS2.)


Read “La Lena Buena,” p. 492 and “The Pigman and Me,” p. 498

(DI) Guide students to identify key ideas that determine the main idea PH SE pp. 489-507. Introduce the

Skill of Main Idea PH SE p. 489. Use Graphic Organizer Transparencies A or B pp. 100-102 and

practice PH SE pp. 495, 507. ~ 2 Days

(DI) Introduce Literary Analysis: Mood - complete student practice PH SE pp. 489, 494-506. ~ ½ Day

(DI) Discuss the rules that are used to solve or avoid conflicts. Have students complete the sentence

starter citing examples from their previous school experience. ~ ½ Day

(DI) Introduce Propaganda by modeling the Think Aloud strategy on PH SE p. 512. Discuss chart terms

and apply to selections as they are read. Guide students through selections using TE side bar notes on

PH SE pp. 513-514 and review PH SE p. 515. ~ ½ Day

Suggested Lesson 2: R.I.6.4 and W.6.2

Read “Letters from a Concentration Camp” and “Letter to Scottie” PH SE pp. 518-524. ~ 1 Day

Discuss selections and authors’ styles using chart and then complete timed writing on PH SE p.525.

Suggested Lesson 3: RL.6.4, RL.6.5, RL.6.6, RL.6.8, and L.6.1

(DI) Introduce Elements of Poetry PH SE pp. 550-551. Guide students through elements and sound

devices using teacher side bar notes PH SE pp. 550-551. Discuss Poetic Language and ask students for

other examples of literary elements/figurative language PH SE p. 552. ~ 2 Days

(DI) Guide students through Analyzing Structure and Theme and explain different forms of poetry on

this pp. PH SE p. 553. ~ 2 Days

Mini Lesson 2

(DI) Question students as to what they know about fictional and real-life heroes. Brainstorm

characteristics of both types of heroes. Explain that odes, ballads, epic poetry, and science fiction often feature heroes. Guide students through PH TE p. CC82a-CC82h; PH SE pp. AL-lxxii-AL 7—

Voki is a free collection of customizable

speaking avatars for teachers and students that

enhances classroom instruction, class

engagement, and lesson comprehension.

icivics

Examine the seven forms of propaganda found

in advertising and politics. Discover the

persuasive methods behind the messaging we

see every day and gain skills to effectively

identify and counter them. A classroom gallery

walk challenges students to detect the

propaganda techniques at work and evaluate

their effectiveness.

http://www.voki.com/

https://www.icivics.org/teachers/lesson-plans/propaganda-whats-message



Introductory Unit on odes, ballads, epic poetry, and science fiction—to identify the characteristics

relating to the genres. ~ ½ Day

(DI) Model using punctuation with conjunctions and interjections PH SE p. 508; LN pp. 154-157, 209-

217, 220-221; UR 4 p. 118, CCC pp. 173-183. Continue comma usage LN pp. 209-217. ~ 2 Days



Unit Eight

Understanding

Weeks 22-24,

January 23 – February 10




6th Grade




RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end

of the range.


RI.6.6 Determine an author’s point of view or purpose in a text

and explain how it is conveyed in the text

RI.6.8 Trace and evaluate the argument and specific claims in a

text, distinguishing claims that are supported by reasons and

evidence from claims that are not.

W.6.3 Write narratives to develop real or imagined experiences

or events using effective technique, relevant descriptive details,

and well-structured event sequences.


development, organization, and style are appropriate to task

purpose, and audience.

W.6.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research.



and content, choosing flexibly from a arrange of strategies.

RL.6.4 Determine the meaning of words and


figurative and connotative meanings; analyze the

impact of a specific word choice on meaning and

tone.



RI.6.8 Integration of Knowledge



topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content

SL 6.6 Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when

indicated or appropriate.

L 6.1 Demonstrate command of the conventions of


speaking.

L.6.3 Use knowledge of language and its conventions

when writing, speaking, or listening.

L.6.6 Acquire and accurately use grade-appropriate

general academic and domain-specific word and

phrases; gather vocabulary knowledge when

considering a word or phrase important to




Unit 8 Weeks 22-24, January 23 – February 10 (15 Days) Essential Question(s): How does the author reveal the theme of a poem?

SUGGESTED TEXTS


Poetry Collection 1 p. 564 or 2 p. 571

“Turkeys” & “Langston Terrace” pp. 470-487

Poetry Collection 3 p. 586 or 4 p. 592

“Who Knows if the Moon’s,” p. 609

“Dust of Snow,” p. 612


icon, develop, narrow, broad, analyze, text, development, support,

evidence, propaganda, compare, contrast,

expression, general, domain-specific

denotation, sensory language, sound devices, figurative language


explain, details, central idea, analyze, text, development, support,

evidence, propaganda

text features, determine, point of view

punctuation, commas, conjunctions, interjections, , nonrestrictive,


develop, topic, concrete detail, cite, research

identify, acquire, expression, investigate

analyze, theme, stanza, structure, poetic elements, devices

differentiate, odes, ballads, epic poetry, science fiction

nonrestrictive, parenthetical

determine, drawing conclusions, context clues

affixes, meanings

organization, style, narrative

INSTRUCTIONAL FOCUS

Students will determine a theme or central idea of a text and how it is

conveyed through particular details and provide an objective summary. They

will determine an author’s point of view or purpose in a text and explain how it

is conveyed in the text. Also, students will determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on Grade 6, reading

and content, choosing flexibly from a range of strategies. They will produce

clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience

WRITING FOCUS

Using TW as a guide, students will write an argumentative piece that includes a

claim with clear reasons and relative evidence.

Introduce claim(s) and organize reasons evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using

credible sources and demonstrating an understanding of topic or text.

Use words, phrases, and clauses to clarify the relationships among

claim(s) and reasons.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the

argument presented.



of Blackbird Pond.


Additional Writing:




score.





ASPIRE RESOURCES



683.


Functional Texts pp.602-607 and pp. 656-659.




weeks. Additional writing activities will occur on a daily basis. The writing focus mode for 3rd Quarter is

Argumentative Writing. Students should to work in Traits Units 4 and 7 this quarter. Students should be revising

using the traits throughout this unit.


