English Grade 6 Literature and Strategies/Writing Composition
Curriculum
Adopted June 12, 2018
Semester 1 Semester 2
Compares Narrative and Informational text structures
Introduction to informational skills in reading and writing. Builds
on the work done in the Foundational Skills Unit.
Introduction to narrative skills in reading and writing. Builds on
the work done in the Foundational Skills Unit.
Introduction to research skills in reading and writing. This unit
could be used as the research basis for the Informational Argument
Unit.
Introduction to argument skills in reading and writing.
Incorporates research into the writing process.
Builds on the work done in the Narrative Skills Unit by revising
those narrative works into full length narrative and focusing on
narrative techniques.
Builds on the work done in previous units by connecting argument
and narrative skills.
Builds on the work done throughout the school year. Teachers use
formative assessment to determine which skills students need
additional work applying.
4 Weeks 5 Weeks (includes 1 Bridge
week)
week)
Bridge week)
window)
Curriculum Revision Committee Members: Angela Arentz, Lowell Scott
Middle School Janna Davis, District Service Center Beverly Derow,
Galileo STEM Academy Jennifer Dunlop, Lewis and Clark Middle School
Laura Gilchrist, District Service Center Kirsten Goodfellow,
Heritage Middle School Tana Jons, Eagle Middle School Molly Kiesig,
Crossroads Middle School Karen Lamb, Lake Hazel Middle School Katie
Mortimer, Pathways Middle School Lili Saum, Meridian Middle School
Kendra Wisenbaker, Sawtooth Middle School
2 DRAFT May 22, 2018
District Curriculum Document
Instructional Time: 4 weeks
English 6 Reading Lit and Strategies Note: Reading selections will
extend into the next unit
Big Ideas/Essential Questions
Priority Standards Student Learning Intentions (Student Friendly
Language of the Priority Standards)
Thematic Focus: Communication
Essential Questions: What skills do I need to be able to advance my
learning and how does this help me communicate?
How does breaking things apart help me understand the whole?
How can I be self-aware and recognize where my skills are at in
order to grow?
How does understanding the structure of a text help me
communicate?
RL.6.2 (summary 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.
RI.6.2 (summary focus): 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
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.
W.6.2: Write informative/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/contrast, cause/effect; include formatting (e.g.,
headings), graphics (e.g.,
RL 6.2/RI.6.2: I can
determine the theme or central idea of a text.
identify and cite the details that demonstrate the theme or central
idea.
objectively summarize what the text says. RL.6.3: I can
identify the elements of plot in a story.
track the changes of a character throughout the story.
identify the main events in a story that advance the plot.
W.6.2 I can
write informative/explanatory texts.
organize ideas using text structures.
organize ideas using different text features. I can develop the
topic using facts, definitions, concrete details, quotations, or
other information and examples.
3 DRAFT May 22, 2018
charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
L.6.4.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.
L.6.4.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. 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).
L.6.4.a: I can use context clues to determine the meaning of a word
or phrase. L.6.4.c: I can use both print and digital reference
materials to both pronounce and understand the precise meaning of a
word or phrase.
Supporting Standards
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.6.9: 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.6.5: 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.6.3: Analyze in detail how a
key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
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 1–3 above.) 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 (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.
SL.6.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partner on
grade 6 topics, texts, and issues, building on others ideas and
expressing their own clearly.
4 DRAFT May 22, 2018
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. SL.6.6:
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
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.*
b. Spell correctly. 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.*
b. Maintain consistency in style and tone.*
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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
parts of speech (review) nouns
verbs
adjectives
adverbs
prepositions
conjunctions
analogies
Recommended District Resources
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Language Network (2001), McDougal-Littell Spelling and Vocabulary
(2006), Houghton Mifflin
Approved Novels: The Cay by Theodore Taylor (830 Lexile) Out of My
Mind by Sharon Draper (700 Lexile) Mrs. Frisby and the Rats of Nimh
by Robert O'Brien (790 Lexile) Code Talker by Joseph Bruchac (910
Lexile) Dragon's Milk by Susan Fletcher (660 Lexile)
Short Stories: "Dragon, Dragon" by John Gardner, PH, p. 461
"The Stray" by Cynthia Ryland, PH, p. 16
"Emperor's New Clothes" by Hans Christian Anderson, PH, p.
775
"The Fun They Had" by Isaac Asimov, PH, p. 382
"The Dog of Pompeii" by Louis Untermeyer, PH, p. 221
"The Ant and The Dove" by Leo Tolstoy, PH, p. 784
"He Lion, Bruh Bear, and Bruh Rabbit" by Virginia Hamilton, PH, p.
785
"Senor Coyote and the Tricked Trickster" by I.G. Edmonds, PH, p.
789
Poetry: "Jimmy Jet and His TV Set" by Shel Silverstein, PH, p.
717
"The World Is Not a Pleasant Place to Be" by Nikki Giovanni, PH, p.
157
Nonfiction: "Water" by Helen Keller, PH, p. 122
“Communication Skills: What Is Active Listening?” by Gale, Cengage
Learning https://newsela.com/read/lib-active-listening/id/36928
(1060 Lexile/differentiated Lexiles) “How Long Does It Take to Form
a Habit?” by ThoughtCo.com
https://newsela.com/read/lib-how-long-form-habit/id/38375 (970
Lexile/differentiated Lexiles) “Close Your Eyes to Listen – You
Might Understand More” by Nicola Davis
https://newsela.com/read/elem-listening-to-hear-emotions/id/36288
(790 Lexile/differentiated Lexiles) “More Facebook Friends, Fewer
Real Ones, Says Cornell Study” by ABC News
https://www.commonlit.org/texts/more-facebook-friends-fewer-real-ones-says-
cornell-study (1260 Lexile) “A Quick Note on Getting Better at
Difficult Things” by Ta-Nehisi Coates
https://www.commonlit.org/texts/a-quick-note-on-getting-better-at-difficult-things
(690 Lexile)
District Curriculum Document Curriculum Unit: Informational
Skills
Subject Area: English
Grade Level: 6
Instructional Time: 5 weeks: 4 weeks and a 1 week Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and
transition from one unit to the next English 6 Reading Lit and
Strategies Note: Reading selections will extend into the next
unit
Big Ideas/Essential Questions Priority Standards Student Learning
Intentions (Student Friendly Language of the Priority
Standards)
Thematic Focus: Communication
Essential Questions: How do I successfully and fully answer a
question with evidence and reasoning?
