€¦ · Web viewFor the Hazleton Area School District, the ELA Curriculum Committee (2014) has...

Hazleton Area School DistrictLiteracy Curriculum

Aligned to PA Core Standards and

English Language Proficiency Standards

Sixth Grade

Sixth Grade

The ELA (K-8) Curriculum Committee

Dr. Christopher J. Lake, ChairpersonMichael BalayDanielle BernsteinDebbie BoyleRandi ChapinCatherine CarrellAnn Marie CorradoLinda DeCosmoKelly FegleyAnn FranzosaKatherine FrumkinPatricia GallowayJanice KellyChristine LaMonicaJennifer TomashunisElizabeth Sannie

Sixth Grade

What is a Curriculum Framework?

A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do.

A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached, there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career and college ready.

A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of achieving the standards.

A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on the standards.

A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet the needs of the students in the Hazleton Area School District.

Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and Writing. It is the intent that that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing assessments about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to teaching each in isolation. Even in the case when language arts may be taught by a teacher different from the teacher who teaches reading, integration is vital for students’ language development.

Sixth Grade

http://en.wikipedia.org/wiki/Achievement_gap

http://en.wikipedia.org/wiki/Standards_based_education_reform

PA Core Standards for Sixth Grade

Reading1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.1.3 Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.

Reading Informational TextKey Ideas and Details Explain how main idea is conveyed through particular

details Summarize the text without personal opinions or

judgment Cite textual evidence by quoting accurately from text to

support inferences and generalizations Analyze how an individual, event, or idea is introduced,

illustrated, and elaborated in a textCraft and Structure Explain how an author’s point of view is conveyed in a

text Analyze the structure through paragraphs, chapters, or

sections Interpret figurative language (simile, personification,

hyperbole, metaphor, analogy)

Reading LiteratureKey Ideas and Details Explain how a theme is conveyed through particular

details Summarize the text without personal opinions or

judgment Cite textual evidence by quoting accurately from text

to support inferences and generalizations Describe how a plot develops and how characters

respond or change as the plot moves to a resolutionCraft and Structure Explain how an author’s purpose is conveyed

through the text Analyze how the structure of a text contributes to

development of theme, setting, and plot Interpret figurative language (simile, personification,

hyperbole, metaphor) Explain how sound devices convey meaning in a work

Sixth Grade

Integration of Knowledge and Ideas Use multiple print or digital sources to develop a coherent

understanding of a topic or issue Evaluate an author’s argument by examining claims and

determining if they are supported by evidence Examine how two authors present similar information in

different types of textVocabulary Acquisition and Use Use words and phrases acquired through conversations,

general academics and content-specific vocabulary, including contrast, addition, and other logical relationships

Determine or clarify the meaning of unknown or multiple-meaning words and phrases choosing flexibility from a range of strategies and tools

Integration of Knowledge and Ideas Compare and contrast the written word to a visual

and/or auditory experiences Compare and contrast texts in the same genre on

their approaches to similar themes and topics as well as literary elements

Vocabulary Acquisition and Use Use words and phrases acquired through

conversations, general academics and content-specific vocabulary, including contrast, addition, and other logical relationships

Determine or clarify the meaning of unknown or multiple-meaning words and phrases choosing flexibility from a range of strategies and tools

Sixth Grade

Writing1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

Informative Argumentative NarrativeFocus Identify and introduce the topic for

the intended audienceIntroduce the topic state an opinion Establish a situation and introduce a

narrator and/or charactersContent Develop and analyze the topic with

relevant facts, definitions, concrete details, quotations, including illustrations and multimedia when appropriate

Use clear reasons and relevant evidence to support claims, using credible sources

Use dialogue and descriptions of actions, pacing, thoughts, and feelings to develop experiences and events or show the response of characters to situations; use concrete words and phrases and sensory details precisely

Organization Organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast, and cause/effect

Use transition, provide a conclusion Include formatting when useful

Organize the claim with clear reasons and evidence

Clarify relationships among claims and reasons

Provide a concluding statement or section

Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases; provide a conclusion that follows from the narrated experiences and events

Style Use precise language and domain-specific vocabulary

Use sentences of varying length and complexities

Develop and maintain a consistent voice

Establish and maintain a formal style

Use precise language and domain-specific vocabulary

Use sentences of varying length and complexities


Establish and maintain a formal style

Vary sentence patterns for meaning, interest, and style

Use precise language (i.e. proper nouns and adjectives)


Conventions Use compound sentences with a subordinating conjunction

Use complex sentencesUse appropriate transitions between

and within paragraphs

Use compound sentences with a subordinating conjunction

Use complex sentencesUse appropriate transitions between

and within paragraphs

Use compound sentences with a subordinating conjunction

Use complex sentencesUse appropriate transitions between and

within paragraphs

Sixth Grade

Use varying sentence openers with phrases and clauses

Use semi-colons with subordinating conjunctions

Use commas with sentence openers and compound sentences

Use correct grade-level spelling




Use correct grade-level spelling




Use correct grade-level spellingGrammar

Define, identify, and analyze independent and dependent clauses by sentence patterns Combine simple sentences into compound sentences using subordinating conjunctions Identify and use adverb dependent clauses and prepositional phrases, with correct punctuation for sentence openers Use verb tenses correctly Use correct form of irregular verbs Use commas correctly in compound sentences and complex sentences Use semicolons correctly with compound sentences Define, identify and correct run-on sentences in self and peer writing

Response to Literature Draw evidence from literary or information texts to support analysis, reflection, and research Apply grade level reading standards for literature and informational texts

Production and Distribution of WritingWriting Process

With guidance and support, Strengthen writing through planning, revising, editing, rewriting, or trying new approach

Technology and Publication Use technology, including Internet, to produce and publish writing as well as to interact and collaborate with others Demonstrate sufficient keyboarding skills to type a minimum of three pages in a single sitting

Conducting Research Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

Credibility, Reliability, and Validity of SourcesSixth Grade

Gather relevant information from multiple print and digital sources Access credibility of each source Quote or paraphrase the data and conclusions of others, avoiding plagiarism Provide a basic bibliographic information of sources

Speaking and Listening1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussion.

Comprehension and CollaborationCollaborative Discussion

Engage effectively in a range of collaborative discussions on grade level topics Build upon others’ ideas Express own ideas clearly

Critical Listening Delineate the speaker’s argument and specific claims by identifying specific reasons and evidence Recognize arguments or claims not supported by factual evidence

Evaluating Information Interpret information presented in diverse media and formats Explain how each claim is supported by reasons and evidence

Presentation of Knowledge and IdeasPurpose, Audience, and Task

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas and themes

Use appropriate eye contact, adequate volume, and clear pronunciationContext

Sixth Grade

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation

Integration of Knowledge and IdeasMultimedia

Include multimedia components and visual displays to presentations to clarify informationConventions of Standard English

Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content

Socialization Skills

Sixth Grade

For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization skills for its curriculum development. Through a thematic approach, students will learn important social skills to be a good citizen while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal which will build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE WORKERS; Second Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade, RESPONSPIBLE STUDENTS; Fifth Grade, DECISION MAKERS; Sixth Grade, TOLERATE THINKERS; Seventh Grade; CONFIDENT INDIVIDUALS; and Eighth Grade, WORLDLY THINKERS. These skills and overarching goals will develop accepting and understanding global thinkers for the 21st Century.