TW Reality Check 5 pp. 258-259


Traits Writing Unit 7 Week 1 (Ideas: Using Details)

TW Day 1 p. 266


Introduction to Using Details

Focus Lesson


TW Day 4 p. 272


Mentor Text Lesson


TW Day 5 p. 274



Traits Writing Unit 7 Week 2 (Organization: Ending with a Sense of Resolution)

TW Day 1 pp. 276-277


TW Day 4 pp. 282-283


Mentor Text Lesson

Writing Folder Application/ Independent writing box p. 283

TW Day 5 p. 284



Traits Writing Unit 7 Week 3 (Voice: Taking Risk to Create Voice)

TW Day 1 p. 286


Introduction to Using Details


STRATEGY

Mapping the Meaning.

The teacher takes a significant word from an

essay/article and places the word in the middle

of a graphic organizer. Students provide the

teacher with images, emotions or feelings

(connotations) as well as definitions

(denotations) of the word. The class discusses

why the author has chosen that specific word

and how it changes the meaning and tone of the

article/essay. This shows students how word

choice is deliberate and impacts the meaning of

the text (Adapted from Stahl. 2005).



TECHNOLOGY CONNECTIONS Focus Lesson


TW Day 4 p. 292


Mentor Text Lesson


TW Day 5 p. 294



While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the WS2 (10 minutes

daily) in addition to the Word Study sections in the PH SE. Complete WS2 on the content vocabulary for the

selection you choose.

Suggested Lesson 1: R.L.6.4, W.6.2, W.6.9, L6.1, L.6.4

Choose Poetry Collection 1 PH SE p. 564 or 2 PH SE p. 571.

(DI) Using the instruction on PH SE p. 561, review Context Clues skill. Give students Reading Skill

Graphic Organizer A to complete as they read the selections. ~ 1 Day

(DI) Model Literary Analysis skill by using Think Aloud strategy PH SE pp. 562, 570. Ask questions

when using Context Clues throughout collections. Introduce Literary Analysis-Rhythm and Rhyme

using PH SE p. 581. ~ ½ Day

Suggested Lesson 2: R.I.6.6, R.I.6.8, L.6.1, L.6.6, W.6.3, W.6.8, and SL.6.4

Use Latin roots to determine word meanings. Show how adding affixes to roots changes meanings of

words PH SE pp. 562, 569, 581. Have students complete vocabulary Word Study activities found on the

pp. ~ ½ Day

(DI) Read “Turkeys” and “Langston Terrace” PH SE pp. 470-487 and have students complete Writing

Narrative Text PH SE p. 487. ~ 2 Days

Suggested Lesson 3: R.L.6.4

Read Poetry Collection 3 PH SE pp. 586-591 or 4 PH SE pp. 592-597. ~1 Day

Suggested Activity Before Direct Instruction: Have students read poems in either collection noting the

central ideas, craft and structure, and concept of making self-connections. Using Audio CD, have

students listen to the collection while comparing and contrasting the poems and making notes as they

listen. Have students keep notes to make comparisons or contrasts after poems have been read.

(DI) Explain to students they will practice rereading and reading ahead to find and use helpful context

clues. Use Reading Skill at the top of PH SE p. 585 to review skill. UR 4 p. 85. ~ ½ Day

(DI) Explain to students that figurative language is being used in these collections. Provide examples of

similes, metaphors, and personification. Ask students for examples also. Use strategy chart PH SE p.

585. Give students a copy of Literacy Analysis Graphic Organizer A or B pp. 119-121 in Graphic

Organizer Transparencies. Review Skills PH SE pp. 591, 597. ~ ½ Day

Graphic Organizers Maker

The teacher tools below will allow you

to make graphic organizers by filling

out a simple form. The materials are

made instantly and can be printed

directly from your computer.

Teach-ology

Graphic Organizers

http://www.teach-nology.com/web_tools/graphic_org/

http://www.teach-nology.com/web_tools/graphic_org/

http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm



Suggested Lesson 4: W.6.3, L6.3, L.6.4, RL.6.7, and SL6.6

(DI) Guide students thorough directions of assignment by using teacher side bar notes on PH SE p. 599. Have students write a poem with figurative language using guidelines on this pp. Use UR 4 p.

90 (Support for Writing a Poem) to help students get started. ~ 1 Day

(DI) Explain to students they are to read their poems aloud. Others are to listen, identify, and discuss the

figurative language presented. Rubrics for poems located in Professional Development Guidebook

pp. 248-249. ~ 1 Day

(DI) Use Word Study PH SE pp. 586, 591, 597 when introducing selection vocabulary for each poem.

LN pp. 517-519. Ask students for other word examples that have the same affixes, making a list on

board as words are given. ~ ½ Day

Honor students should practice this week for the EQT essay. Teachers should assign a three-paragraph essay

to be written in one class period, examining the theme of any recently read novel.

Teacher will administer Unit Assessment (see PH UR p. 92-100).



Unit Nine

Communicating

Weeks 25 - 27

February 13 – March 16




6th Grade





W.6.1 Write arguments to support claims with clear

reasons and relevant evidence.


development, organization, and style are appropriate

to task, purpose, and audience


paragraph, chapter, or sections fits into the overall



RL.6.4 Determine the meaning of words and phrases

as they are used in a text, including figurative and

connotative meanings; analyze the impact of a

specific word choice on meaning and tone.








W.6.2 Write informative or explanatory texts to

examine a topic and convey ideas, concepts, and

information through the selection, organization, and

analysis of relevant content.

W.6.5 With some guidance and support from peers

and adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a

new approach.

W.6.6 Use technology, including the Internet, to

produce and publish writing as well as to interact and

collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum of

three pp. in a single sitting.

SL.6.3 Delineate a speaker’s argument and specific

claims, distinguishing claims that are supported by

reasons and evidence from claims that are not.

SL 6.4 Present claims and findings, sequencing

ideas logically and using pertinent descriptions,

facts, and details to accentuate main ideas or

themes; use appropriate eye contact, adequate

volume, and clear pronunciation.

L.6.2 Demonstrate command of the conventions

of Standard English capitalization, punctuation,

and spelling when writing

L.6.3 Use knowledge of language and its

conventions when writing, speaking, or listening.