How do structure and organization help me understand what I am
reading and share what I have learned?
Why is it important to understand the purpose of a text as a writer
and a reader?
How does information help me understand the world?
RI.6.1 (focus on citing textual evidence): Cite textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6.2 (focus on citing textual evidence): 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.
RI.6.4: Determine the meaning of words and phrases as they are used
in a text, including figurative, connotative, and technical
meanings.
RI.6.2: I can
determine the theme or central idea of a text.
identify and cite the details that demonstrate the theme or central
idea.
objectively summarize what the text says. RI.6.2: I can
determine a central idea from a text.
identify details that support central idea.
summarize the text objectively.
RI.6.4: I can
identify and interpret figurative words and phrases as they are
used in an informational text.
define and interpret academic words and phrases as they are used in
an informational text.
determine the connotative meaning of words and phrases and
interpret them as they are used in an informational text.
7 DRAFT May 22, 2018
RI.6.6: Determine an author’s point of view or purpose in a text
and explain how it is conveyed in the text.
W.6.2: Write informative/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/contrast, cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
c. Provide a concluding statement or section that follows from the
information or explanation presented.
L.6.4.b: Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
L.6.5.b: Use the relationship between particular words (e.g.,
cause/effect, part/whole, item/category) to better understand each
of the words.
L.6.5.c: Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
RI.6.6: I can
determine an author's point of view or purpose in a text.
explain how an author reveals point of view or purpose in a
text.
W.6.2: I can
write informative/explanatory texts.
organize ideas using different text features.
develop the topic using facts, definitions, concrete details,
quotations, or other information and examples.
use transitional words, phrases, and clauses to show relationships
among ideas.
use topic specific vocabulary to inform and explain the
topic.
maintain a formal writing style.
develop an appropriate and formal conclusion.
L.6.4.b: I can use word parts to determine the meaning of a word.
L.6.5.b: I can better understand the meaning of words by examining
their relationship to one another. L.6.5.c: I can tell the
difference between the connotations (associations) of words with
similar denotations (definitions).
8 DRAFT May 22, 2018
Supporting Standards
RL.6.1: Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.6.1 (introduce inferences): Cite textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text. 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). 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.
W.6.1.a: Introduce claim(s) and organize the reasons and evidence
clearly. W.6.1.b: Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating an understanding
of the topic or text. 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 1–3 above.) 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 (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.
SL.6.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partner 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. 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. SL.6.6: Adapt speech to a
variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
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.*
b. Spell correctly. L.6.4.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. 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). 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.
9 DRAFT May 22, 2018
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
relevant supporting evidence/reasons/details/information
affixes
prefixes
Suffixes
connotation
denotation
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Language Network (2001), McDougal-Littell Spelling and Vocabulary
(2006), Houghton Mifflin
Approved Novels: The Cay by Theodore Taylor (830 Lexile) Out of My
Mind by Sharon Draper (700 Lexile) Mrs. Frisby and the Rats of Nimh
by Robert O'Brien (790 Lexile) Code Talker by Joseph Bruchac (910
Lexile) Dragon's Milk by Susan Fletcher (660 Lexile)
Short Stories: "Zlateh the Goat" by Isaac Bashevis Singer, PH, p.
146
Nonfiction: "Water" by Helen Keller, PH, p. 122
"Exceprt from the Story of My Life" by Hellen Keller
(https://www.commonlit.org) (1060 Lexile)
"Cutting the Cords: How Wireless Charging will Keep Toxic Waste Out
of Landfills" by (https://www.commonlit.org) (1270 Lexlie) "Today's
Telephone" by Barbara Radner (https://commonlit.org) (770L) "Watch
Out: Cell Phones Can Be Addictive" by Kathiann Kowalski
((https://commonlit.org) (940L) "How Young is Too Young for
Cellphones in School?" By Donna St. George
https://newsela.com/read/elem-cellphones-in-school-debate/id/37754/
(differentiated Lexlies) "Social Media's Effects on Young People
Aren't All Negative" by Kaiser Health News
https://newsela.com/read/social-media-teens-mental-health-
benefits/id/36847/ (940 Lexlie/differentiated Lexlies)
“Native American Veterans to Join Groups Honored at National Mall”
by Washington Post
https://newsela.com/read/native-veterans-memorial/id/39645 (1040
Lexile/differentiated Lexiles) “Cracking Code Purple” by Anna
Ouchchy https://www.commonlit.org/texts/cracking-code-purple (870
Lexile) “Patriotism Crosses the Color Line: African-Americans in
World War II” by Clarence Taylor
https://newsela.com/read/gl-history-african-americans-world-war-
II/id/31312 (1060 Lexile/differentiated Lexiles) “Why I Refuse to
Say I ‘Fight’ My Disability” by Karin Hitselberger
https://www.commonlit.org/texts/why-i-refuse-to-say-i-fight-my-disability
(1090 Lexile) “He Wrote 120 Letters to Tell Students How Special
They Are. Some Cried.” By Sharon Fitzhugh
https://newsela.com/read/elem-teacher-writes-letters-to-
students/id/36533 (790 Lexile/differentiated Lexiles) “Robot
‘Double’ Allows Students Who Are Sick to Attend School, See
Friends” by Kathy Boccella
https://newsela.com/read/elem-sick-students-robot- double/id/40943/
(810 Lexile/differentiated Lexiles)
District Curriculum Document
Subject Area: English
Grade Level: 6 Instructional Time: 5 weeks: 4 weeks and a 1 week
Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and
transition from one unit to the next English 6 Reading Lit and
Strategies Note: Reading selections will extend into the next
unit
Big Ideas/Essential Questions
of the Priority Standards) I can statements. . .
