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Language Arts Literacy: Grade 6 May 2011

LANGUAGE ARTS LITERACY CURRICULUM – GRADE 6--2011

September Standard LearningActivities

Assessment InterdisciplinaryConnections

September

Class novelwith bullying and developing identity themes (such as Crash, Holes, or Touching Spirit Bear)

Bullying project

Short writing pieces

RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2Determine 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.6.3Describe 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.6.4Determine 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.6.5Analyze 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.6.6Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.9

Read aloud in class Read with a partner Silent, independent reading Journal entries Comprehension questions Define and review literary

terms (genre, realistic fiction, plot, conflict, climax, setting, character trait, theme)

Prepare “Hot Seat” (interview characters from the novel) or other skit based on the novel

Read/discuss other short texts with bullying theme such as a short story, poem, or informational article.

Observation

Review homework (comprehension questions, journal entries, etc.)

Reading log

Quizzes

Hot seat or skit rubric

Health 2.1.6.E.2-3Health 2.4.6.A.2-4

Careers 9.1.8.A.1-29.1.8.C.1

Technology 8.1.8.A.1, 8.1.8.D.1

Visual and Performing Arts 1.3.8.C.1-2

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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.6.10By 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.6.7Integrate 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.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Bullying project Internet research

Bullying project rubric

W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.2.BDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2.D

Short personal essay Short poems Open-ended response to

literature (1-2 paragraphs)

Paragraph /short essay rubric

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Use precise language and domain-specific vocabulary to inform about or explain the topic. W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.ACome 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. SL.6.1.BFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1.CPose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Bullying discussion (Four Corners or Crossing the Line activity (take a position and explain opinion)

Pair and share, small group and whole class discussion of class novel

Perform “Hot Seat” or other skit based on the novel.

Bullying project presentation

Observation

Hot Seat or skit rubric

Bullying project rubric

L.6.1 Practice multiple solutions Quizzes

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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.ERecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3.AVary sentence patterns for meaning, reader/ listener interest, and style. L.6.2.BSpell correctly. L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.4.AUse 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.DVerify the preliminary determination

for fixing run-on sentences Edit writing Word of the day Novel-based vocabulary

unit Words in context activities:

worksheets, identify unfamiliar words during reading.

Review homework

Spelling diagnostic test

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of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.6.5.BUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. L.6.6Acquire 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.

October Standard Learning Activities Assessment InterdisciplinaryConnections

October

Literature Circles (various novels on a common theme)

Memoirs (writing personal narratives)

RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2Determine 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.6.3Describe 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

Read aloud in class Read with a partner Silent, independent reading Literature circle (small

group) discussions On-line discussion Journal entries Comprehension questions Review literary terms

Observation checklist for literature circles

Reading log Review

homework (comprehension questions, journal entries, etc.)

Novel quiz, literary terms quiz.

Health 2.1.6.E.3Health 2.4.6.A.1-4

Careers9.1.8.A.1, 9.1.8.C.1, 9.1.8.D.3

Technology 8.1.8.A.1, 8.1.8.A.5


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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.6.5Analyze 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.6.6Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.10By 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.

W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.2.BDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2.D

Personal Narratives (memoirs)

Follow writing process: Brainstorming, thesis statement, outline, draft, revise, edit, final draft

Open-ended response to literature (1-2 paragraphs)

Peer revising conferences

Narrative rubric Written and/or

oral feedback on writing. Encourage revision.

Open-ended response rubric

Peer conference form

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Use precise language and domain-specific vocabulary to inform about or explain the topic.. W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.3.AEngage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.6.3.BUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.6.3.CUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3.DUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. W.6.3.EProvide a conclusion that follows from the narrated experiences or events. W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

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purpose, and audience. W.6.5With 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.6.6Use 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.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.10Write 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.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.ACome to discussions prepared, having read or studied required material;

Literature circle discussions Peer revising conferences Class discussion Skits or presentations based

on literature circle novels.

Literature circle observation checklist


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explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.6.1.BFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1.CPose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.AEnsure that pronouns are in the proper case (subjective, objective, possessive). L.6.1.BUse intensive pronouns (e.g., myself, ourselves). L.6.1.CRecognize and correct inappropriate shifts in pronoun number and person. L.6.1.DRecognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Writing dialogue – punctuation exercises

Teach paragraphing in narratives

Review “time” transition words

Review tense consistency Pronoun exercises—fixing

errors in case, number, etc. Edit writing Spelling: individualized

word lists and homework practice

Word of the day Discuss word choice, word

connotations, and figurative

Review homework and class work exercises

Graded homework and partner quizzes (spelling)

Writing mechanics are graded as part of writing assignments, using holistic

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L.6.1.ERecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.2.BSpell correctly. L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.3.AVary sentence patterns for meaning, reader/ listener interest, and style. L.6.3.BMaintain consistency in style and tone. L.6.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.4.AUse 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.DVerify the preliminary determination of the meaning of a word or phrase

language when reading and writing memoirs

Practice context clue and dictionary skills—identify unfamiliar words during independent reading

rubric

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(e.g., by checking the inferred meaning in context or in a dictionary). L.6.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.5.BUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. L.6.5.CDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.6Acquire 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.