Sixth Grade: Goal: Tolerant Thinkers(Descriptor) As adolescents begin their transition into adulthood, they must be able to recognize, acknowledge, accept, and appreciate differences in each other. Students should embrace other cultures as well. Teachers serve as a positive role model to help the students associate bias with ignorance. The teacher will support, encourage, and praise the students in their development, they will use informational text and literature to explore how persons and characters think for themselves rather than relying on the opinions of others

Theme One: Changes

Theme Two: Excursions Across-Time

Theme Three: Accomplishments

Theme Four: Figure It Out(Challenges)

Theme 1- (Unit 1)-McGraw -HillChanges

Sixth Grade

(Quarter 1)

Enduring UnderstandingUnderstand the positive and negative aspects of changeUnderstand and draw own conclusions to whether change is a good thing or bad thingUnderstand factors that create changeUnderstand the knowledge and changes of the past that have influenced the presentUnderstand how changes of the past affect the present and the futureUnderstand how change transforms the way people look at the world

Essential QuestionsHow do new experiences offer new perspectives?Why do people form alliances?How do life forms vary in different environments?How do natural forces affect earth?What factors influence how people use money?How do the events of the past affect the future changes in our world?How does changing something make it better?What are the significant world changes that affect our lives?Can I make a change/difference in the world?In what ways do we change as we grow up?How do experiences cause us to change?What distinguishes childhood from adulthood?How can you keep your individuality as you grow up?

Cumulative Assessment(s) Choose One: Give a speech expressing how you can affect our world. Give your opinion of what you think needs to change and how you will make that

change. Write a personal narrative telling how you have changed / been influenced by an event in your past. Give details to how this event

shaped the way you look at things in a different way. Create a collage of pictures from past events in history which have shaped/ changed our lives in modern society.

Goals Goals Goals Assessment(s) Suggested Suggested Resources for teachers Academic

Sixth Grade

ReadingInformational Text

ReadingLiterature

Foundational Skills, Writing, Speakin Speaking & Listening

*=nonnegotiabl

*Negotiable*=nonnegotiable

(Additional resources)

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

Analyze the author’s structure through the use of paragraphs, chapters, or sections.

Main idea and Key details

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.

Evaluate an author’s argument by examining claims and determining if they are

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

Main idea and Key details:

~Analyze how the structure of a text contributes to the development of theme, setting, and plot.

~Describe how a particular story 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

Demonstrate a gradeappropriate command of

standard Englishgrammar, usage,

capitalization, punctuation, and spelling.

Grammar;Sentence types and

Grammar , mechanics ; endpunctuation, capitalizationfor each sentence type.

Sentence combining,punctuation in compoundsentences(semi-colon, and

Clauses and Complexsentences; punctuating

Organize ideas, concepts, andinformation using strategiessuch as definition, classification,comparison/contrast, andcause/effect; use appropriatetransitions to clarify the relationships among ideas andconcepts; provide a concludingstatement or section; includeformatting when useful to

aiding comprehension.

Write arguments to support

Use clear reasons and relevant evidence to support claims,using credible sources anddemonstrating anunderstanding of the topic.

Organize the claim(s) with

*Nonnegotiable:Unit-1 Writing

Autobiographical

Personal Narrative

*AdditionalAssessments:-McGraw-Hill

Weekly , Unit & Ben Benchmark-Teacher made

-quizzes,-PDN’s,-Thumbs Up/Down-Exit Ticket-Student Led

-Journal entries-Think/Pair/Share

*Rubrics:-Personal Narrative

*Other District

-Study Island

-Scholastic Reading

*McGraw-Hill (Unit 1)

Read Aloud Reading/

Leveled

Main selection/ paired

McGraw-Hill Unit 1 Resources; Anthology-main Selection &

-Leveled Readers-Novels- vocabulary cardsAdditional Resources;

Houghton Mifflin Leveled Readers:-Swimming Lesson-Don’t Bug Me!-Buddy-Going The Distance-Take A Chance-Lone Wolf

Novel: Because of Winn-DixieBy Kate Dicamillo

Novel: Peter Pan(choice of leveled selections)Media version of Peter Pan story

Choose one Novel:Novel: Because of Winn-DixieBy Kate Dicamillo


Teachervision.com-Ann Frank, Diary of Young Girl, includes

classroom activities- Minty; Story of a Young Harriet Tubman~Houghton Mifflin Leveled Readers:-Swimming Lesson-Don’t Bug Me!-Buddy-Going The Distance

Literature Vocabulary:DiscoverSimilar/similarityDifferent/differenceExploreResearchCharacterSettingPlotGenreContext CluesImaginary presentationSequenceMain idea ExplainDefineInterpretInferenceStrategySummarizingText StructureAnalyzeFocusorganize

Story Vocabulary/ Unit Vocabulary: (Online resource word list)

ConsolationGlimmerHeinousIndispensablePerceptionPhobicSarcasticThresholdAdversityAllianceConfinementInflictedReminisce

Sixth Grade

supported by evidence.

Examine how two authors present similar information in different types of text.

resolution.~Compare and contrast the experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching.~Compare and contrast texts in different forms or genres in terms of their approaches to

similar themes and topics as well as their use of additional literary elements.

~Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase

clear reasons and evidenceclearly; clarify relationshipsamong claim(s) and reasonsby using words, phrases, and clauses; provide a concludingstatement or section thatfollows from the argument

Engage and orient the reader by establishing a context andintroducing a narrator and/orcharacters.

Use narrative techniquessuch as dialogue, description,and pacing to develop experiences, events, and/orcharacters; use precisewords and phrases, relevantdescriptive details, andsensory language to conveyexperiences and events.(Expression and phrasing)

Draw evidence from literaryor informational texts tosupport analysis, reflection,and research, applyinggrade level reading‐standards for literature andliterary nonfiction.

Conduct short researchprojects to answer a question,drawing on several sourcesand refocusing the inquiry

n appropriate.