Thematic Focus: Journeys
Essential Questions: How can one person's journey help me
understand my own as well as the world around me?
What techniques can I learn and apply from reading the work of
skilled authors?
What skills do I need to effectively tell a story that engages my
audience?
RL.6.1 (focus is on using textual evidence): Cite textual evidence
to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.6.2 (focus on the summary of a text): 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.
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.
RL.6.1: I can
determine the difference between explicit language and inferential
language.
cite textual evidence to support analysis of what the text says
directly.
cite textual evidence to support inferences.
RL.6.2: I can
cite the details that demonstrate the theme or central idea.
objectively summarize what the text says.
RL.6.3: I can
track the changes of a character throughout the story.
identify the main events in a story that advance the plot.
RL.6.4: I can
identify figurative language in a literary text.
interpret figurative language in a literary text to determine what
an author is communicating.
12 DRAFT May 22, 2018
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 and/or characters; organize an event
sequence that unfolds naturally and logically.
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.
SL.6.4 (if not assessed in unit 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.6.4.b: Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
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.
identify and interpret connotative meaning in a literary text and
determine what the author is trying to communicate through using
it.
W.6.3: I can
use narrative techniques such as effective dialogue, descriptive
and sensory language, and appropriate sequencing of events.
develop an appropriate conclusion that resolves the story.
SL.6.4: I can
identify relevant facts and details that support the main idea or
theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when
presenting.
L.6.4.b: I can use word parts to determine the meaning of a word.
L.6.5: I can
interpret figurative language in context.
better understand the meaning of words by examining their
relationship to one another.
tell the difference between the connotations (associations) of
words with similar denotations (definitions).
13 DRAFT May 22, 2018
c. Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
Supporting Standards
RL.6.1 (introduce inferences): Cite textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text. RL.6.2 (introduce theme): 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.6.5: 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.6.7: 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.
L.6.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. a. Ensure that pronouns
are in the proper case (subjective, objective, and possessive). b.
Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and
person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*
e. Recognize variations from Standard English in their own and
others' writing and speaking, and identify and use strategies to
improve expression in conventional language.*
L.6.4.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. 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).
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
character's action/characters' relationship/characters'
interaction
theme tone
mood
affixes
prefixes
Suffixes
Recommended District Adopted Resources
English 6 Reading Lit and Strategies Note: Reading selections will
extend into the next unit Adopted Resources:
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Language Network (2001), McDougal-Littell Spelling and Vocabulary
(2006), Houghton Mifflin
Novels: Maniac McGee by Jerry Spinelli (820 Lexile) Tuck
Everlasting by Natalie Babbitt (770 Lexile) True Confessions of
Charlotte Doyle by Avi (740 Lexile) Esparanza Rising by Pam Munoz
Ryan (750 Lexile) Dragon's Milk by Susan Fletcher (660 Lexile)
Black Star, Bright Dawn by Scott O'Dell (670 Lexile) Pankration-The
Ultimate Game by Dylan Blacklock (820 Lexile) The Cay by Theodore
Taylor (830 Lexile) A Wrinkle in Time by Madeleine L'Engle (740
Lexile) The Lightening Thief by Rick Riordan (740 Lexile)
Short Stories: "The Circuit" by Francisco Jimenez, PH, p. 80
"The Gorgon's Head" by Anne Terry White, PH, p. 798
"The All American Slurp" by Lensey Namioka, PH, p. 518
Poetry:
"The Children's Hour" by Henry Wadsworth Longfellow, PH, p.
158
"Wilbur Wright and Orville Wright" by Rosemary and Stephen Vincet
Benet, PH, p. 264
"Books Fall Open" by David McCord, PH, p. 72
"Simile: Willow and Gingko" by Eve Merriam, PH, p. 744
"Fame is a Bee" by Emily Dickinson, PH, p. 745
"April Rain Song" by Langston Hughes, PH, p. 746
Nonfiction: "Stage Fright" by Mark Twain, PH, p. 215
“Soccer Speaks Many Languages” by Dianna Greers
https://www.commonlit.org/texts/soccer-speaks-many-languages (920
Lexile) “U.S. Olympian Maame Biney’s Short-Track Speedskating
Journey” by Washington Post
https://newsela.com/read/Maame-Biney-speed-skater-
olympics/id/39838 (970 Lexile/differentiated Lexiles) “A Journey of
Confidence Leads to College Scholarship for Golfer in Hijab” by The
Sacramento Bee
https://newsela.com/read/hijab-college-golfer/id/32644 (676
Lexile/differentiated Lexiles) “The Ride of Her Life: Syrian
Refugee’s Perilous Journey – in a Wheelchair” by Philip Oltermann
https://newsela.com/read/syria-wheelchair-journey/id/23859 (1020
Lexile/differentiated Lexiles) “Dedicated to the Goal” by Marty
Kaminsky https://www.commonlit.org/texts/dedicated-to-the-goal (940
Lexile) “The Story of Books” by Amy Tao
https://newsela.com/read/elem-hist-books/id/39433 (800
Lexile/differentiated Lexiles) “‘Wonder’ Movie Gives Two Kansas
Girls Hope” by Jenee Osterheldt
https://newsela.com/read/elem-wonder-movie-gives-girls-hope/id/38071
(790 Lexile/differentiated Lexiles) “To Fly Like the Hawk and the
Eagle” by Iris Whitney
https://www.commonlit.org/texts/to-fly-like-the-hawk-and-the-eagle
(1070 Lexile) “The Lone Woman of San Nicolas Island” by Jessica
McBirney
https://www.commonlit.org/texts/the-lone-woman-of-san-nicolas-island
(970 Lexile) “Big Questions: Are There Really Zombies in the
World?” by Marguerite Johnson
https://newsela.com/read/elem-big-q-zombies/id/33769 (810
Lexile/differentiated Lexiles) “U.S. Soccer Group’s Project Brings
Game to Inner-City Kids in Chicago” by Washington Post
https://newsela.com/read/pick-up-soccer/id/38656/ (940
Lexile/differentiated Lexiles)
District Curriculum Document
Grade Level: 6
Thematic Focus: Journeys
Essential Questions: How do I find, identify, and evaluate a source
to determine if it is credible and trustworthy?