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November-December

Standard Learning Activities Assessment InterdisciplinaryConnections

Nonfiction Reading and Expository Writing

(Short articles or chapters with a variety of text structures; focus on social studies and science content)

RL.6.10By 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.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2Determine 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.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5Analyze 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.6.6Determine an author’s point of view

Read aloud Read with a partner Silent, independent reading

(nonfiction and choice books)

Journal entries Book report Multiple choice and open-

ended comprehension questions

Graphic organizers appropriate to nonfiction text structures

Observation Reading log Comprehension

quizzes Review


Book report on choice reading (quiz grade)

Careers9.1.8.A.1,9.1.8.B.1, 9.1.8.C.1

Technology 8.1.8.A.1

Social studies6.2.8.D.2.b

Science5.3.6.C.1, 5.4.6.G.3

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November-December


or purpose in a text and explain how it is conveyed in the text. RI.6.10By 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.6.1Write arguments to support claims with clear reasons and relevant evidence. W.6.1.AIntroduce claim(s) and organize the reasons and evidence clearly. W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.2.AIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2.BDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2.C

Expository essay (compare/contrast, problem/solution, or cause/effect)—on environmental topic.

Persuasive paragraph

Essay rubric Written and/or

oral feedback on writing

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November-December


Use appropriate transitions to clarify the relationships among ideas and concepts. W.6.2.DUse precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2.EEstablish and maintain a formal style. W.6.2.FProvide a concluding statement or section that follows from the information or explanation presented. W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.9.BApply 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.6.10Write 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.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

Debate Pair and share, small group

and whole class discussion

Observation and feedback on debate

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November-December


diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.ACome 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. SL.6.1.BFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1.CPose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1.DReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.3Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4Present 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.

Assess persuasive paragraph preparing for debate

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November-December


SL.6.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.ERecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.2.BSpell correctly. L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.4.AUse context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a

Comma review exercises Spelling: individualized

word lists and homework practice

Edit writing Word of the day Teach content vocabulary

for nonfiction texts. Practice context clue skills

—identify unfamiliar words during independent reading

Review homework and class work exercises

Comma quiz Graded

homework and partner quizzes (spelling)

Writing mechanics are graded as part of writing assignments, using holistic rubric

16


November-December


clue to the meaning of a word or phrase. L.6.6Acquire 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.

January Standard Activities Assessment InterdisciplinaryConnections

January

Persuasive essay

Poetry unit (Jan-March, second sessions)

RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2Determine 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.6.4Determine 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.6.5Analyze 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.

Read aloud and discuss in class a variety of persuasive essays (both published and written by students)

Read and analyze persuasive essays with a partner or small group

Compare and contrast different points of view on the same topic.

Read and evaluate articles from the Internet.

Research supporting details (Internet; conduct surveys, and interviews)

Read aloud/discuss in class a variety of poems (Jan-March)

Read and listen to audio or video of poetry read aloud.

Observation Feedback on

group work Reading log Book report on

choice reading (quiz grade)

Check students’outlines for supporting details from their research

Health 2.1.6.E.2

Careers9.1.8.A.1-2, 9.1.8.B.1

Technology 8.1.8.A.1, 8.1.8.A.5

Mathematics6.SP.1 (surveys)

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RL.6.6Explain how an author develops the point of view of the narrator or speaker in a text. 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. RL.6.10By 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.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2Determine 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.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Silent, independent reading (choice books)

Journal entries Book report

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RI.6.5Analyze 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.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7Integrate 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. RI.6.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9Compare 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.6.10By 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.6.1Write arguments to support claims with clear reasons and relevant evidence.

Write persuasive essay Follow writing process:

Brainstorming, thesis statement, outline, draft,

Essay rubric Check student

work at each stage of writing

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W.6.1.AIntroduce claim(s) and organize the reasons and evidence clearly. W.6.1.BSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1.CUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1.DEstablish and maintain a formal style. W.6.1.EProvide a concluding statement or section that follows from the argument presented. W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.5With 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.6.6Use 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

revise, edit, final draft Peer revising conferences Draft poems in a variety of

formats, such as free-verse and odes (Jan-March)

Publish poetry page in class magazine (March or April)

process Provide written

feedback, encouraging revision.


Feedback on poems and poetry page rubric

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Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8Gather 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. W.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9.BApply 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.6.10Write 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.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own

Pair and share, small group and whole class discussion as students analyze persuasive models of persuasive writing.