Delineate a speaker’sargument and specificclaims by identifyingspecific reasons andevidence, and recognize arguments or claims notsupported by factual

Interpret informationpresented in diverse media

-Take A Chance-Lone Wolf

Novel: Because of Winn-DixieBy Kate Dicamillo


Online resources:www.treasuresresources.comwww.InsideNG.comwww.nationalgeographic.com(movies, passages, etc. )www.onlineliterature.com/forumswww.storylovers.comwww.learningtogive.org/resources/

www.redbricklearning.comwww.ehow.comwww.readworks.orgwww.redbricklearning/Capstone

classroom resources: novels, audio-books etc. for

www.teacherspayteachers.com( resources- must enroll) https://www.teachervision.com/poetry/printable/39741.html

https://www.teachervision.com/printablebook/resource/54429.html?detoured=1#reading

RetrievedSmuggleSpindlyClassificationCompartmentEngulfsFlankedManeuveringObscureSpeciesSubmergedCascadedDocumentationDynamicExertsPlummetingPulverizeScaldingShardsAvailableBasicallyFactorsFluctuateFormulaInventoryManufacturedsalaries

Sixth Grade

https://www.teachervision.com/

important to comprehension or expression.~Read /comprehend literary fiction on grade level, reading independently and proficiently.

and formats (e.g., visually, quantitatively, orally) andexplain how it contributesto a topic, text, or issue

Sixth Grade

Theme 2- (Unit 2) McGraw Hill6th

Excursions Across Time(Quarter 2)

Enduring UnderstandingUnderstand how acts of courage impact othersUnderstand the lasting effects of courageUnderstand how people grow from obstaclesUnderstand the difference between outwardly courageous and quietly courageousUnderstand how courageous people evolve from conflictand problemsUnderstand how literature provides insight into the life and times of the period in which it was writtenUnderstanding how past history influences on the present

Essential Questions

What contributions were made by early settlers?How did democracy develop?What are the advantages or disadvantages of democracy?What was life like in ancient cultures?What influences the development of culture?What can the past teach us?What is courage?What motivates people to be courageous?

Cumulative Assessment(s) Choose One: Research a famous person from history and present a speech, or write an essay expressing how this person has affected or influenced you or our

society in a positive manner. In the speech describe the personal characteristics which made this person courageous. Create a timeline of American historical events which have profoundly changed our society (Timeline can be presented in poster/ foldable manner).

Goals Goals Goals Assessment(s)*=nonnegotiable

Suggested Suggested Resources for teachers Academic

Sixth Grade


ReadingLiterature

Foundational Skills, Writing, Speaking & Listening

& negotiable Materials*=nonnegotiable

(Additional Resources) Vocabulary

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.Determine or clarify the meaning of unknown and multiple meaning ‐words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools

Determine or clarify the meaning of unknown and multiple meaning ‐words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.

Determine the meaning of words and phrases as they are used in grade-level content, including interpretation of figurative language in context.

Demonstrate understanding of figurative language.

Word Relationships and nuances in word meanings.

Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.

Identify text structure: --Problem/Solution-Compare/Contrast,-Determine point of view,-Determine Theme of story

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

Demonstrate a grade‐ appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Introduce and state an opinion on a topic.

Write a narrative to develop real or imagined experiences or events.

Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from theNarrator’s experiences and eve

Write with an awareness of the stylistic aspects of writing.

Varied sentence patterns for meaning ,reader/listener interests/styles

*Writing Assessments:Explanatory essay-Formal Letter-Focus-Informative text

*Rubrics:-Explanatory essay-Formal Letter-Focus-Informative text

*AdditionalAssessments:-McGraw-Hill Weekly , Unit & Benchmark-Teacher made tests,-quizzes,-PDN’s,-Thumbs Up/Down-Exit Ticket-Student Led discussions-Journal entries-Think/Pair/Share

*Other District Assessments:

-Study Island Benchmarks (3)-Scholastic Reading Inventory (3)

--------------------------

Options for Differentiated Assessments:

*McGraw-Hill (Unit 2):

-Reading/Writing Workshop-Read Aloud-

McGraw-Hill Resources: Unit 2-Anthology Stories-Leveled Readers-Novels

Additional Resources;Houghton Mifflin-grade 6“Hatchet”“ Passage to Freedom”

A Woman’s CourageTriumph Learning(Online only)

Houghton Mifflin Leveled Readers: (varied)-An Unexpected Hero-The Story Of Oskar Schindler-Cesar Chavez-Underground Rescue-River of No Return-I Double Dare You

Triumph Learning:(Online only teachers’ resource)

Books Should Be Freehttp://www.booksshouldbefree.com/book/Junior-Classics-Volume-7www.onlineliterature.com/forumswww.storylovers.comwww.learningtogive.org/resources/folktales/traitwww.redbricklearning.com

Literature Vocabulary;ProtagonistAntagonistCharacter developmentCentral/main/key ideaThemePoint of view ELA vocabulary;AppositivesOpen syllablesExpressionPossessive nouns

Anthology vocabulary;ArtifactCommunalDerivedInscriptionMillenniumStationeryUtilizeYieldsAspiringFoundationPrecededPrincipalPromoteRestrict

Sixth Grade

Demonstrate understanding of figurative language, Word Relationships, and nuances in word meanings.

Determine the 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.

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

Use the relationship between particular words (e.g. cause/effectPart/whole, item/category) to better understand each word, Identify and write a Problem & Solution as an informational text.

Determine an author’s purpose in a text and explain how it is conveyed in a text.

Use precise language

Develop and maintain a consistent voice.

Demonstrate a grade ‐appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Phonics:-Syllabication-Inflectional endings-Irregular plurals

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

Identify and introduce the topic for the intended audience.

Write with an awareness of the stylists aspects of composition.

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

• Use sentences of varying lengths and complexities.

• Develop and maintain a consistent voice.

• Establish and maintain a formal style.

Engage effectively in a range of collaborative discussions,

Write a well- developed paper about how the character had the “courage to follow his/her convictions.What were his/her convictions?

WhatChallenges arose when the character followed these convictions? Be sure to cite at least three specific examples from the text to justify your response.

Write a narrative using Dialogue, varied Words(do not use good, said, nice)

Compare and contrast texts in different forms of genres(e.g. stories, and poems: historical novels and fantasy stories)Oral Presentation-Choose a story to read, summarize, and present to the class. Part of the presentation should include the meaning of the story, the qualities of the courageous character, and how the dialect affects the story.

www.ehow.comwww.readworks.orgwww.poetryfoundation.org :

-Figurative language lessons:www.buzzle.com

My Herohttp://myhero.com/go/directory/

SpeculationWithstandAlcoveCommerceDomesticExoticFluentStiflingUpheavalUtmostBenefitDeftlyDerisionEavesExpertiseImpudenceLegacySymmetryCommemorateContemporaryForlornmajesticCourageCourageousConvictionBraveryOppressionConvince

Sixth Grade

on grade level top‐ ics, texts, and issues, building on others’ ideas and expressing their own clearly.

Ask and answer questions

Research a HeroOpinion/Argumentative

Writing- write your own essayDescribing an exemplary courageous character, include some graphics or visuals that demonstrate the setting(either historical or present day)

Students will retell a story in order, (BME) using correct vocabulary and syntax.

Theme 3( McGraw-Hill Unit 3)

Sixth Grade

Accomplishments(Quarter 3)

Enduring UnderstandingUnderstand diversityUnderstand development of a changing global-world and workforceUnderstand the importance of cooperationUnderstand and appreciate cultural differences and diverse work environmentsUnderstand and develop a healthy respect for others in a diverse worldUnderstand what it takes to accomplish a goal

Essential Questions:What happens when people share ideas?What kinds of challenges transform people?What can people accomplish by working together?How can one person affect the opinion of others?What steps can people take to promote a healthier environment?What is Diversity?What defines being an American? Who decides this?What are the reasons people move to new places?How do people decide where and when to move?What defines Home?How does where you are change who you are? / Does it?What challenges do immigrants face?