How does research help me answer questions, solve problems, and
support my ideas?
How do I avoid plagiarism by summarizing, paraphrasing, and citing
my sources?
What skills do I need to share information and logically organize
ideas to inform an audience?
RI.6.1: Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
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.
RI.6.6: Determine an author’s point of view or purpose in a text
and explain how it is conveyed in the text.
W.6.2: Write informative/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/contrast, cause/effect; include formatting (e.g.,
headings), graphics (e.g.,
RI.6.1: I can
cite textual evidence to support an inference.
cite textual evidence to support the analysis of a text.
RI.6.2: I can
identify details that support central idea.
summarize the text objectively.
RI.6.6: I can
determine an author's point of view or purpose in a text.
explain how an author reveals point of view or purpose in a
text.
W.6.2: I can
write informative/explanatory texts.
organize ideas using different text features.
develop the topic using facts, definitions, concrete details,
quotations, or other information and examples.
use transitional words, phrases, and clauses to show relationships
among ideas.
17 DRAFT May 22, 2018
charts, tables), and multimedia when useful to aiding
comprehension.
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.
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.
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.6.4.b: Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
use topic specific vocabulary to inform and explain the
topic.
maintain a formal writing style.
develop an appropriate and formal conclusion.
W.6.8: I can
gather information from multiple sources and assess the credibility
of each source.
use my gathered information to answer a question.
quote and paraphrase information without plagiarizing.
cite textual evidence to give appropriate credit to the original
author.
SL.6.4: I can
identify relevant facts and details that support the main idea or
theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when
presenting.
L.6.4.b: I can use word parts to determine the meaning of a
word.
18 DRAFT May 22, 2018
Supporting Standards
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.
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 1–3 above.) 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 pages in a single sitting. W.6.7: Conduct
short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate. W.6.9.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”). W.6.10: 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.
SL.6.5: Include multimedia components (e.g., graphics, images,
music, sound) and visual displays in presentations to clarify
information.
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.*
b. Maintain consistency in style and tone.*
L.6.4.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. 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).
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
trustworthy source(s) appropriate/relevant information
trustworthy source(s) analysis develop ideas (evidence/elaboration
of ideas)
Language
affixes
prefixes
Suffixes
evidence/example
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Language Network (2001), McDougal-Littell Spelling and Vocabulary
(2006), Houghton Mifflin
Novels: Maniac McGee by Jerry Spinelli (820 Lexile) Tuck
Everlasting by Natalie Babbitt (770 Lexile) True Confessions of
Charlotte Doyle by Avi (740 Lexile) Esparanza Rising by Pam Munoz
Ryan (750 Lexile) Dragon's Milk by Susan Fletcher (660 Lexile)
Black Star, Bright Dawn by Scott O'Dell (670 Lexile) Pankration-The
Ultimate Game by Dylan Blacklock (820 Lexile) The Cay by Theodore
Taylor (830 Lexile) A Wrinkle in Time by Madeleine L'Engle (740
Lexile) The Lightening Thief by Rick Riordan (740 Lexile)
Short Stories: "Talent" by Annie Dillard, PH, p. 40
Nonfiction: "Stage Fright" by Mark Twain, PH, p. 215
"Jackie Robinson Justice at Last" by Geoffrey C. Ward and Ken
Burns, PH, p. 352
"Names/Nombres" by Julia Alvarez, PH, p. 250
20 DRAFT May 22, 2018
"Ellis Island", PH, p. 690
"Traveling West" by Barbara Radner
https://www.commonlit.org/texts/traveling-west (1020 Lexile)
“Students Design Tool to Help Their Peer Write More Comfortably” by
Colorado Springs Gazette
https://newsela.com/read/custom-pencil-challenge/id/35195 (1050
Lexile/differentiated Lexiles) “3-D Printer Helps Students Give a
Hand to Children in Need” by Ann Cameron Siegal
https://newsela.com/read/elem-3D-printed-hand/id/30329 (790
Lexile/differentiated Lexiles) “Prosthetic Arms That Use
Myoelectric Technology Are Aimed at Helping Kids” by St. Louis
Post-Dispatch https://newsela.com/read/3d-hand-fifth-
grader/id/25336 (940 Lexile/differentiated Lexiles) “American
Justice in the Supreme Court” by Jessica McBirney
https://www.commonlit.org/texts/american-justice-in-the-supreme-court
(1260 Lexile) “Life in a Totalitarian Country” by Leigh Dekle
https://www.commonlit.org/texts/life-in-a-totalitarian-country (no
Lexile available) “Women and the United States Supreme Court” by
Julie Silverbrook
https://newsela.com/read/gl-history-women-supreme-court/id/40278
(1020 Lexile/differentiated Lexiles) “Tested in a Barbershop,
Seventh-Grader becomes National Chess Champion” by Luke Broadwater
https://newsela.com/read/elem-chess-champ/id/33162 (790
Lexile/differentiated Lexiles) “More Than a Game: Chess Moves Young
Dreams within Grasp in Uganda” by Alon Mwesigwa
https://newsela.com/read/chess-center-kampala/id/22324 (990
Lexile/differentiated Lexiles) “10-Year-Old Boy Invents Winning
Game Inspired by Sister with Autism” by Hannah Covington
https://newsela.com/read/elem-boy-invents-game-for-sister-
autism/id/40540 (780 Lexile/differentiated Lexiles) “A Kenyan
Teen’s Discovery: Let There Be Lights to Save Lions” by Nina
Gregory
https://www.commonlit.org/texts/a-kenyan-teen-s-discovery-let-there-be-
lights-to-save-lions (950 Lexile) “Young Innovators: Detecting Land
Mines” by Robert Siegel
https://www.commonlit.org/texts/young-innovators-detecting-land-mines
(940 Lexile) “A Lifeline for Lions” by Pamela S. Turner
https://www.commonlit.org/texts/a-lifeline-for-lions (870
Lexile)
District Curriculum Document
Subject Area: English
Grade Level: 6
Instructional Time: 6 weeks: 5 weeks and a 1 week Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and
transition from one unit to the next English 6 Reading Lit and
Strategies Note: Reading selections will extend into the next
unit
Big Ideas/Essential Questions Priority Standards Student Learning
Intentions (Student Friendly Language of the Priority
Standards)
Thematic Focus: Perspective
Essential Questions: How can I determine if I can trust someone
else's ideas by analyzing the author's and speaker's
argument?