L 6.6 Acquire and use accurately grade-


specific words and phrases; gather vocabulary

knowledge when considering a word or phrase

important to comprehension or expression.



Unit 9 Weeks 25-27, February 13 – March 16 (15 Days)

Essential Question(s) How does providing an objective summary for a poem help me better understand its meaning?

SUGGESTED TEXTS


“Who Knows If the Moon’s,” p. 609

“Dust of Snow,” p. 612

Poetry Collection 5 p. 624

Poetry Collection 6 p. 630


Instruction Manual p. 603

Contest Entry Form p. 605


contributes, text structure, multiple process, vertical, and contestant

sensory details, imagery, structure, genre, mood

organize, purpose, haiku, limerick, concrete

analyze tone, paraphrasing, visualize

synthesize, application, functional, formats


determine, text structure, multiple, contributes, process

figurative language, imagery, images, sensory details, structure,

genres, expressed, mood

coherent, connotative, paraphrasing, forms

adapt, ideas, task, organize, purpose

context clues, affixes, meanings

connotative, tone, figurative language, sound devices, paraphrasing

punctuation, commas, conjunctions, interjections, nonrestrictive,


synthesize, formats, coherent, application, sources, functional,

integrate

INSTRUCTIONAL FOCUS

Students will 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. They will Determine an author’s point of view or

purpose in a text and explain how it is conveyed in the text. Also, students will

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on Grade 6, reading and content, choosing flexibly from a range

of strategies. Students will Produce clear and coherent writing in which the


audience

WRITING FOCUS

Using TW as a guide, students will write an argumentative piece that includes a

claim with clear reasons and relative evidence. Introduce claim(s) and organize

reasons evidence clearly. Support claim(s) with clear reasons and relevant

evidence, using credible sources and demonstrating an understanding of topic

or text. Use words, phrases, and clauses to clarify the relationships among

claim(s) and reasons. Establish and maintain a formal style. Provide a

concluding statement or section that follows from the argument presented.

HONORS REQUIREMENTS

Additional Reading:


of Blackbird Pond.


Additional Writing:




score.





ASPIRE RESOURCES



683.


Functional Texts pp.602-607 and pp. 656-659


Traits Writing (TW):

Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every

three weeks. Additional writing activities will occur on a daily basis The writing workshops will be

supported with related activities throughout the course. The writing focus mode for Third Quarter is

Argumentative Writing. Students will continue to work in Traits Units 4 and 7. Students should be

revising using the traits and preparing to publish their writings. Teacher will conference with students

about their writings. Potential conferencing comments are available throughout Units 4 and 7.

Students will also be preparing for their EQT writing exercise. The EQT writing this quarter will be in

the Argumentative Mode. Teacher should go over the EQT writing rubric with students prior to the

test.




Technology Activities p.184

Print Activities p.185




Technology Activity p. 298

Print Activities p. 299

Writing Lesson 3: W.6.1, SL. 6.3, SL. 6.4

Presentation Mini Lesson: Modeling Argumentative Quick Writes

Choose One:

Traits Writing Unit 7 Week 1 Day 1 Explore p. 267




Writing Lesson 4 and 5: SL.6.3, SL.6.4

Students present projects (technology or print)

See technology links for ideas and tips


While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the WS2

(10 minutes daily) in addition to the Word Study sections in the PH SE. Complete WS2 on the content

vocabulary for the selection you choose.

TECHNOLOGY CONNECTION

Word Clouds

http://www.edudemic.com/9-word-cloud-

generators-that-arent-wordle/


STRATEGY

Inferencing Questions. Marzano suggests

teachers pose four questions to students to

facilitate a discussion about making inferences

(Marzano, 2010).

What is my inference? This question helps

students become aware that they have just made

an inference by filling in information that was

not directly stated in the text.

What information did I use to make this

inference?

It is important for students to understand the

various types of information they use to make

inferences. This may include information

presented in the text, or it may be background

knowledge that a student brings to the learning

setting.

How good was my thinking? Once students

have identified the premises on which they've

based their inferences, they can engage in the

http://www.edudemic.com/9-word-cloud-generators-that-arent-wordle/

http://www.edudemic.com/9-word-cloud-generators-that-arent-wordle/



most powerful part of the process — examining

the validity of their thinking.

Do I need to change my thinking? The final step

in the process is for students to consider

possible changes in their thinking. The point

here is not to invalidate students' original

inferences, but rather to help them develop the

habit of continually updating their thinking as

they gather new information.

Suggested Lesson 1: W.6.4, R.I.6.5, L.6.6

(DI) Read Functional Text PH SE pp. 602-607. Explain to students they will be reading multiple types

of functional texts; introduce skill and checklist using TE, SE PH SE p. 602. Review features listed in

the box PH SE p. 603. Continue using TE PH SE p. 603 side bar notes to direct students through the

multiple step process on PH SE pp. 603-604. Review the features in the boxes on the contest entry

rules on PH SE p. 605. Continue using PH TE pp. 605-606 side bar notes to direct students through the

multiple steps of Contest Rules and Entry Form. Review multiple step processes and skills involved.

Have students complete Comparing Functional Texts SE PH SE p. 607. ~ 1 Day

Suggested Lesson 2: RL.6.4 and W.6.2

Read “Who Knows If the Moon’s,” p. 609 and “Dust of Snow,” p. 612.~ 2 Days

(DI) Introduce Comparing Imagery using the Think Aloud strategy PH SE p. 608 to model

understanding effects of imagery. Provide Graphic Organizer B—Graphic Organizer Transparencies

p.126. ~ 1 Day

(DI) Discuss background information on the top of PH SE p. 610; use activating prior knowledge skill.

Follow side bar notes on PH TE p. 611 to review. ~ ½ Day

(DI) Continue to follow PH TE side bar notes on PH SE p. 612. ~ ½ Day

(DI) Review: Complete Comparing Imagery Graphic Organizer p. 128 using directions on the top of SE

PH SE p. 613. ~ 1 Day

Suggested Lesson 3: RL.6.5, W.6.4, W.6.5, L.6.3, and L.6.6

Choose: Poetry Collection 5 p. 624 or 6 p. 630

(DI) Complete the Big Question sentence starter PH SE p. 622 or p. 628. Introduce Paraphrasing skill on

PH TE p. 621 using bulleted ideas. Review the chart and model Think Aloud strategy PH TE p. 621 to

identify forms of poetry. Use Activating Prior Knowledge PH SE pp. 624, 630 before reading PH SE pp.