Assessment(s) Choose One: With your group, Write a story/drama in which includes dialogue between characters. This story should develop a story about people who have to change and

work together to accomplish a task or overcome a challenge. Present a skit with characters and dialogue which dramatically shows the events in the character’s lives. This can be a realistic interpretation of personal family

events or events in a famous character’s life who has transformed in this event. ( EX: Immigration, or American Civil-Rights movement) Create a collage of images from various ethnic groups who have immigrated to America in order to change and improve their lives.

Goals Goals Goals Assessment(s) Suggested Materials Additional Resources for teachers;

Sixth Grade


ReadingLiterature

Foundational Skills, Writing, Speaking & Listening

*=nonnegotiable

*=nonnegotiable Negotiable Academic

Vocabulary - Write an Informational Illustration with a clear topic and a descriptive introduction, facts, and definitions( use of examples to explain, clarify, or justify)

-Write a Narrative using Dialogue, Varied Words(do not use said, good, nice)

-Use Figurative Language in your writing (mastery of simile and onomatopoeia)

-Identify and write a Problem/Solution as an Informational Text

Read and comprehend literary nonfiction and informational text on grade level, reading

- Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

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

Analyze how the structure of a text contributes to the development of theme, setting, and plot.

Analyze how the structure of a text contributes to the development of theme, setting, and plot.

Write a Narrative using Dialogue, Varied Words(do not use said, good, nice)

-Use Figurative Language in your writing (mastery of simile and onomatopoeia)

Write an Informational Illustration with a clear topic and a descriptive introduction, facts, and definitions (use of examples to explain, clarify, or justify.

-Identify and write a Problem/Solution as an Informational Text

Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify

*McGraw-Hill;-Weekly , Unit & Benchmark-Teacher made tests,-quizzes,-PDN’s,-Thumbs Up/Down-Exit Ticket-Student Led discussions-Journal entries-Think/Pair/Share


-Study Island Benchmarks (3)-Scholastic Reading Inventory (3)-------------------

Differentiated Assessments:

-Compare and Contrast a short story and a poem about Diversity using a graphic organizer

-Write an

*McGraw-Hill;(Unit 3)

Read Aloud Reading/

Writing Workshop

Leveled Readers;Main selection/ paired selection

McGraw-Hill Unit 3Additional Resources;-Anthology-Main Selection & Paired selection-Leveled Readers-Novels-vocabulary cards

Literature Vocabulary:

DiversityCultureMigrationImmigrationCitizenshipVisaPassportNationalInternationalCultureEthnicityChallengeSocietycontributecelebrationheritage

Story Vocabulary/ Unit Vocabulary: (Online resource word list)

CapacityEnthralledFallowInsightNegotiateRegulationResemblanceUnseemlyDilemmaFeeblyPersistent

Sixth Grade

independently and proficiently.

Determine the meaning of words and phrases as they are used in grade level ‐reading and content, including interpretation of figurative language in context.

Compare and contrast the experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching.

Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as their use of additional literary elements.

Determine or clarify the meaning of unknown and multiple meaning ‐words and

the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

Write arguments to support claims.

Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic.

Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows from the argument presented.

Write with an awareness of the stylistic aspects of composition.• Use precise

language and domain specific ‐vocabulary to inform about or explain the topic.

Informational Illustration with a clear topic and a descriptive introduction, facts, and definitions( use of examples to explain, clarify, or justify)

-Write a 3-5 paragraphs (differentiated by teacher)-Problem/Solution informational text about Titanic.

-write a letter to a titanic survivor

-Create a Multicultural restaurant MenuGive a 2-5 minute speech about your family ethnic heritage.-Create a family History/Tree include at least 4 generations

-Create a poster explaining your family’s ethnic heritage

RecoiledRousedSkewedSummonVastnessAbundantImpoverishedIngenuityProductivitySharecropperSolitudeUnearthedWindsweptAdaptAristocracyCollectivePersistencePrevailProminentSpectatorsTrailblazerAdvocatesCommonplaceDesignateInitialInsulationInvasiveIrrationalOptimal

Sixth Grade

phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.

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.

Read and comprehend literary fiction on grade level, reading independently and proficiently.

Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

• Use sentences of varying lengths and complexities.



Demonstrate a grade ‐appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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

Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words

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and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading ‐standards for literature and literary nonfiction.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

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appropriate.

Delineate a speaker’s argument and specific claims by identifying specific reasons and evidenceand recognize arguments or claims not supported by factual evidence.

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.

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.

Include multimedia components and visual displays in presentations to clarify information.

Theme 4 / Figure It Out! (Unit 4 McGraw –Hill / Challenges) Quarter 4

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Enduring Understanding

Understand situations by discovering the truthUnderstand theory and Hypothesis in unexplained situationsUnderstand that some things have no explanationUnderstand steps to researching and discoveringUnderstand the importance of close reading for understanding complex texts and informational writingEssential Questions

What is a Hypothesis?What is close reading?Why do we need to discover the undiscovered? Do we need to discover the undiscovered?How do mysteries get solved?Why do scientists look for and discover uncharted territories in, on and around the world, both past, and present?Can we learn from past mysteries?

Assessment(s) Choose One: Research a scientific mystery, and explain how this scientific mystery was discovered and how it influenced our world (EX: Dinosaurs, The Ice-age,

etc.).

Write a hypothesis expressing a problem and how you would solve this issue. Give explicit details in order to give clarification and aid in comprehension

Create a picture presentation (EX: collage, foldable, or timeline ) representing mysteries which have been uncovered in our world. Research using multi-media techniques, including books, internet sources, magazines etc. Sources must be cited.

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GoalsReadingInformational Text

GoalsReadingLiterature

GoalsFoundational Skills, Writing, Speaking & Listening

Assessment(s)*=nonnegotiable

Suggested Materials*=nonnegotiable

Suggested Resources for teachers Academic Vocabulary

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Determine the meaning of words and phrases as they are used in grade level ‐reading and content, including interpretation of figurative language in context.

Examine how two authors present similar information in different types of text.

CC.1.3.6.ADetermine 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.

CC.1.3.6.BCite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.

CC.1.3.6.CDescribe how a particular story or

Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

Write with an awareness of the stylistic aspects of composition.• Use precise

language and domain specific ‐vocabulary to inform about or explain the topic.