How do I craft a valid argument using evidence and reasoning to
support my claim?
How do I verbally communicate my argument?
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.6.1: 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. Use precise language and domain-specific vocabulary to support
the argument.
e. Establish and maintain a formal style.
RI.6.6: I can
determine an author's point of view or purpose in a text.
explain how an author reveals point of view or purpose in a
text
RI.6.8: I can
evaluate the evidence and reasoning used to support a claim.
identify valid evidence and reasoning.
W.6.1: I can
state a claim and cite evidence to support my argument.
use credible sources to determine relevant evidence and develop
reasons to elaborate ideas.
use transitional words, phrases, and clauses to connect my claims
and reasoning.
use precise language and specific vocabulary to support my
argument.
establish and maintain a formal style.
develop an appropriate and formal conclusion.
22 DRAFT May 22, 2018
f. Provide a concluding statement or section that follows from the
argument presented.
W.6.9: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
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”).
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.6.4.b: Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
L.6.5.b: Use the relationship between particular words (e.g.,
cause/effect, part/whole, item/category) to better understand each
of the words.
L.6.5.c: Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
W.6.9: I can
identify evidence that supports my analysis of and reflection about
an informational text.
identify evidence to support my research.
identify evidence from multiple sources of informational or
literary texts.
SL.6.3: I can
identify a speaker's argument/claim.
determine if the speaker's claim is supported with relevant
evidence and sound reasoning.
SL.6.4: I can
identify relevant facts and details that support the main idea or
theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when
presenting.
L.6.4.b: I can use word parts to determine the meaning of a word.
L.6.5.b: I can better understand the meaning of words by examining
their relationship to one another. L.6.5.c: I can I can tell the
difference between the connotations (associations) of words with
similar denotations (definitions).
23 DRAFT May 22, 2018
Supporting Standards
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.
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 pages in a single sitting. W.6.7: Conduct short
research projects to answer a question, drawing on several sources
and refocusing the inquiry when appropriate. 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.
L.6.4.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. L.6.4.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. 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).
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.
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.
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 1–3 above.) 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 (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. SL.6.1: Engage effectively in a
range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partner 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.
24 DRAFT May 22, 2018
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. SL.6.6:
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
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.*
b. Spell correctly. 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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
compare/contrast effective beginnings/endings interpretation
plagiarism/plagiarize/plagiarizing
argument claim
credible sources writing process
effective beginnings/endings integrate information/ideas
purpose for writing (explanatory, argumentative, narrative writing)
present quotation/quoting reference/identify sources relevant
supporting evidence/reasons/details/information
Language
affixes
prefixes
suffixes
25 DRAFT May 22, 2018
English 6 Reading Lit and Strategies Note: Reading selections will
extend into the next unit Adopted Resources:
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Language Network (2001), McDougal-Littell Spelling and Vocabulary
(2006), Houghton Mifflin
Approved Novels: True Confessions of Charlotte Doyle by Avi (740
Lexile) The Secret Garden by Francis Hodgson Burnett (970 Lexile)
Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My Mind by
Sharon Draper (700 Lexile) Tracker by Gary Paulson (1010 Lexile)
Esparanza Rising by Pam Munoz Ryan (750 Lexile) Treasure Island by
Robert Lewis Stevenson (1100 Lexile) Pankration-The Ultimate Game
by Dylan Blacklock (820 Lexile) The Lightening Thief by Rick
Riordan (740 Lexile)
Short Stories: "Aaron's Gift" by Myron Levoy, PH, p. 116
"A Crippled Boy" by Tran My-Van, PH, p. 826
"The wounded Wolf" by Jean Craighead George, PH, p. 510
"The Veldt" by Ray Bradbury, Junior Great Book, Series 6, Second
Semester "Eleven" by Sandra Cisneros, PH, p. 488
"The Sound of Summer Running" by Ray Bradbury, PH, p. 3
"The All-American Slurp" by Lensey Namioka, PH, p. 518
"The Pig Man and Me" by Paul Zindel, PH, p. 189
Poetry: "Was Worm" by May Swenson, PH, p. 310
"The Children's Hour" by Henry Wadsworth Longfellow, PH, p.
158
Nonfiction: "The Loch Ness Monster" by George Laycock, PH, p.
438
"Stage Fright" by Mark Twain, PH, p. 215
“Justice for All” by Lynn Rymarz
https://www.commonlit.org/texts/justice-for-all (900 Lexile) “The
Underground Railroad” by USHistory.org
https://www.commonlit.org/texts/the-underground-railroad (970
Lexile) “Gault Case Changed Juvenile Law” by Margot Adler
https://www.commonlit.org/texts/gault-case-changed-juvenile-law
(900 Lexile)
“Should Girls Be Allowed to Play High School Football?” by Josh
Bean
https://www.commonlit.org/texts/should-girls-be-allowed-to-play-high-school-football
(1180 Lexile) “The Plymouth Thanksgiving Story” by Chuck Larsen
https://www.commonlit.org/texts/the-plymouth-thanksgiving-story
(1000 Lexile) “Northeast Natives” by BirdBrain History
https://www.commonlit.org/texts/northeast-natives (930 Lexile)
“Cathay Williams: First (Documented) Black Woman to Serve in U.S.