627, 633. ~ 1 Day

Suggested Lesson 4: L.6.3, L.6.6, W.6.4, and W.6.6

(DI) Review assignment using guidelines at the top of PH TE p. 635. Give support for Writing UR 4 p.

155; Rubrics-Professional Development Guidebook pp. 248-249. ~ ½ Day

Suggested Lesson 5: RL.6.5, W.6.4, W.6.6, L.6.3, and L.6.6

(DI) Use Word Study TE, SE PHL pp. 622, 627, 628, 633. Apply and complete vocabulary for each

poetry selection. Also see LN pp. 517-519. Ask students for other word examples that have same

affixes, making a list on the board as words are given. ~ ½ Day


Text Mapping with Scrolls

Text mapping starts with a scroll. Scrolls are an

ancient technology, but they offer clear

advantages over books - advantages that are

particularly useful in the context of classroom

instruction. When you open a book, you can

only see two facing pages at a time; when you

roll out a scroll, you can see the entire text - the

entire length of the scroll - all at once. Here's

how it looks:

Open a book, and you see two facing pages...

...but unroll a scroll, and you see the entire text.

http://www.textmapping.org/scrolls.html

http://www.textmapping.org/scrolls.html



(DI) Review skills. Students will read aloud fluently according to punctuation and paraphrase as they

read PH SE p. 637. Follow teacher side bar notes on PH SE p. 637 for Literary Analysis using Think

Aloud strategy. ~ ½ Day

(DI) Complete Big Question sentence starter SE PHL p. 638 or p. 646. Have students share responses;

Activate Prior Knowledge using TE side bar notes PH SE pp. 640, 648; guide students through

selections noting paraphrasing skill and emphasizing sound devices. Review skills on SE PHL pp. 645-

655. ~ ½ Day

Suggested Lesson 6: L.6.2

(DI) Review sentence patterns to practice comma rules LN pp. 209-211; TE SE PHL pp. 734, 741, 805;

LN pp. 278-285. ~ ½ Day

Formative Assessment


Honors and regular students will be given EQT Essay (Argumentative) two weeks prior to the multiple

choice portion. Use EQT Writing Rubric is in the 6th Grade Honors Folder. ( 1 Days)




Unit Ten

Community

4th Quarter

Weeks 28-30

March 20-April 7




Formative Assessment Weeks 28-30 Formative Assessment 34-36

Strands Standards

Reading Literature 6.3

Reading Informational 6.6, 6.8, 6.9

Writing 6.3, 6.4

Language


Teachers

must





End-of-Quarter Summative Assessments (EQT) must



(when applicable)..


Strands Standards

Reading Literature

6.2, 6.3, 6.9

Reading Informational 6.2

Writing

Language

Strands Standards

Reading Literature 6.2, 6.3


Writing 6.4

Language

6.1

Strands Standards

Reading Literature 6.2, 6.3, 6.9

Reading Informational 6.2,6.6 6.8, 6.9

Writing 6.3

Language 6.4




MCPSS INSTRUCTIONAL PLANNING GUIDE

6TH GRADE

WEEKS 28-30 (March 20-April 7, 2017) OVERARCHING STANDARDs

RL 6.1 and RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL 6.10 and RI 6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high

end of the range.

Reading Priority Standards Reading Supporting Standards Aspire Alignment

RL.6.3 Describe how a particular story’s or drama’s plot

unfolds in a series of episodes as well as how the characters

respond or change as the plot moves toward a resolution.

RI.6.8 Trace and evaluate the argument and specific claims

in a text, distinguishing claims that are supported by

reasons and evidence from claims that are not.

RL.6.9 Compare and contrast texts in different forms or

genres (e.g., stories and poems; historical novels and

fantasy stories) in terms of their approaches to similar

themes and topics.

RI.6.9 Compare and contrast one author’s presentation of

events with that of another




RL.6.5 Analyze how a particular sentence, chapter, scene,

or stanza fits into the overall structure of a text and

contributes to the development of the theme, setting, or

plot.


RL.6.5 Key Idea and Details


RI.6.9 Integration of Knowledge

Writing Supporting Standards Speaking and Listening Standards Language Standards

W.6.3 Write narratives to develop real or imagined

experiences or events using effective technique, relevant

descriptive details, and well-structured event sequences.

SL.6.2 Interpret information presented in diverse media

and formats (e.g., visually, quantitatively, orally) and

explain how it contributes to a topic, text, or issue under

study.



speaking.

L.6.3 Use knowledge of language and its conventions

when writing, speaking, reading, or listening.

L.6.6 Acquire and use accurately grade-appropriate

general academic and domain-specific words and

phrases; gather vocabulary knowledge when

considering a word or phrase important to




Unit 10 Weeks 28-30 March 20- April 7 (15 days) Essential Question(s): How does describing how a story’s or drama’s plot unfolds help determine the resolution?

SUGGESTED TEXTS


from You’re a Good Man Charlie Brown p. 789


“Happiness Is a Charming Charlie Brown at Orlando Rep,” p. 796


drama, scenes, script, props

playwright, dramatist, stage directions, copyright

vague, thesis, chronological, transition


specific questions, elaborate, review, multiple perspectives, reflection,

paraphrasing

acquire, grade-appropriate, academic, domain-specific

identify, episodes, drama, character

analyze, text, structure, contribute, theme, setting, plot

punctuation, commas, dashes

vary, pattern, style, consistency, tone

trace, argument, claims, evaluate, distinguish, evidence

explain, develops, point of view

compare, contrast, forms, genres

appositives

explanatory, examine, introduce, organize, structure, transitions,

formal style, conclusion

reference materials, Internet, diverse, media

INSTRUCTIONAL FOCUS

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. Determine an author’s point of view or purpose in a text and explain

how it is conveyed in the text. 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.

WRITING FOCUS

Students will write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-structured event

sequences

Utilizing TW students will produce clear and coherent writing in which the


audience



of Blackbird Pond.


Additional Writing:




score.