• Use sentences of varying length

And complexities



Demonstrate a grade ‐appropriate

Assessment(s)*=nonnegotiable*McGraw-Hill;-Weekly , Unit & Benchmark-Teacher made tests,-quizzes,-PDN’s,-Thumbs Up/Down-Exit Ticket-Student Led discussions-Journal entries-Think/Pair/Share


-Study Island Benchmarks (3)-Scholastic Reading Inventory (3)-------------------

Suggested Materials*=nonnegotiable*McGraw-Hill;(Unit 4)•Read Aloud•Reading/ Writing Workshop•Leveled Readers;Main selection/ paired selection

Houghton Mifflin Anthology Stories: Theme;What Really Happened?Houghton Mifflin Leveled Readers:-Mysteries of The Bermuda Triangle-Mysteries Giant Squid-The Secrets of Rapa Nui

Play:Looking The Partwww.onlineliterature.com/forumswww.storylovers.comwww.learningtogive.org/resources/folktales/traitwww.redbricklearning.comwww.ehow.comwww.readworks.org

Literature vocabulary:TheoryHypothesisResearchAlibiInvestigatorInferenceDeductive reasoningGenreIdiomsParagraph cluesContext cluesBibliographyHomographConflict resolutionAuthor’s purposeSentence structure

Story vocabularyEx’s of per story vocabulary:EvidenceMysterySuspectWitnessSleuthVictimHunchMotiveAlignment

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http://www.readworks.org/

http://www.ehow.com/

http://www.redbricklearning.com/

http://www.learningtogive.org/resources/folktales/trait

http://www.storylovers.com/

http://www.onlineliterature.com/forums

drama’s plot unfolds in aseries of episodes, as well as how the characters respond or change as the plot moves toward a resolution.

CC.1.3.6.DDetermine an author’s purpose in a text and explain how it is conveyed in a text.CC.1.3.6.EAnalyze how the structure of a text contributes to the development of theme, setting, and plot.

CC.1.3.6.FDetermine the meaning of words and phrases as they are

command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Gather relevant information from multiple print and digitalsources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographicinformation for sources.

~Present claims and findings, sequencing ideas logically

CalamityEclipseGeneratedInconveniencePeriodicProlongedTenacity

AssessCompensateDeterioratedDevastatingImplementPeripheralPotentialSummit

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used in grade level ‐reading and content, including interpretation of figurative language in context.

CC.1.3.6.GCompare and contrast the experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching.

CC.1.3.6.HCompare and contrast texts in different forms or genres in terms of their approaches tosimilar

and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

~Adapt speech to a variety of contexts and tasks.~Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content.

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themes and topics as well as their use of additional literary elements.

CC.1.3.6.IDetermine or clarify the meaning of unknown and multiple ‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.CC.1.3.6.JAcquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary

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knowledge when considering a word or phrase important to comprehension or expression.

CC.1.3.6.KRead and comprehend literary fiction on grade level, reading independently and proficiently.

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Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Standard or

Anchor

Level 6- Reaching

Identify positive and negative behaviors from oral

statements supported by illustrations (such as: in

school, on the playground, in gym class or on the bus).

Role-play examples of etiquette and manners

associated with activities based on illustrated oral

descriptions (such as: sports rules or turn taking).

Role-play positive ways of interacting socially and culturally based on oral

descriptions working with a partner.

Role-play to identify positive resolutions to

peer pressure based on oral descriptions working

with a partner.

Make connections to self from oral scenarios

involving peer pressure.

Match pictures and symbols to words and phrases in

everyday print.

Classify topics identified through everyday print supported by visuals.

Sort relevant information from irrelevant information on topics gathered from

everyday print that is visually supported.

Interpret information on topics gathered from everyday print that is visually supported.

Draw conclusions on topics gathered from everyday print that is visually supported.

Offer greetings, compliments, introductions,

or farewells in authentic context using one or two

words.

Ask WH-questions or exchange information

supported visually.

Initiate or engage in conversation with peers.

Use idiomatic expressions or slang in conversation

with peers.

Use humor or sarcasm in conversation with peers.

Write “To do” lists through pictures and words using a

picture dictionary.

Write short phrases or sentences about personally

relevant tasks working with a partner.

Write simple paragraphs about personally relevant

tasks working with a partner.

Revise paragraphs about personally relevant tasks

with a peer.

Write responses that include language with

multiple meanings (such as: idioms) about

personally relevant tasks using notes and/or graphic organizers.

PA English Language Proficiency Standards: Classroom/Formative Frame

Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting Grade Level: Sixth Grade

Framework for FORMATIVE/CLASSROOM Instruction and Assessment

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Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.

Grade Level: Sixth Grade

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Standard or

Anchor

Level 6- Reaching

List

enin

g Match characters to their character traits (such as: helpful, kind, etc.) after viewing a short skit or

drama.

Organize characters and settings according to scenes from a short skit or drama.

Reenact a scene from a skit or drama attended within a small group.

React to basic humor in a skit or drama.

Draw conclusions from grade level drama.

1.6.8.A1.6.8.B

Rea

ding Identify words or phrases

supported by illustrations associated with various

genres.

Classify visually supported vocabulary in context

associated with various genres read within a small

group.

Match visually supported details that highlight the

main ideas found in excerpts from various

genres.

Identify genres based on language structures

integrated into text (such as: “The moral of the story”) within a small

group.

Infer types of genres associated with written

descriptions or summaries from grade-level text working within a triad.

R8.A.1R8.A.2

Spea

king Answer WH-questions

based on comic book versions of age appropriate

stories, plays or novels.

Restate facts from visually supported information in

newspapers, magazines or brochures.

Predict future outcomes of a drama, song or

magazine article to a small group.

Present summaries of student-selected trade books or short stories within a small group.

Give book summaries or reviews, including

critiques, appropriate to grade-level within a small

group.

1.6.8.C1.6.8.D1.6.8.E

Writ

ing Write words and phrases

using bilingual or picture dictionaries.

Write phrases or short sentences using a graphic

organizer.

Create simple paragraphs using a graphic organizer.

Create paragraphs or longer compositions using

thesauri, dictionaries or checklists.

Self-assess and revise process writing using rubrics working with a

partner.

1.4.8.A-C1.5.8

Framework for FORMATIVE/CLASSROOM Instruction and Assessment

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PSSA Literary Vocabulary Terms and Definitions

1.Inference: what the author wants you to conclude from the clues in the story and from your own knowledge and experience. Not written in “black and white”.

Example- Marie is coughing and sneezing. Her nose is red and she has a handful of tissues. INFERENCE: Marie has a cold.

2 .Context Clues: words surrounding an unfamiliar word that helps the reader figure out the meaning of the unknown word.

Example- Sunlight can’t shine through opaque objects like wooden doors.

Opaque means thick.

3.Main Idea: what the story is mainly about on a whole, not specifically. Usually the main idea is stated at the beginning of the selection or passage.

4.Details: the specific words that are used by the author to describe and support the main idea. Providing details is called citing textual evidence.

Citing Textual Evidence

5. Descriptive Details:

When an author describes a landscape as having purple wildflowers and yellow daisies, or if she tells you a character has piercing blue eyes and a hooked nose like an eagle, the author is using descriptive details. Sometimes the details do not necessarily help the author make a point, but they add to the atmosphere or feeling you get about the overall story. Without descriptive details, the stories we read would be pretty boring! The details help us picture the story in our heads.