Army” by Atlas Obscura
https://newsela.com/read/cathay-williams-soldier/id/41090 (1110
Lexile/differentiated Lexiles) “African-American Pioneers Played a
Big Role in Settling the West” by Phil Taylor
https://newsela.com/read/lib-black-pioneers-settlers/id/31028 (1040
Lexile/differentiated Lexiles) “The Lesser-Known History of
African-American Cowboys” by Smithsonian.com
https://newsela.com/read/smi-black-cowboys/id/27224 (1030
Lexile/differentiated Lexiles) “Colors of Innovation: A History of
African-American Inventors” by ThoughtCo.com
https://newsela.com/read/lib-african-american-inventors/id/39706
(1150 Lexile/differentiated Lexiles) “Essay: Why Sports History Is
American History” by Mark Naison
https://newsela.com/read/gl-history-Why-Sports-History-Is-American-History/id/40305
(1060 Lexile/differentiated Lexiles) “Latinos in World War II:
Fighting on Two Fronts” by Lorena Oropeza
https://newsela.com/read/lib-latinos-world-war-2/id/30128 (1010
Lexile/differentiated Lexiles) “How to Write an Argumentative
Essay” by ThoughtCo.com
https://newsela.com/read/lib-writing-argumentative-essay/id/38646
(980 Lexile/differentiated Lexiles) “Coke Aims to Recycle a Bottle
for Each It Sells by 2030” by Joseph Pisani
https://newsela.com/read/elem-coke-bottles-recycling/id/39780 (830
Lexile/differentiated Lexiles) “Pringles: Snacktime Hero or
Recycling Villain?” by Brigit Katz
https://newsela.com/read/elem-pringles-recycling/id/31047 (830
Lexile/differentiated Lexiles) “To Pick Out Real News from Fake, Be
Skeptical” by Harrison Smith
https://newsela.com/read/elem-spotting-fake-news/id/28726 (840
Lexile/differentiated Lexiles)
District Curriculum Document
Instructional Time: 3 weeks
English 6 Reading Lit and Strategies Note: Reading selections will
extend into the next unit
Big Ideas/Essential Questions Priority Standards Student Learning
Intentions (Student Friendly Language of the Priority
Standards)
Thematic Focus: Perspective
Essential Questions: What does the author want me to know after
reading this story?
How do I develop characterization through dialogue, descriptions,
and figurative language?
How do I write so people will want to read my story by effectively
using literary elements?
How do real life situations shape a story?
RL.6.1 (focus on inferences): Cite textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
RL.6.2 (focus on theme): 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.6.6 : Explain how an author develops the point of view of the
narrator or speaker in a text.
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 and/or characters; 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.
RL.6.1: I can
determine the difference between explicit language and inferential
language.
cite textual evidence to support analysis of what the text says
directly.
cite textual evidence to support inferences.
RL.6.2: I can
cite the details that demonstrate the theme or central idea.
objectively summarize what the text says.
RL.6.6: I can explain how an author develops a point of view of a
narrator or speaker in a text.
W.6.3: I can
move a plot a forward by establishing exposition, conflict/inciting
incident, rising action, climax, falling action, and
resolution.
use narrative techniques such as effective dialogue, descriptive
and sensory language, and appropriate sequencing of events.
use transitional words, phrases and clauses to move between time
frames and settings.
28 DRAFT May 22, 2018
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.
L.6.4.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.
L.6.5.a: Interpret figures of speech (e.g., personification) in
context.
develop an appropriate conclusion that resolves the story.
L.6.4.a: I can use context clues to determine the meaning of a word
or phrase. L.6.5.a: I can interpret figurative language in
context.
Supporting Standards
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. 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.
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). 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.
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 1–3 above.) 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 (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.
SL.6.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partner 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.
29 DRAFT May 22, 2018
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. 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 standard English
grammar and usage when writing or speaking. a. Ensure that pronouns
are in the proper case (subjective, objective, and possessive). b.
Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and
person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*
e. Recognize variations from Standard English in their own and
others' writing and speaking, and identify and use strategies to
improve expression in conventional language.*
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.*
b. Spell correctly. 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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
mental picture (writing)/visualize/imagery
tone
dialogue precise/specific language transitions/transition words/
phrases logical sequence of events Language
sensory language/details pronouns
Recommended District Adopted Resources
English 6 Reading Lit and Strategies Note: Reading selections will
extend into the next unit
Adopted Resources: Timeless Voices, Timeless Themes: Copper (2000),
Prentice Hall Language Network (2001), McDougal-Littell Spelling
and Vocabulary (2006), Houghton Mifflin
Approved Novels: True Confessions of Charlotte Doyle by Avi (740
Lexile) The Secret Garden by Francis Hodgson Burnett (970 Lexile)
Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My Mind by
Sharon Draper (700 Lexile) Tracker by Gary Paulson (1010 Lexile)
Esparanza Rising by Pam Munoz Ryan (750 Lexile) Treasure Island by
Robert Lewis Stevenson (1100 Lexile) Pankration-The Ultimate Game
by Dylan Blacklock (820 Lexile) The Lightening Thief by Rick
Riordan (740 Lexile)
Short Stories: "Aaron's Gift" by Myron Levoy, PH, p. 116
"A Crippled Boy" by Tran My-Van, PH, p. 826
"The wounded Wolf" by Jean Craighead George, PH, p. 510
"The Veldt" by Ray Bradbury, Junior Great Book, Series 6, Second
Semester (may not be available in every building) "Eleven" by
Sandra Cisneros, PH, p. 488
"The Sound of Summer Running" by Ray Bradbury, PH, p. 3
"The All-American Slurp" by Lensey Namioka, PH, p. 518
"The Pig Man and Me" by Paul Zindel, PH, p. 189
Cartoon: "Metamorphosis" by Gary Larson, PH, p. 311
Poetry: "The Children's Hour" by Henry Wadsworth Longfellow, PH, p.
158
"Was Worm" by May Swenson, PH, p. 310
31 DRAFT May 22, 2018
Nonfiction: "The Loch Ness Monster" by George Laycock, PH, p.