ASPIRE CONNECTIONS

Test Practice: Summarizing: pp. 736-737

Compare and Contrast pp. 780-781

Cumulative Review pp. 812-815

SUGGESTED DAILY TASKS Students will write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences. Utilizing TW, students

will work to produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

6+1 Traits Writing (TW):

Writing Lesson 1:Prewriting W.6.4

Traits writing Reality Check 6 pp. 296-29


Unit 8 Week 1(Word Choice: Choosing Words that Deepen Meaning)

TW Day 1 pp. 304-305

All activities recommended

TW Day 4 pp. 310-311


Mentor text Lesson

Writing Folder Application/Independent Writing p. 311

TW Day 5 p. 312

One-on-one Conferencing


Unit 8 Week 2 ( Sentence Fluency: Breaking the “Rules to Create Fluency”)

TW Day 1 p. 313


TW Day 4 pp. 320-321


TW Day 5 p. 322

One-on-one Conferencing

Writing Lesson 4 W.6.4

Unit 8 Week 3(Review of all Traits)

TW Day 1- pp.324-325


TW Day 4 - p.330


Mentor Text Lesson

Writing Folder Application/Independent Writing p. 331

TW Day 5- p.332

One-on-one conferencing



System 2 in addition to the Word Study sections in the PH SE.


STRATEGY

Strategy: SQ3R

S – Survey the text

Q – Question the text by turning the title and

headings into questions.

R – Read the text, looking for answers to those

questions.

R- Recite what you read (after each section)

R – Review questions and answers after reading

(can be to study for text, etc.)

TECHNOLOGY CONNECTIONS Enriched Online Student Edition at

PHLOnline.com for interactive experience with

play.




Suggested Lesson 1: L.6.6, RL.6.3, RL.6.5 Guide students through the Collaboration: One-on-One Discussion activity and orally share several responses,

PH SE p. 690. ~3 days

(DI) Explain the forms of drama using the chart at the bottom of PH SE p. 693.

(DI) Explain the difference between a monologue and soliloquy. Review drama plot elements with

emphasis on elements listed on PH SE p. 695. Discuss examples in the charts on PH SE p. 695.

(DI) Model Close Read PH SE p. 697—follow TE sidebar notes on PH SE p. 697 and discuss with

class. Assign Independent Practice on PH SE pp. 699-702 using Close Read strategy; review the

questions and discuss Close Read.

Suggested Lesson 2: RI.6.8, RI.6.9 and L.6.6 (DI) Model skill by using Think Aloud strategy PHL TE p. 782 sidebar note. Guide students through

evaluation of evidence using chart on PH SE p. 782; practice this PH SE pp. 783-786. ~ 2 days

(DI) Review features of online news article SE p. 783. Discuss evaluating sources and ask students to

find facts, statistics, and quotes in article. Review Persuasive Article text box at the top of PH SE p. 785.

Remind students persuasive articles usually begin with writer’s opinion.

Suggested Lesson 3: L.6.1 (DI) Model Think Aloud strategy PH SE p. 734 and use sidebar note to differentiate between

prepositional phrases and appositives. UR p. 32; CCC pp. 331-332; LN pp. 209-210, 220, 230.

Additional resources on CD. ~ 2 days

(DI) Create confusing sentences with incorrect patterns; correct sentences by asking students to rewrite

sentences and orally sharing answers PH SE p. 805; CCC pp. 337-338; LN pp. 250-254.

Respond to literature by writing an argument by having students complete Timed Writing: Argument

Evaluation, PH SE p. 787.

Suggested Lesson 4: RL.6.3, RL.6.9, RI.6.9 Read “You’re a Good Man Charlie Brown,” p. 789 and “Happiness Is a Charming Charlie Brown at Orlando

Rep,” p. 796. ~ 2 Days

(DI) Introduce skill by modeling Think Aloud PH SE TE p. 788. Review Author’s Purpose Across

Genres at the top of PH SE p. 788. Give students Graphic Organizer B from Graphic Organizers

Transparencies p. 160 (PHLOnline.com) or CCC pp. 75-76 to complete as they read. Pair students and

use UR p. 78 to write about Big Question before reading. Discuss answers and relationships to Big

Question. Multimedia—See Enriched Online Student Edition at PHLOnline.com for interactive

experience with play. Reinforce skill using UR pp. 79, 81.

Suggested Lesson 5: L.6.3 (DI) Review strategies for correcting sentences with incorrect punctuation or no punctuation,

CCC pp. 331, 332; LN pp. 309, 210, 220, 230. ~ 1 Day



Unit Eleven

Individual or Community

Weeks 31-33

April 17-May 5




6TH GRADE

WEEKS 31-33 (April 17 - May 5, 2017) OVERARCHING STANDARDs

RL.6.1 and RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 6.10 and RI 6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


RL.6.2 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


drama’s plot unfolds in a series of episodes as

well as how the characters respond or change as


L.6.4 Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on Grade 6 reading and content,

choosing flexibly from a range of strategies.






paragraph, chapter, or section fits into the overall




RL.6.3 Key Idea and Details



Writing Standards Speaking and Listening Standards Language Standards

W.6.1 Write arguments to support claims with

clear reasons and relevant evidence.

W.6.3 Write narratives to develop real or

imagined experiences or events using effective

technique, relevant descriptive details, and well-

structured event sequences.

SL.6.1 Engage effectively in a range of

collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on Grade

6 topics, texts, and issues, building on others’

ideas and expressing their own clearly.

L.6.1 Demonstrate command of the

conventions of Standard English grammar

and usage when writing or speaking.

L.6.3 Use knowledge of language and its

conventions when writing, speaking, reading,

or listening.



specific words and phrases; gather

vocabulary knowledge when considering a

word or phrase important to comprehension

or expression.



Unit 11 Weeks 31-33 April 17- May 5 (15 days) Essential question(s): How does understanding comparing and contrasting help me better understand a text? SUGGESTED TEXTS


“The Tiger Who Would Be King,” p. 842

“The Ant and the Dove,” p. 844

“The Lions and the Bulls,” p. 848

“A Crippled Boy,” p. 850

“Arachne,” p. 680

“The Whale Rider,” p. 868


oral tradition, moral, culture, irony

archetype, myth, fable, legend


specific questions, elaborate, review, multiple perspective,

reflection, paraphrasing

acquire, grade-appropriate, academic, domain-specific

summarize, explain, theme, central idea

complex, stories, appreciate, complex text

genres, forms, compare, contrast

determine, context clues, affixes, roots

analyze, analysis, explicit inference

structure, development, support, textual evidence

vary, pattern, style, consistency, tone

INSTRUCTIONAL FOCUS

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. 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.