6. Factual Details:

Nonfiction books and articles mostly use factual details to support ideas. A history book, for example, might give you names and dates having to do with a famous event in history. Or an article about dolphins might tell you where you are most likely to find them, and how long they usually live. Factual details help support the main idea an author is expressing. They help convince us that the author knows what he or she is talking about and is not just expressing an opinion. We are more likely to believe an author if there are factual details to back up what he or she is saying.

Theme: is the most important message in a story that says something about life or human nature. Sometimes the theme is a moral or short lesson about life. Because the theme is a message, it must be expressed in a complete sentence. Sometimes the author does not tell you the theme and you have to figure it out from the text.

8. Generalization: a statement that stresses the general idea rather than specific details.

Example- All sixth graders study hard to do well on their tests.

9. Summarization: to re-tell all of the most important parts of the original text, but write them in a much shorter space.

10. Synonym: words similar in meaning.

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Example- chilly---cold

11. Antonym: words opposite in meaning.

Example- young---old

12. Fact: something that can be proven

Example- There are 50 stars on the American flag.

13. Opinion: a personal belief or feeling.

14. Stereotype: taking a quality of one individual and applying it to every individual in the group.

Example- All tall people are good at basketball.

15. Bias: a judgment based on a personal point of view.

Example- You might like German shepherds more than other kinds of dogs because your grandmother has a German shepherd that you love. So, you would have a bias in favor of German shepherds. Another person could have a bias against German shepherds. Maybe that person was bitten by a German shepherd.

16. Hyperbole: is an exaggeration used for effect that states that something is better, worse, larger, more common, or more important than is actually true.

Example- The man is taller than a building! OR This class is lasting forever!

17. Homograph: words that look alike but have different meanings. Sometimes they sound alike and sometimes they sound different.

Example- I dove into the pool. The dove flew away. .

18. Homophone: words that sound alike but are spelled differently and mean different things. Example- I read the book last night. I love the color red.

19. Affix: a word part that attaches to either the beginning or end of a word.

20. Prefix: a group of letters added to the beginning of a word and changes the word’s meaning. Example: Preschool

21. Suffix: a group of letters added to the end of a word and changes the word’s meaning. Example: Helpful

22. Root Word or Base Word: the part of a word that an affix is added to.

23. Analogy: is a comparison between two pairs of words. It shows a relationship between the words that are being compared. Analogies can use different types of relationships to compare words.

A common way to write analogies uses colons. For example,

"donkey is to bray as snake is to hiss" can be written as:

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donkey: bray :: snake : hiss

Item/Purpose

iPod is to play music as shovel is to dig holes.

Arms is to hold as legs is to walk.

Antonym

Liquid is to solid as lumpy is to smooth.

Appetizing is to tasteless as courageous is to cowardly.

Synonym

Reveal is to expose as conceal is to cover.

Help is to assist as deceive is to mislead.

Characteristic

Hard is to diamond as silky is to petal.

Sandy is to beach as furry is to cat.

Association

Airplane is to sky as ship is to sea.

Gasoline is to automobile as sunlight is to plant.

Object/Location

Tree is to forest as dog is to kennel.

Student is to school as picnic table is to park.

Cause/Effect

Necessity is to invention as virus is to illness.

War is to treaty as overeating is to weight gain.

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24. Figurative Language: words that create vivid pictures by comparing things in unexpected ways.

TYPES OF FIGURATIVE LANGUAGE:

25. Simile: a comparison of two things using the words “like” or “as”.

Example- My dog’s fur is as black as coal.

26. Metaphor: a comparison of two things WITHOUT using “like” or “as”.

Example- Lemon tea is the best medicine for a cold.

27. Personification: giving nonhuman things human characteristics.

Example- The leaves danced in the wind.

The wind whistled through the trees.

28. Alliteration: a group of words in which most begin with the same sound. Example: Baby brother burst the balloons. OR Crying kids create chaos.

29. I diom - is an example of a type of figurative language that authors use to

make their writing more exciting. The intended meaning of an idiom is not

the same as the literal meaning of the words. You have to memorize the

meanings of idioms or figure out their meanings by using context clues.

Example: "Under the weather" is a common idiom or idiomatic

expression. You might miss a day of school because you feel "under the

weather." The meaning of the expression has nothing to do with the weather.

It means you feel ill

30. Literary Elements: important techniques used in literature such as

characterization, setting, plot and theme.

31. Setting: where and when the story takes place.

Example: on a hot, sunny day on a sandy beach

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32. Conclusion: an overall opinion the reader forms after reading the passage

33. Characterization: the method the author uses to reveal characters and their different personalities. You can understand stories better when you understand characters. This is called character analysis. When you analyze characters, think about the following items.

34. Trait : a special quality or something special about someone's personality.

35. Motivation: what causes someone to act in a certain way. It can be an emotion, desire, need, etc. A motivation is the reason we do something.

36. Relationships: the connection of people in friendship, family, work, school, etc.

Examples: mother, sister, friend, teacher, neighbor, father, boss, etc.

37. Plot: The essential events of a story are called the plot. Plot is also the order of the events. The plot has a series of causes and effects, a problem and solution, and a sequence of events

38. Exposition: usually starts the story and describes the situation before any action starts. The purpose of expositions is to give the reader important background information. This is where the characters, the setting, and the main conflict are usually described.

39. Rising action: the rising action is a series of events that lead to the climax. These events help build up the excitement in the story making the reader want to know what will happen next. The rising action usually shows the main character in a struggle of some sort. It also describes what the character does to try to solve his or her problem.40. Climax: the climax happens at the peak of the story and is most exciting moment in the story. The character usually deals with the main conflict for the last time and is the turning point in the story. Things either get better or worse for the character.41. Falling action: the falling action happens right after the climax. Here, the action starts to calm down. The characters react to what happens in the climax. The effects of the climax are described. This leads the reader to the resolution of the story.

42. Resolution: the resolution is the end of the story. It ties together the whole story and brings it to a close. It explains how the conflict is solved and what happens to the characters after the story ends.

43. Conflict: is a struggle or problem that a character has to solve.

44. Antagonist: characters that oppose the main character (protagonist) of the story

Example: if the story is set during a war, the antagonists would probably be the enemy soldiers.

45. Protagonist: the main character in the story; the hero or heroine.

46. Author’s Purpose: the reason the author wrote the passage. ( to inform, to describe, to persuade, to entertain)

Four Types of Writing (Author’s Purpose)

Every passage you read can be classified as one of four types of writing: narrative, persuasive, poetic, or informational. Knowing the type of passage you are reading can help you understand the passage better or even enjoy it more!