438
"Stage Fright" by Mark Twain, PH, p. 215
“The Drive-In Movies” by Gary Soto
https://www.commonlit.org/texts/the-drive-in-movies (850 Lexile)
“Heartbeat of Mother Earth” by CR Willing McManis
https://www.commonlit.org/texts/heartbeat-of-mother-earth (900
Lexile) “Dreams and Musical Feet” by Daniel A. Kelin, II
https://www.commonlit.org/texts/dreams-and-musical-feet (930
Lexile) “Going ‘Home’ to Ecuador, Part One: Finding My People” by
Amanda Machado
https://newsela.com/read/elem-travel-journal-ecuador-part1/id/31472
(840 Lexile/differentiated Lexiles) “Growing Trees for Kenya: The
Story of Wangari Maathai” by Elizabeth Cregan
https://www.commonlit.org/texts/growing-trees-for-kenya (1070
Lexile) “How to Find the Theme of a Book or Short Story” by
ThoughtCo.com
https://newsela.com/read/lib-Find-Theme-plot-Book-Short-Story/id/37994
(950 Lexile/differentiated Lexiles) “Family Visits to Cuba Inspired
Girl to Become a Poet” by Luz Lazo
https://newsela.com/read/elem-cuban-poet/id/34841 (810
Lexile/differentiated Lexiles) “In Two Award-Winning African Folk
Tales, Water Is a Common Thread” by Mary Quattlebaum
https://newsela.com/read/elem-african-folk-tales/id/37247 (810
Lexile) “Diary of a Teenage Refugee” by Amira
https://www.commonlit.org/texts/diary-of-a-teenage-refugee (670
Lexile) “Primary Sources: Excerpts from Harriet Jacobs’ Slave
Narrative, Part One” adapted by Newsela Staff
https://newsela.com/read/primary-source-harriet-jacobs-
childhood/id/22006 (960 Lexile/differentiated Lexiles) “Primary
Sources: Excerpts from Harriet Jacobs’ Slave Narrative, Part Two”
adapted by Newsela Staff
https://newsela.com/read/primary-source-harriet-jacobs-
escape/id/22017 (991 Lexile/differentiated Lexiles)
District Curriculum Document
Subject Area: English
Grade Level: 6
Instructional Time: 3 weeks: 2 weeks and a 1 week Bridge
*Bridge is time to reteach, reassess, pre-teach, pre-assess and
transition from one unit to the next
Big Ideas/Essential Questions Priority Standards Student Learning
Intentions (Student Friendly Language of the Priority
Standards)
Thematic Focus: Perspective
Essential Questions: How do I craft a strong literary argument
using evidence and reasoning to support my claim?
How do I use evidence from the text to make my interpretation
stronger?
How do inferences inform my understanding of the theme and how it
develops?
RL.6.1 (focus on inferences): Cite textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
RL.6.2 (focus on theme): 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.6.6: Explain how an author develops the point of view of the
narrator or speaker in a text.
RL.6.1: I can
determine the difference between explicit language and inferential
language.
cite textual evidence to support analysis of what the text says
directly.
cite textual evidence to support inferences.
RL.6.2: I can
cite the details that demonstrate the theme or central idea.
objectively summarize what the text says.
RL.6.6: I can explain how an author develops a point of view of a
narrator or speaker in a text.
33 DRAFT May 22, 2018
W.6.1: Write arguments to support claims with clear reasons and
relevant evidence.
b. Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or
text.
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”).
W.6.1: I can
state a claim and cite evidence to support my argument.
use credible sources to determine relevant evidence and develop
reasons to elaborate ideas.
use transitional words, phrases, and clauses to connect my claims
and reasoning.
use precise language and specific vocabulary to support my
argument.
establish and maintain a formal style.
develop an appropriate and formal conclusion.
W.6.9.a: I can
Compare and contrast how different texts address the same theme and
topics.
Supporting Standards
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 1–3 above.) 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 (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.
SL.6.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partner 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. SL.6.6:
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
34 DRAFT May 22, 2018
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.*
b. Spell correctly. 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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
analysis
Writing
Language
punctuation
commas
dashes
parentheses
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Language Network (2001), McDougal-Littell Spelling and Vocabulary
(2006), Houghton Mifflin
Approved Novels: True Confessions of Charlotte Doyle by Avi (740
Lexile) The Secret Garden by Francis Hodgson Burnett (970 Lexile)
Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My Mind by
Sharon Draper (700 Lexile) Tracker by Gary Paulson (1010 Lexile)
Esparanza Rising by Pam Munoz Ryan (750 Lexile) Treasure Island by
Robert Lewis Stevenson (1100 Lexile) Pankration-The Ultimate Game
by Dylan Blacklock (820 Lexile) The Lightening Thief by Rick
Riordan (740 Lexile)
35 DRAFT May 22, 2018
Short Stories: "Aaron's Gift" by Myron Levoy, PH, p. 116
"A Crippled Boy" by Tran My-Van, PH, p. 826
"The wounded Wolf" by Jean Craighead George, PH, p. 510
"The Veldt" by Ray Bradbury, Junior Great Book, Series 6, Second
Semester "Eleven" by Sandra Cisneros, PH, p. 488
"The Sound of Summer Running" by Ray Bradbury, PH, p. 3
"The All-American Slurp" by Lensey Namioka, PH, p. 518
"The Pig Man and Me" by Paul Zindel, PH, p. 189
Cartoon: "Metamorphosis" by Gary Larson, PH, p. 311
Poetry: "Was Worm" by May Swenson, PH, p. 310
"The Children's Hour" by Henry Wadsworth Longfellow, PH, p.
158
Nonfiction: "The Loch Ness Monster" by George Laycock, PH, p.