Determine an author’s point of view or purpose in a text and explain

how it is conveyed in the text.

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.

WRITING FOCUS

Students will write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-

structured event sequences

Utilizing TW students will produce clear and coherent writing in which

the development, organization, and style are appropriate to task,



Teacher chooses ONE of the following: The Phantom Tollbooth

or A Wrinkle in Time


Additional Writing:


Students will complete a five-paragraph essay on the novel for

the essay portion of the EQT. The Essay will count 25% of the

final EQT score.




6+1 Traits Writing (TW): Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days)

every three weeks. Additional writing activities will occur on a daily basis. The writing focus mode

for Fourth Quarter is Narrative Writing. Students will work on their last writing pieces to wrap up

the year. Teachers should look in Traits Writing Teacher’s Edition Unit 9 for activities to wrap up

the year.

Writing Lesson 1: Traits Writing Unit 9 Week 1 Day 1-3

Focus Lesson p.335

Small Groups p.336

The Exhibit p. 336

Writing Lesson 2: Traits Writing Unit 9 Week 1 Day 4

Focus Lesson p.337

Independent Writing p. 337

Finishing the Letter p.337

Writing Lesson 3: Traits Writing Unit 9 Week 2 Day 1 and Day 2

Focus Lesson p.338

Independent Writing p.339

Writing Lesson 4 Traits Writing Unit 9 Day 4 and Day 5

Do’s and don’ts for Next Year’s Students p.340

Whole-Class Discussion p. 340

Winsor Sonday System 2 (WS2): While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor



Suggested Lesson 1: SL.6.1, L.6.6

Discuss the Big Question; Point out that folktales were part of a given community and were passed down

orally. Connect academic vocabulary words to communities theme. ~ 3 Days

(DI) Introduce Elements of Folk Lit by referring to chart SE p. 824. Guide students through a

discussion of oral tradition and types of folk literature using PHL SE p. 825; model examples of


STRATEGY

Assign to each student upon entering class a

section, paragraph, page etc. for reading or

looking at material quickly to gain an overview

of the content. Skimming and scanning are two

very different strategies for speed reading.

They are each used for different purposes, and

they are not meant to be used all the time.

They are at the fast end of the speed reading

range, while studying is at the slow end.

People who know how to skim and scan are

flexible readers. They read according to their

purpose and get the information they need

quickly without wasting time. They do not

read everything which is what increases their



reading speed. Their skill lies in knowing what

specific information to read and which method

to use. Skimming refers to looking only for the

general or main ideas, and works best with

non-fiction (or factual) material. With

skimming, your overall understanding is

reduced because you don’t read everything.

You read only what is important to your

purpose. Skimming takes place while reading

and allows you to look for details in addition to

the main ideas. Unlike skimming, when

scanning, you look only for a specific fact or

piece of information without reading

everything. You scan when you look for your

favorite show listed in the cable guide, for your

friend’s phone number in a telephone book,

and for the sports scores in the newspaper. For

scanning to be successful, you need to

understand how your material is structured as

well as comprehend what you read so you can

locate the specific information you need.

Students may also take notes, share with a

partner, or discuss with class.

each type. Discuss the chart listing types of characteristics PHL TE p. 825.

(DI) Explain concepts of structure and theme to students PH SE p. 825. Distinguish

between stated and implied theme. Discuss structure using PHL SE p. 827 relating it to

theme.

(DI) Introduce common archetypes presented in the chart on PHL SE p. 827. Model

analyzing structure and theme with Close Read PH SE p. 828-831 and discuss. Students

complete Independent Practice PHL SE pp. 832-836, analyzing story elements. Review

questions PH TE and PH SE p. 837.

Suggested Lesson 2: RL.6.2, L.6.1

Read “The Tiger Who Would Be King,” p. 842 and “The Ant and the Dove,” p. 844 or read “The

Lions and the Bulls,” p. 848 and “A Crippled Boy,” p. 850. ~ 2 Days

(DI) Apply Think Aloud strategy to model literary analysis of Cause/Effect PHL TE p. 839

using sidebar notes. Guide students to identify causes/effects as they read.

(DI) Describe a situation where one student takes credit for everyone’s work; elicit feelings

from students. Write about Big Question using sentence starter at the top of PHL SE p. 840

and share responses. Use UR resources for chosen stories; apply Close Reading strategies,

analyzing for literary elements in each selection.

Suggested Lesson 3: RL.6.2, RL.6.5, RL.6.3, L.6.6

Read “Arachne,” p. 860 and “The Whale Rider,” p. 868. ~ 2 Days

(DI) Review Cause and Effect skill. Tell students they will identify causes and effects as

they read. Practice the skill PHL TE pp. 861, 862, 869; PH TE AND PH SE pp. 865, 873.

(DI) Introduce Myths by telling students what elements they will look for as they read. Use

the Myth Map on PHL SE p. 857. Give students a copy of Literary Analysis Graphic

Organizer A or B (Graphic Organizer Transparencies pp. 172-174) to record features as

they read. Practice PH TE AND PH SE pp. 860-864; 868-872. Review PH TE AND PH SE

pp. 865, 873. Big Question: PH TE AND PH SE p. 866. Invite students to discuss how or if,

local communities hand down values just as ancient cultures did.

(DI) Complete the sentence starter on the student p. Test Practice: Cause and Effect PH TE

A SE pp. 876-877.

Suggested Lesson 4: RI.6.5, L.6.4, L.6.6 and L.6.4

Reading for Information PH TE AND PH SE pp. 878-882. ~1 Days

(DI) Have students review selections for words that end with suffixes PHL SE pp. 840, 845,

846, 853. Discuss meanings of suffixes as applied to specific words. ~ 1 Day


www.PHLitOnline.com

http://www.phlitonline.com/



(DI) Guide students to read LN pp. 514-519; PH TE AND PH SE pp. 858, 865, 866, 873

and apply the various strategies to determine word meaning.