Informal debate on

Observe discussion, provide feedback

21



clearly. SL.6.1.ACome 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. SL.6.1.CPose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1.DReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.3Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

persuasive essay topics.

L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.AEnsure that pronouns are in the proper case (subjective, objective, possessive). L.6.1.BUse intensive pronouns (e.g., myself, ourselves). L.6.1.CRecognize and correct inappropriate

Practice using transition words

Sentence exercises: Subordinate conjunctions and complex sentences

Commas to set off introductory phrases (worksheet)

Pronoun exercises: fixing errors and ambiguous pronouns.

Spelling: individualized

Review sentence and comma exercises

Use of transitions, complex sentences, and commas graded as part of holistic writing rubric.

Graded

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shifts in pronoun number and person. L.6.1.DRecognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L.6.1.ERecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.2.BSpell correctly. L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.3.AVary sentence patterns for meaning, reader/ listener interest, and style. L.6.3.BMaintain consistency in style and tone. L.6.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.5.AInterpret figures of speech (e.g., personification) in context. L.6.5.CDistinguish among the connotations

word lists and homework practice.

Word of the day Identify types of figurative

language in poetry (Jan-March)

Discuss word choice and word connotations in poetry (Jan-March)

homework and partner quizzes (spelling)

23



(associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

24


February-March

Standard Activities Assessment InterdisciplinaryConnections

February-March (6-7 weeks)

Greek Mythology

Myths such as war of the Titans, Prometheus, Theseus, Heracles, Odysseus and the Cyclops,various god and goddess myths

focus on Greek heroes

RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2Determine 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.6.3Describe 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.6.4Determine 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.6.5Analyze 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

Read aloud in class Read with a partner Silent, independent reading Journal entries Comprehension questions Graphic organizer Compare myth text to movie

version (Heracles or Odysseus)

Review theme by reading Greek fables.

Book report (choice reading)

Observation Review


Reading log Comprehension

quizzes Mythology test Book report

(quiz grade)

Careers9.1.8.A.1, 9.1.8.C.1

Technology 8.1.8.A.1, 8.1.8.A.3, 8.1.8.A.5


Social Studies6.2.8.D.3.f

World Languages7.1.IL.A.8, 7.1.IL.C.2

25


February-March


watch. RL.6.10By 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

W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.2.AIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2.BDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2.CUse appropriate transitions to clarify the relationships among ideas and concepts. W.6.2.D

Compare/contrast 2 heroes or two versions of myth.

Myth summary and creative retelling of myth (such as skit and/or magazine article)

Research on god or goddess and mythological word origin

Short essay rubric

Check students’ research notes

Rubrics for presentations on god/goddesses and word origins

26


February-March


Use precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2.EEstablish and maintain a formal style. W.6.2.FProvide a concluding statement or section that follows from the information or explanation presented. W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.3.AEngage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.6.3.BUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.6.3.CUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3.DUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. W.6.3.EProvide a conclusion that follows

27


February-March


from the narrated experiences or events. W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.5With 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.6.6Use 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.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8Gather 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. W.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

28


February-March


W.6.9.AApply 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.6.10Write 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.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.ACome 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. SL.6.1.BFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1.CPose and respond to specific questions with elaboration and detail by making

Partner, small group and whole-class discussion

Debate or small-group discussion on Greek heroes/heroism

Group project culminating in creative presentations (such as skits) on Greek myths

Myth word origin presentations

observation

Group project rubric

Oral presentation rubric

29


February-March


comments that contribute to the topic, text, or issue under discussion. SL.6.4Present 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.6.5Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.ERecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.2.A

Sentence construction exercises: appositive phrases and non-restrictive clauses.

Edit writing

Greek root words: spelling and meanings of words from various Greek roots

Mythological word origins research and presentations

Figure out word meanings through context clues (in

Assess sentence variety and complexity as part of holistic writing rubric

Spelling quizzes

Myth word presentation rubric and vocabulary quiz

30


February-March


Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.6.2.BSpell correctly. L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.3.AVary sentence patterns for meaning, reader/ listener interest, and style. L.6.3.BMaintain consistency in style and tone. L.6.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.4.AUse 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.BUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). L.6.4.CConsult 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

reading myths)

31


February-March


part of speech. L.6.5.BUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. L.6.6Acquire 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.

April Standard Learning Activities Assessment InterdisciplinaryConnections

April

HistoricalNovel(such as but not limited to Letters from Rifka) 5 weeks

RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2Determine 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.6.3Describe 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.6.4Determine the meaning of words and

Read aloud in class Read with a partner Silent, independent reading Reader’s theater (skit) Journal entries Comprehension questions Identify and analyze

passages with figurative language

Listen to portions of novel on CD.

Read/discuss other short texts with themes related to the novel, such as a short story, poem, skit, website,

Observation

Review homework (comprehension questions, journal entries, etc.)