438
"Stage Fright" by Mark Twain, PH, p. 215
“Going ‘Home’ to Ecuador, Part Two: Where Do I Belong?” by Amanda
Machado
https://newsela.com/read/elem-travel-journal-ecuador-part2/id/31473
(830 Lexile/differentiated Lexiles) “Feudal Japan” by BirdBrain
History https://www.commonlit.org/texts/feudal-japan (620 Lexile)
“A Cobra in the Garden” by Mahani Zubaidy Gunnell
https://www.commonlit.org/texts/a-cobra-in-the-garden 910 Lexile)
“Life with Koko” by Andy Boyles
https://www.commonlit.org/texts/life-with-koko (1060 Lexile)
“Standing out in the Herd” by Cecil Dzwowa
https://www.commonlit.org/texts/standing-out-in-the-herd (890
Lexile) “Explainer: What Is Intuition?” by The Conversation
https://newsela.com/read/lib-convo-what-is-intuition/id/27926 (1010
Lexile/differentiated Lexiles) “How ‘A Wrinkle in Time’ Inspired
Female Scientists” by How Stuff Works
https://newsela.com/read/lib-wrinkle-time-women-scientists/id/40776
(1160 Lexile/differentiated Lexiles) “Essay: Martin Luther King
Jr., a Timely Leader” by Jim Haskins
https://newsela.com/read/elem-essay-a-timely-leader/id/39412 (800
Lexile/differentiated Lexiles)
District Curriculum Document Curriculum Unit: Synthesis of
Application and Skills
Subject Area: English
Grade Level: 6
Priority Standards Student Learning Intentions (Student Friendly
Language of the Priority Standards)
Thematic Focus: Reflection
Essential Questions: How do I reflect and demonstrate what I
learned in sixth grade through an independent project?
How have I improved as a reader, writer, speaker, and
listener?
How can I determine the skills I have not yet mastered?
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.
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.
W.6.10: 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.
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.
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.
RL.6.10/RI.6.10: I can read and understand literature and
nonfiction text in diverse forms.
W.6.10: I can write for many diverse tasks and purposes.
SL.6.2: I can
explain how the presentation format conveys the topic.
SL.6.3: I can
identify a speaker's argument/claim.
determine if the speaker's claim is supported with relevant
evidence and sound reasoning.
37 DRAFT May 22, 2018
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.6.4: I can
identify relevant facts and details that support the main idea or
theme in a variety of texts.
verbally present claims and findings in a logical order.
use appropriate eye contact, volume, and pronunciation when
presenting.
Supporting Standards
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.
W.6.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience
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
pages in a single sitting. W.6.7: Conduct short research projects
to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
SL.6.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partner 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. SL.6.5:
Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
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 standard English
grammar and usage when writing or speaking. a. Ensure that pronouns
are in the proper case (subjective, objective, and possessive). b.
Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and
person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*
e. Recognize variations from Standard English in their own and
others' writing and speaking, and identify and use strategies to
improve expression in conventional language.*
38 DRAFT May 22, 2018
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.*
b. Spell correctly. 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.*
b. Maintain consistency in style and tone.*
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.
Academic and Unit Vocabulary (people, ideas and vocabulary)
Reading
Recommended District Adopted Resources
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Language Network (2001), McDougal-Littell Spelling and Vocabulary
(2006), Houghton Mifflin
Short Stories: "Arachne" by Olivia Coolidge, PH, p. 822
"Emperor's New Clothes" by Hans Christian Anderson, PH, p.
775
"Jeremiah's Song" by Walter Dean Meyers, PH, p. 34
Novels: Tuck Everlasting by Natalie Babbitt (770 Lexile) Out of My
Mind by Sharon Draper (700 Lexile) The Secret Garden by Francis
Hodgson Burnett (970 Lexile) A Wrinkle in Time by Madeleine L'Engle
(740 Lexile) Poetry: "I'll Stay" by Gwendolyn Brooks, PH, p.
263
"Be Like the Bird" by Victor Hugo, PH, p. 214 "Dream Dust" by
Langston Hughes, PH, p. 214
"Alone in the Nets" Arnold Adoff, PH, p. 216
Nonfiction: "The Strange Geometry of Stonehenge" by Katherine B.
Shippen, PH, p. 371
"The Shutout" by Patricia C. McKissack and Frederick McKillack Jr.,
PH, p. 547
"Lou Gehrig the Iron Horse" by Bob Considine, PH, p. 283
“Maryland Teen’s Mangrove Research at NASA Gets Worldwide
Attention” by Washington Post
https://newsela.com/read/nasa-teen-satellite/id/39221 (950
Lexile/differentiated Lexiles) “The Wright Brothers: Air Pioneers”
by David White
https://www.commonlit.org/texts/the-wright-brothers-air-pioneers
(960 Lexile) “A Century of Blossoms” by Patricia A. Miller
https://www.commonlit.org/texts/a-century-of-blossoms (960 Lexile)
“Robotics Students Don’t Let Racial Taunts Slow Their Success” by
Washington Post
https://newsela.com/read/robotics-team-success/id/29836 (970
Lexile/differentiated Lexiles) “Seeing Through Dorothea’s Eyes” by
Sudipta Bardhan
https://www.commonlit.org/texts/seeing-through-dorothea-s-eyes (890
Lexile) “Fastest Woman in the World” by Pat Parker
https://www.commonlit.org/texts/fastest-woman-in-the-world (890
Lexile) “Storm Reid Found Her ‘Wrinkle in Time’ Role an Easy Fit”
by Sandie Angulo Chen
https://newsela.com/read/elem-storm-reid-wrinkle-in-time/id/41101
(820 Lexile/differentiated Lexiles) “Rare Birth Defect Becomes a
Gift for a High School Pitcher” by Washington Post
https://newsela.com/read/baseball-pitcher-birth-defect/id/31168
(950 Lexile/differentiated Lexiles) “Not Just for the Gold:
Paralympic Swimmer Wants to Help Others Aim High” by Washington
Post https://newsela.com/read/swimmer-blind- paraolympics/id/21425
(950 Lexile/differentiated Lexiles) “He Had to Go Through a lot of
Hoops to Make It to the NBA” by Washington Post
https://newsela.com/read/wizards-felix-overcoming-bullying/id/36510
(920 Lexile/differentiated Lexiles)