(DI) Identify and use various sentences PHL p. 874.

Suggested Lesson 6: L.6.2, L.6.3

(DI) Review strategies for correcting sentences with incorrect punctuation or no

punctuation, CCC pp. 331, 332; LN pp. 309, 210, 220, 230. ~ 1 Day

(DI) Demonstrate how to correct stringy sentences of confusing lengths. Model how to

combine sentences for variety PHL SE p. 805; UR p. 45, LN pp. 277-286.



Unit Twelve

Reflection

Weeks 34-36

May 8-May 26




6TH GRADE

WEEKS 34-36 (May 8- May 26) 15 days OVERARCHING STANDARDS

RL 6.1 and RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 6.10 and RI 6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


RL.6.2 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.


drama’s plot unfolds in a series of episodes as

well as how the characters respond or change as


RL.6.9 Compare and contrast texts in different

forms or genres (e.g., stories and poems;

historical novels and fantasy stories) in terms of

their approaches to similar themes and topics.

RI.6.2 Determine a central idea of a text and how

it is conveyed through particular details; provide

a summary of the text distinct from personal

opinions or judgments.

L.6.4 Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases

RL.6.4 Determine the meaning of words and


figurative and connotative meanings; analyze the

impact of a specific word choice on meaning and

tone.




Writing Supporting Standards Speaking and Listening Standards Language Standards

W.6.1 Write arguments to support claims with

clear reasons and relative evidence.

SL.6.2 Interpret information presented in diverse

media and formats (e.g., visually, quantitatively,

orally) and explain how it contributes to a topic,

text, or issue under study.



specific words and phrases; gather

vocabulary knowledge when considering a

word or phrase important to comprehension

or expression.



Unit 12 Weeks 34-36 May 8-May 26 (15 days) Essential Question(s): What is the importance of theme in folk literature? SUGGESTED TEXTS


“Mowgli’s Brothers,” p. 886

“James and the Giant Peach,” p. 896

“The Three Wishes,” p. 936

“The Stone,” p. 942

“First They Came for the Socialists” by Martin Niemoller

“Influence” by Nettie Squire Sutton


fantasy, realistic, literal

summarize, objectively, explain, create, theme, central idea

commas, colons, semi-colons


explain, develop, point of view

compare, contrast, forms, genres

summarize, objectively, explain, create, theme, central

delineate, argument, claim, evidence

complex, engage, appreciate, appropriately

apply, conventional, punctuation, convey

determine, text, meaning, gather, media, formats, synthesize

Instructional Focus

Determine a theme or central idea of a text and how it is conveyed

through particular details; provide a summary of the text distinct from

personal opinions or judgments. 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. 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. 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.

WRITING FOCUS

Students will write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-

structured event sequences

Utilizing TW students will produce clear and coherent writing in which

the development, organization, and style are appropriate to task,



Teacher chooses ONE of the following: The Phantom Tollbooth

or A Wrinkle in Time


Additional Writing: Students will keep a weekly journal or writing log.

Students will complete a five paragraph essay on the novel for

the essay portion of the EQT. The Essay will count 25% of the

final EQT score.

Honors EQT Novel Assessment Essay—Students will be given EQT

Essay assessment 2 weeks prior to the End of the Quarter Assessment.



ASPIRE CONNECTIONS

Test Practice: Purpose for Reading: pp. 956-

957

Cumulative Review: pp. 1002-1005


Traits Writing (TW): Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every

three weeks. Additional writing activities will occur on a daily basis. The writing focus mode for

Fourth Quarter is Narrative Writing. Students will work on their last writing pieces to wrap up the year.

Teachers should look in Traits Writing Teacher’s Edition Unit 9 for activities to wrap up the year.

Writing Lesson 1: Traits Writing Unit 9 Week 1 Day 1-3

Focus Lesson p.335

Small Groups p.336

The Exhibit p. 336

Writing Lesson 2: Traits Writing Unit 9 Week 1 Day 4

Focus Lesson p.337

Independent Writing p. 337

Finishing the Letter p.337

Writing Lesson 3: Traits Writing Unit 9 Week 2 Day 1 and Day 2

Focus Lesson p.338

Independent Writing p.339

Writing Lesson 4 Traits Writing Unit 9 Day 4 and Day 5

Do’s and don’ts for Next Year’s Students p.340

Whole-Class Discussion p. 340


While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor



Suggested Lesson 1: RL.6.2, RL.6.3 Read “Mowgli’s Brothers,” p. 886 and “James and the Giant Peach,” p. 896. ~2 Days

(DI) Introduce the skill Comparing Elements of Fantasy PH TE and PH SE p. 884; discuss the

bulleted list and give students a copy of Comparing Elements of Fantasy Graphic Organizer B

(GO Transparencies p. 176). Practice PHL TE pp. 887-889, 892-894, 897, 900, 902, 903.

(DI) Review PH TE and PH SE p. 905. Give students the prompt to write an essay comparing


STRATEGY In a research review on questioning

techniques, Wilen and Clegg (1986) suggest

teachers employ the following research-

supported practices to foster higher student

achievement:

· *phrase questions clearly;

· *ask questions of primarily an academic

nature;

· *allow three to five seconds of wait time

after asking a question before

requesting a student's response, particularly

when high-cognitive level

questions are asked;

· *encourage students to respond in some

way to each question asked;

· *balance responses from volunteering and

non-volunteering students;

· *elicit a high percentage of correct

responses from students and assist with

incorrect responses;

· *probe students' responses to have them

clarify ideas, support a point of view,

or extend their thinking;

· *acknowledge correct responses from

students and use praise specifically and

discriminately.




and contrasting the use of fantastic and realistic elements in the two selections.

(DI) Remind students that adults try to teach children the rules of society; Big Question PH SE

p. 885. Have students complete the sentence starter on the pp. and discuss responses as a class.

Multimedia: Watch excerpts from the movie based on The Jungle Book to find out what

happens to Mowgli and to learn if the prediction made by Bagheera will come true.