Reading log

Quizzes

Narrative writing rubric

Health 2.1.6.E.3Health 2.4.6.A.1

Careers9.1.8.A.1, 9.1.8.C.1, 9.1.8.D.3, 9.1.8.D.5

Technology 8.1.8.A.1, 8.1.8.A.5

Social Studies6.1.12.D.5.d, 6.1.12.D.14.f

32



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.6.5Analyze 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.6.6Explain how an author develops the point of view of the narrator or speaker in a text. 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. RL.6.9Compare 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.6.10By 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.

and informational article. Conduct research related to

the theme of the novel.

(includes ability to synthesize historical background information both read and heard)

33



RI.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2Determine 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.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7Integrate 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. RI.6.9Compare 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.6.10By 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.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

Students write a fictional first-person narrative based on theme of the novel (such

Narrative rubric

34



selection, organization, and analysis of relevant content. W.6.2.BDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.about or explain the topic. W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.3.AEngage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.6.3.BUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.6.3.CUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3.DUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. W.6.3.EProvide a conclusion that follows from the narrated experiences or

as immigrant journals) Short essay on family

history Short essay

rubric

35



events. W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.5With 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.6.6Use 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.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9.AApply 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.6.10Write 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,

36



purposes, and audiences. SL.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.ACome 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. SL.6.1.CPose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1.DReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2Interpret 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.6.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Reader’s theater Share family histories Pair and share Small group and whole class

discussion Use multi-media slide show,

Internet, and skit to develop background knowledge to deepen comprehension of novel and provide setting for students’ fictional journals.

Observation Narrative

writing rubric (ability to synthesize historical background information both read and heard)

37



L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.ERecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.2.AUse punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.6.2.BSpell correctly. L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.3.AVary sentence patterns for meaning, reader/ listener interest, and style. L.6.3.BMaintain consistency in style and tone. L.6.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Review paragraphing in narratives

Review dialogue punctuation

Edit writing Novel-based vocabulary unit Word of the day Identify words in context Identify and analyze

figurative language in a novel.

Assessed as part of holistic writing rubric

Vocabulary quiz Figurative

language assignment (homework grade)

38



L.6.4.AUse 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.6.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.5.AInterpret figures of speech (e.g., personification) in context. L.6.6Acquire 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.

May-June Standard Activities Assessment InterdisciplinaryConnections

May-June

ResearchProject(such as topics from the Middle Ages or ancient history biographies)

RL.6.10By 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.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn

Silent, independent reading Read aloud literature from

the Middle Ages; discuss history of English Language

Note-taking Summarizing, retelling Evaluate Internet sites

Observation

Reading log

Check notes

Research process rubric

Careers9.1.8.A.1, 9.1.8.D.3

Technology 8.1.8.A.1, 8.1.8.A.3, 8.1.8.A.5

Social Studies6.2.8.D.4.j

39



from the text. RI.6.2Determine 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.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5Analyze 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.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7Integrate 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. RI.6.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are

World Languages7.1.IL.A.8

40



supported by reasons and evidence from claims that are not. RI.6.9Compare 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.6.10By 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.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.2.AIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2.BDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2.CUse appropriate transitions to clarify the relationships among ideas and concepts.

Research project using multiple sources:

Take notes Compose PowerPoint slides Works Cited page.

Research process rubric & presentation rubric

41



W.6.2.DUse precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2.EEstablish and maintain a formal style. W.6.2.FProvide a concluding statement or section that follows from the information or explanation presented. W.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.6Use 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.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8Gather 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. W.6.9Draw evidence from literary or

42



informational texts to support analysis, reflection, and research. W.6.9.BApply 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.6.10Write 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.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.ACome 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. SL.6.1.BFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1.CPose and respond to specific questions

Formal oral presentation with media support (poster, slides, illustrations, photos, maps)

Questions and answers on presentations

Class discussion

Presentation Rubric

43



with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.2Interpret 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.6.4Present 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.6.5Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.ERecognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression

Use correct, formal English in oral presentation and on PowerPoint slides

Identify words in context. Use dictionary to look up

unfamiliar words encountered during research.

Word of the day Discuss evolution of the

Presentation rubric

44



in conventional language. L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.2.BSpell correctly. L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.3.AVary sentence patterns for meaning, reader/ listener interest, and style. L.6.3.BMaintain consistency in style and tone. L.6.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.4.AUse 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.CConsult 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. L.6.4.D

English language over time (Old and Middle English)

45



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.6.5.BUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. L.6.6Acquire 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.

46

Download - LANGUAGE ARTS LITERACY CURRICULUM – GRADE 6 Web viewReading log. Comprehension quizzes. ... Students write a fictional first-person narrative based on theme of ... LANGUAGE ARTS

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