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47. Narrative: The word narrative means "story. A narrative is a type of writing that tells a story. There are many different ways an author can tell a story. Dramas and fictional stories are all examples of narrative writing. 48. Informational: An informational piece explains something or gives information about a certain topic. Textbooks, magazines, and newspapers all contain informational materials. 49. Persuasive: a type of writing that tries to change the reader’s mind about something or convince the reader to do or believe something. An example of persuasive writing is the writing found in advertisements. Advertisements are designed to convince you to buy a certain product. Speeches by politicians are also examples of persuasive writing. Words that are often found in persuasive pieces include “should,” “must,” “ought,” or “necessary.” 50. Poetic: Some writing is poetic, which means that it has the characteristics of poetry. Poetry uses interesting language and vivid images. Poetic pieces are usually written in short, rhythmic lines or stanzas. Remember, though, poetry does not always have to rhyme!

51. Denotation Meaning- is the literal dictionary meaning of a word.

52. Connotation Meaning - is the emotional suggestion of a word.

53. Genre: a category used to classify literary works, usually by form, technique or content called structures of text

Genres and their Counterparts

54. Nonfiction- a kind of writing that gives facts and true information. Nonfiction tells you about something that really happened. You will usually find nonfiction in biographies, textbooks, and newspapers.

55. Fiction is a piece of literature that is completely invented by the author. There are many different types of fiction. All stories have a plot, setting, and characters. Fiction authors may include a character's thoughts as well as their words. Fiction stories are made up of groups of sentences. The groups are organized into paragraphs and chapters.

56. Paragraph: is a small part of a story. A paragraph might describe one event in a story.

57. Chapter: is large part of a story. Each chapter is about a different part of the story. A chapter has a number or a title to tell it apart.

58. Poetry: can tell stories, create images, or share feelings. Poetry is usually written in short lines, and the lines often rhyme. The line breaks are irregular, meaning they do not have to be complete sentences or thoughts. Sometimes, the first letter of every line begins with a capital letter.

59. Line: is a small part of a poem. It is one group of words that reads from left to right. It looks like one row in a poem. There are eight lines in the poem "The Dreamer."

60. Rhythm: a pattern of stressed and unstressed syllables

61. Meter : a pattern of rhythm in a poem; the beat

62. Repetition: a repeating pattern of sounds, words, phrases or lines

63. Rhyme: the repetition of the ending sound of a word

64. Couplet: two successive rhyming lines that appear together as a pair and may

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be part of a longer poem.65. Stanza: is a large part of a poem. It is one group of lines. Stanzas are separated by spaces between lines. The first four lines of "The Dreamer" make up the first stanza. There are two stanzas in the poem.

66. Haiku: short poem of Japanese origin 17 syllables in length. Three lines long

of 5-7-5 syllables.

67. Lyrical : a poem with musical qualities that express emotion

68. Light Verse: a poem that is playful or whimsical

69. Free Verse: a poem that doesn’t rhyme or follow any metrical rule

70. Dramas: include skits and plays. Dramas can be fiction or nonfiction. They are not written in paragraph form. Dramas have dialogue without quotation marks. The characters' names are written out, and the words they speak are written beside them. Dramas have special instructions that describe what the stage should look like. The instructions also tell how the characters should speak and act. Just like stories, plays have a plot, tell a story, and have characters. As the characters talk, the story moves on into different scenes and acts.

71. Scene: is a small part of a drama. A scene usually has just one event, like a conversation or a fight. An act is made up of many scenes.

72. Act: is a large part of a drama. It is like a chapter in a book.

73. Stage Directions or Set: the writer’s instructions to the actors and those setting up a play. They tell the actors what they should do before, during and after they speak, and also indicate music and lighting changes.

74. Dialogue: a spoken conversation between characters in a drama

75. Biography: a story written about a person’s life

76. Autobiography: a story written about a person’s life by that person

Example: My Basketball Career by Michael Jordan

77. Fairytale: short stories featuring mythical characters such as fairies or elves

Example: Snow White and the Seven Dwarfs.

78. Folktale: a story that began in oral tradition.

Example: The Girl Who Married the Moon

79. Fable: narrative that conveys a moral. Animals or inanimate objects with human characteristics often serve as characters. Example- The Fox and the Grapes

80. Tall Tale: a story with unbelievable elements, related as if it were true and factual. Some such stories are exaggerations of actual events.

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Example: Paul Bunyan

81. Point of view refers to the way a story is told, the perspective or angle of vision or position from which the events are narrated for the reader. Sometimes the author "tells" the story or one of the characters does. Sometimes this narrator knows all about everything; sometimes the narrator is limited in her or his knowledge and perspective.

82. First Person - One of the characters is telling the story. First person point of view uses "I" or "We." First person is

often used when someone is stating an opinion or sharing a feeling.Example: I like my freshly-painted bedroom so much that I want to jump for joy!

83. Second-person- Uses the word "you." Second person is a good choice when giving directions or anytime you're speaking directly to someone. Second person is almost never used to tell a story. Example: "You should really come and join the group because you would probably like it a lot."

84. Third Person -

Someone from outside the story is telling it. Third person point of view uses "He," "She," or "They." Sometimes "it" is used when talking about a thing instead of a person.Example: Sally rode home as fast as she could. Then she jumped off her bike and ran into the house to see what was going on.

85. Third-Person Limited Point of View , the narrator is a non-participant but only knows the thoughts and feelings of a single character. In other words, the narrator's knowledge of the situation is limited only to one character.

Example: Marco felt like he had done something good for the community. He felt like a helper and wanted to do more good things to assist those in need. But how did everybody else feel? How did Hannah and Zach feel about their work? He would have to talk to them to find out.

86. Third-Person Omniscient Point of View , the writer is a non-participant but is able to see into and have unlimited knowledge about any or all of the characters. From this angle, the author can roam anywhere, see anything, and comment on or interpret events at will.

Example: Marco felt like he had done something good for the community. He felt like a helper and wanted to do more good things to assist those in need. Marco wouldn't know it until he talked to them, but Hannah and Zach felt the same way, too. Hannah had not been able to sleep. She was excited at the thought of expanding their project. She was sure they could provide even more toys for the children next year! Zach was already planning ways to raise more money and get more people involved. He had even had a dream about how to do it!

87. Onomatopoeia: words that sound like noise they describe.

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88. Transitions: are words or phrases that improve the flow of writing. Writers use transitions to connect sentences and paragraphs. By paying attention to transitions, readers can better understand how a piece of text is organized.Example: There are many kinds of snacks to eat that are healthy for you. For example, an orange would be a healthy snack because it has vitamins and fiber.89. Text Organization: how the author arranges text

90. Types of Text Organization :

Sequence: The writer places events in the order which they happen. Look for words like”, “then”, “finally”,“ a few minutes later”, “next”, “ after lunch”, “last year”. Also called Chronological Order .

Compare/Contrast: The test shows how ideas or things are alike or different. Look for the words “best”,” more”, “better”, “less”, “worse”, “easier”, “than”.

Cause /Effect : The text shows that one event causes another thing to happen.

Question/ Answer: the writer presents a question and then tries to answer it.

Problem/ Solution: the text is split into two parts: one part presents a problem, and the other part gives a solution to the problem. Look for words like, “problem”, “solution”, “solve”, and “plan”.