Suggested Lesson 2: RL.6.2, SL.6.2, L.6.6 Read “The Three Wishes,” p. 936 and “The Stone,” p. 942. ~3 ½ Days

(DI) Introduce the skill Setting a Purpose PH TE and PH SE p. 933 using the student pp. and

practice PHL TE pp. 937, 944, 947, 950. Review PH SE pp. 939, 953.

(DI) Introduce and model the skill Universal Theme PH SE p. 933. Give students a copy of

either Literary Analysis Graphic Organizer A or B (GO Transparencies pp. 189-191). Practice

PH SE pp. 938, 945, 946, 951. Review PH SE pp. 939, 953.

Suggested Lesson 3: RL.6.2, RL.6.4 Suggested Poetry: Unit 6: “First They Came for the Socialists” by Martin Niemoller and ~1/2 day

“Influence” by Nettie Squire Sutton.

Share a time when you made someone arrive early or late to an event. Discuss why each

individual’s actions affect the whole group, PH SE p. 940. Have students complete the sentence

starter on the student pp. Discuss their responses.

Test Practice: Purpose for Reading PH SE pp. 956-957.

Suggested Lesson 4: RI.6.2, L.6.4

(DI) Connect and clarify Central Idea PH SE p. 958. Introduce the skill and use the chart on the

student pp. Model the skill. Practice PH SE pp. 959-960. Review PH SE p. 961. Give students

the prompt. Students will write directions using the tips discussed in the article and information

from the map. ~ 3 Days

(DI) Compare Foreshadowing and Flashback. Introduce the skill using the instruction on p.

962. Give students a copy of Comparing Foreshadow and Flashback Graphic Organizer B (GO

Transparencies p. 196).

(DI) Model the skill PH SE p. 962 and practice PH SE pp. 965, 966, 971-974, 977, 979, 980,

982-986. Review PH SE p. 987. Students may write an essay comparing and contrasting the

authors’ use of foreshadowing and flashback in the two selections just read.

(DI) Big Question: Remind students that communities influence how people develop and

provide support for one another. Have students complete the sentence starter on student pp. and

share responses.

Review for EQT using Cumulative Review


Honors and regular students will be given EQT Essay (Narrative) two weeks prior to the multiple

Multimedia: Watch excerpts from

the movie based on The Jungle Book

to find out what happens to Mowgli

and to learn if the prediction made

by Bagheera will come true.



choice portion. Use EQT Writing Rubric is in the 6th Grade Honors Folder. ( 1 Days)




Reflection

Weeks 37-38

(4 Days)



Suggested List of Additional Activities for Honor Students

Write a 5W poem about particular chapters and have students present in class.

o http://www.readwritethink.org/files/resources/lesson_images/lesson391/5W.pdf

Create an ABC booklet that relates to the novel

o http://www.educationworld.com/a_curr/strategy/strategy031.shtml

Find a poem that would relate to the novel and write a paragraph explaining how the poem relates

Research a topic related to the novel and create a Padlet for display

o https://padlet.com/

Create a storyboard highlighting the important scenes from the novel

o http://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-and-students

Have the students participate in a book talk on the novel- the teacher will provide topic choices

o http://c.ymcdn.com/sites/www.tepsa.org/resource/resmgr/imported/SummerConference/Handouts/6d.pdf

o https://www.teacherspayteachers.com/Product/Book-Talk-Directions-Rubric-and-Peer-Review-396847

Find Significant Quotes

o Find and copy significant quotes (four to six for the novel). Pick quotes that are significant to the plot, difficult to understand,

interesting, and/or surprising. In your journal or on your paper, explain the significance of the quotes (what they mean, why they are

important, etc.) and why you chose them.

Complete a book evaluation

o http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/help-child-write-book-30292.html

Write Personal Reflection- YOU MUST REVIEW THESE QUESTIONS prior to giving to students. All questions MAY NOT BE

SUITABLE for middle schoolers or relate to your novel.

o http://www.d118.org/district/curriculum/initiatives/reflection_comprehension_questions_maturing_readers.pdf

o http://www.readwritethink.org/files/resources/lesson_images/lesson864/discussion-ques.pdf

o http://theliterarylink.com/bloom_questions.html

http://www.readwritethink.org/files/resources/lesson_images/lesson391/5W.pdf

http://www.educationworld.com/a_curr/strategy/strategy031.shtml

https://padlet.com/

http://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-and-students

http://c.ymcdn.com/sites/www.tepsa.org/resource/resmgr/imported/SummerConference/Handouts/6d.pdf

https://www.teacherspayteachers.com/Product/Book-Talk-Directions-Rubric-and-Peer-Review-396847

http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/help-child-write-book-30292.html

http://www.d118.org/district/curriculum/initiatives/reflection_comprehension_questions_maturing_readers.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson864/discussion-ques.pdf

http://theliterarylink.com/bloom_questions.html



Complete Literacy Extension Cards

o http://www.kbumreading.com/files/Literacy_Extension_Cards_2007-08.pdf

Create a personalized license plate for one of the characters in the book

o http://www.uhstitans.com/_cache/files/1401cfd2-4577-4aa7-a487-

323afd4d03f6/16D39BFB683FAF4467632F16641E3E52.character-license-plate-project.pdf

Complete Grammar Activities

o Find the nouns (people, places, or things) in the story.

o Find the verbs (action words) in the story.

o Write the adjectives (describing words) in the story. Beside each adjective, write the word it is describing.

Create or Locate Figurative Language

o Have students create a one-page handout listing examples of figurative language from the novel or writing their own examples

o Students can then create an illustration on one of their figurative language examples

A great read and resource for the teacher-

o http://www.edutopia.org/blog/projects-engage-middle-school-readers-beth-holland

http://www.kbumreading.com/files/Literacy_Extension_Cards_2007-08.pdf

http://www.uhstitans.com/_cache/files/1401cfd2-4577-4aa7-a487-323afd4d03f6/16D39BFB683FAF4467632F16641E3E52.character-license-plate-project.pdf

http://www.uhstitans.com/_cache/files/1401cfd2-4577-4aa7-a487-323afd4d03f6/16D39BFB683FAF4467632F16641E3E52.character-license-plate-project.pdf

http://www.edutopia.org/blog/projects-engage-middle-school-readers-beth-holland

th Grade ELA Curriculum - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/MobileCounty/...6th Grade ELA...

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