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Reference to Common Core Standards/ Quarterly Break-DownTheme 1/ Quarter 1Reading Informational Text 1.1

C.C.1.2.6A –Determine the central ideas of a text and how it is conveyed through particular details: provide a summary of the text distinct from personal opinions or judgments.

C.C.1.2.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and / or generalizations drawn from the text.

C.C.1.2.6.C-Analyze in detail how a key individual, event, or idea is introduced, illustrated and elaborated in a text.

C.C.1.2.6.D-Determine an author’s point of view, or purpose in a text, and explain how it is conveyed in a text.

C.C.1.2.6.E-Analyze author’s structure through the use of paragraphs, chapters, or sections.

C.C.1.2.6.F-Determine the meaning of words and phrases as they are used in grade level reading and content including interpretation of figurative language and context.

C.C.1.2.6.G-Integrate information presented in different media and formats, as well as in words, to develop a coherent understanding of a topic or issue.

C.C.1.2.6.H-Evaluate an author’s argument by examining claims and determining if they are supported by evidence.

C.C.1.2.6.I-Examine how two authors present similar information in different types of text.

C.C.1.2.6.J-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.

C.C.1.2.6.K-Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.

C.C.1.2.6.L-Read and comprehend literary non-fiction and informational text on grade-level, reading independently and proficiently.

Reading Literature 1.3

C.C.1.3.6.A-Determina 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.

C.C.1.3.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as, inferences and/ or generalizations drawn from the text.

C.C.1.3.6.C-Describe how a particular story or drama’s plot unfolds in a series or episodes, as well as, how the characters respond or change as the plot moves towards a resolution.

C.C.1.3.6.D-Determine an author’s purpose in a text , and how it is conveyed in a text.

C.C.1.3.6.E-Analyze how the structure of a text contributes to the development of them, setting, and plot.

C.C.1.3.6.F-Determine the meaning of words and phrases aas they are used in grade-level reading and content including interpretation of figurative language in context.

C.C.1.3.6.G-Compare and contrast the experiences of reading a story, drama, or poem to the experience of listening to or viewing an audio, video or live version of the text. Including contrasting what is (seen and heard) when reading the text to what is perceived when listening or watching.

Sixth Grade

C.C.1.3.6.H-Compare and contrast text in different forms or genres in terms of their approaches to similar themes and topics, as well as, their use of additional literary elements.

C.C.1.3.6.I-Determine or clarify the meaning of unknown and multiple meaning works and phrases based on grade-level reading and content choosing flexibly from a range of strategies and tools.

C.C.1.3.6.J-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.

Writing 1.4

C.C.1.4.6.A-Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly.

C.C.1.4.6.B-Identify and introduce the topic for an intended audience.

C.C.1.4.6.C-Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

C.C.1.4.6.D-Organize ideas, concepts and information using strategies such as definition, classification, comparison/ contrast; and cause/ effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

C.C.1.4.6.E-Write with an awareness of the stylistic aspects of composition.

Use precise language and domain specific vocabulary to inform about or explain a topic.Use sentences of varying length and complexities.Develop and maintain a consistent voice.Establish and maintain a formal style.

C.C.1.4.6.F-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

C.C.1.4.6.G-Write arguments to support claims.

C.C.1.4.6.H-Introduce and state an opinion on a topic.

C.C.1.4.6.I-Use clear reasons and relevant evidence to support claims using credible sources and demonstrating an understanding of the topic.

C.C.1.4.6.J-Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows the argument presented.

C.C.1.4.6.L-Demonstrate a grade-appropriate command of the conventions f standard English grammar, usage, capitalization, punctuation and spelling.

C.C.1.4.6.M-Write narratives to develop or imagined experiences or events.

C.C.1.4.6.N-Engage and orient the reader by establishing a context and introducing a narrator and or characters.

Sixth Grade

C.C.1.4.6.O-Use narrative techniques such as dialogue, descriptions, and pacing to develop experiences, events and/ characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

C.C.1.4.6.P-Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another, provide a conclusion that follows from the narrated experiences and events.

C.C.1.4.6.Q-Write with an awareness of the stylistic aspects of writing.

Vary sentence patterns for meaning, reader / listener, interest and style.Use precise language.Develop and maintain a consistent voice.

C.C.1.4.6.R-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.

C.C.1.4.6.S-Draw evidence from literary or informational texts to support analysis, reflection in research, applying grade-level reading standards for literature and literary non-fiction.

C.C.1.4.6.T-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

C.C.1.4.6.U-Use technology, including the internet to produce and publish writing, as well as, to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single setting.

C.C.1.4.6.V-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

C.C.1.4.6.W-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 from sources.

C.C.1.4.6.X- Write routinely over extended time frames (time for research, reflection, and revision)and shorter time frames ( a single sitting, or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening 1.5C.C.1.5.6.A-Engage effectively in a range of collaborative discussions on grade-level topics, texts, and issues building on other’s ideas and expressing their own clearly. C.C.1.5.6.B-Delineate a speaker’s argument and specific claim by identifying specific claims, by identifying specific reasons and evidence, and recognize arguments or claims not supported by factual evidence.

C.C.1.5.6.C-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.

C.C.1.5.6.D-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.

C.C.1.5.6.E-Adapt speech to a variety of contexts and tasks.

C.C.1.5.6.F-Include multimedia components and visual displays in presentations to clarify information.

Theme 2/ Quarter 2

Sixth Grade

Reading Informational Text 1.1





















Sixth Grade


Writing 1.4

















Sixth Grade


C.C.1.4.6.X- Write, routinely over extended time frames (time for research, reflection, and revision)and shorter time frames ( a single sitting, or a day or two) for a range of discipline-specific tasks, purposes, and audiences.






Theme 3/ Quarter 3Reading Informational Text 1.1










Sixth Grade















Writing 1.4


Sixth Grade









C.C.1.4.6.K-Write with an awareness of the stylistic aspects of composition.Use precise language and domain specific vocabulary to inform about or explain the topic.Use sentence of varying lengths and complexities.Develop and maintain a consistent voice.Establish and maintain a formal style.

C.C.1.4.6.L-Demonstrate a grade-appropriate command of the conventions f standard English grammar, usage, capitalization, punctuation and spelling.






Sixth Grade







Theme 4/ Quarter 4

Reading Informational Text 1.1












Sixth Grade













Writing 1.4








Sixth Grade


C.C.1.4.6.M-Write narratives to develop or imagined experiences or events.

C.C.1.4.6.N-Engage and orient the reader by establishing a context and introducing a narrator and or characters.

C.C.1.4.6.O-Use narrative techniques such as dialogue, descriptions, and pacing to develop experiences, events and/ characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

C.C.1.4.6.P-Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another, provide a conclusion that follows from the narrated experiences and events.

C.C.1.4.6.Q-Write with an awareness of the stylistic aspects of writing.

Vary sentence patterns for meaning, reader / listener, interest and style.Use precise language.Develop and maintain a consistent voice.










Sixth Grade




Sixth Grade

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