eastampton township school district curriculum guide grade

Eastampton Township School District

Curriculum Guide Grade: 6th Grade Content Area: Language Arts

BOE August 2017

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Reading – Literature Walk Two Moons

Strand: Key Ideas and Details

New Jersey Student Learning Standards:

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

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Big Ideas: Students will be able to build comprehension by using guided reading strategies. The novel, Walk Two Moons, by Sharon Creech will be used to implement summary, personal connection, Question and Answer relationships, and predictions to become more independent readers and thinkers.

Essential Questions:

How does making connections to a novel help my understanding?

How does writing a summary affect my understanding?

How does developing various types of questioning improve my comprehension abilities?

Will making predictions throughout my reading help me to make connections and help with understanding?

How can I connect the major themes of the text, such as; mother daughter relationships, friendship, what is really important in life, and death, to my own life?

Enduring Understandings:

Students will understand how to summarize, predict, question, and connect successfully and apply those skills to all content areas

Students will understand how to make connections to major themes such as death, friendship, and parental relationships

Students will understand how to identify literary elements and be able to apply to all literature

Knowledge, Skills, and Instructional Objectives:

Students will understand how to use summary, prediction, QAR, and connection to improve comprehension and critical thinking

Students will be able to identify major themes of the text and make connections to them

Instructional Materials/Resources:

Class set of the novel Walk Two Moons by Sharon Creech

Class set of IPADS

Instructional packet of definitions and various activities to

Reflection journal

Suggested Vocabulary

Summary, prediction, QAR, connection Technology: 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1 Document camera IPADS

Webquest

8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1



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Recommended Instructional Activities:

Complete an author study on Sharon Creech

Review reference sheet for parts of speech and various literary terms used in the first six chapters (adjective, prepositional phrase, personification, simile, flashback

Journal Activity: write about a road trip you have taken

Identify characters and setting of text

Use Venn diagram to compare and contrast different setting aspects

Answer questions and identify challenging vocabulary from the chapters

Identify and illustrate imagery

Develop an example of a right there, think and search, author and you, and on my own question for each chapter 6-12

For chapters 13-16 write summary, question, prediction, and connection

Chapters 17-21 listen and participate in the modeling of literature circle groups

Chapter 22-end work in a literature circle, each student working on a different job per chapter



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Extension Strategies/Activities:

Read the book, Helen Keller: Her Life in Pictures by George Sullivan to examine example of Braille.

Character is concerned about cholesterol, find out what cholesterol is and how it affects your body.

Plot the road trip on a map of the US

Journal reflection: Have you ever judged someone unfairly?

Research and make a travel brochure for any of the travel destinations that are mentioned in the novel

Cross-curricular Connections/Standards: Visual and Performing Arts: 1.1.8.B.1; 1.1.8.D.1

21st Century Standards: CRP1; CRP3; CRP6; CRP11; CRP12

Suggested Assessments:

Written assessment for ch. 1-6

Assess each graphic organizer for summary, question, connection, and prediction

Collect literature circle packet

End of the book quiz

Culminating activity

Reading – Literature Walk Two Moons-Mrs. Rats of Nimh

Strand: Craft and Structure


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

Big Ideas: Students will work with identifying literary elements (simile, metaphor, imagery, flashback, mood, idiom, and suspense) to contribute to character point of view as well as emotion/mood. Students will work with story elements (character, setting, plot, conflict, climax, resolution) to build upon their understanding of the literature.


How does understanding story elements such as characters, setting, plot, conflict, climax, and resolution improve reading comprehension?

How does understanding literature elements improve my comprehension?

How can imagery or other forms of literary elements set a mood or show a characters mood/opinion?

How can learning these aspects of literature help me in other subject areas?


Students will understand how to identify character, setting, plot, conflict, climax, and resolution

Students will be able to identify simile, metaphor, imagery, flashback, idiom, suspense and mood

Students will apply their knowledge of story and literary elements to understand character point of view



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BOE August 2017

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Knowledge, Skills, and Instructional Objectives: Students will be able to understand the meaning of story and literature elements and how they affect character point of view.


Class set of the novel Walk Two Moons by Sharon Creech

Class set of IPADS

Instructional packet of definitions and various activities to

Reflection journal


simile, metaphor, idiom, imagery, character, setting, plot, conflict, climax, resolution Technology: Document camera IPADS

Webquest

8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Use graphic organizer for character study

Create a Venn diagram to compare and contrast the two aspects of setting

Review literature element examples in picture books

Illustrate idioms on a poster

Fill out story pyramid at end of book

Illustrate similes

Review lists of adjectives and verbs that create mood


Use the ipad to play video on story elements

Go to Study Island to review lessons and games on figurative language and story elements




Test for understanding of literary elements, parts of speech, and story elements

Assess graphic organizers

Assess illustrations

Reading – Literature Mrs. Frisby and the Rats of NIMH/ Four Perfect Pebbles

Strand: Integration of Knowledge and Ideas


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.6.8. (Not applicable to literature)

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.

Big Ideas: Students that compare and contrast various forms of literature can form stronger connections and build better comprehension.



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How will comparing and contrasting a novel to the movie aid in comprehension?

How will viewing stories, poems, memoirs, or fiction on the same topic improve my understanding of the concept?

Am I more engaged when listening, reading, or watching?

What genres of literature most interest me or help me understand concepts?


The students will understand that there are various forms of literature that portray similar topics or concepts

Comparing and Contrasting different forms of literature will facilitate understanding of concepts

Students will understand how to compare and contrast listening or watching to reading

Knowledge, Skills, and Instructional Objectives: Students will be able to use a graphic organizer to compare and contrast genres of literature and use a reflection journal to record critical connections.


Class set of Mrs. Frisby and the Rats of NIMH

Class set of Four Perfect Pebbles

Copy of the play Escape from Sobibor

DVD of The Secrets of NIMH

Graphic organizers

Reflection journal

Suggested Vocabulary Genre, Venn diagram

Technology: 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1

Document camera Ipads Safari Montage


After reading Mrs. Frisby and the Rats of Nimh, students will watch the movie, “The Secrets of NIMH” and use a Venn Diagram to compare and contrast what they watch to what they have read

Students will read Four Perfect Pebbles, a holocaust memoir, and use a Venn Diagram to compare and contrast the play, Escape from Sobibor

Students will compare the Historical Fiction, Number the Stars, to the memoir Four Perfect Pebbles

Students will watch live and recorded accounts from holocaust survivors

Read the picture book The Butterfly by Patricia Polacco and write a reflection of how the picture book compares to the other forms of text or media

Extension Strategies/Activities: Use the ipad to find video on the holocaust that can be incorporated in the journal reflection




Assess two Venn Diagrams

Assess Journal reflection using a rubric

Reading – Literature Middle School: Worst Years of My Life

Strand: Range of Reading and Level of Text Complexity

New Jersey Student Learning Standards: 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.

Big Ideas: Students will work in literature circles based on leveled ability and apply comprehension strategies and background



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knowledge as necessary. Working in a group and developing critical thinking to accomplish each literature circle role will be essential in working toward independent understanding.


How does word choice affect the illustrations I am driven to create?

Are the personal connections I make to the text similar to my classmates or do I identify with a specific character in the text?

How will developing questions increase my critical thinking abilities?

Will being able to summarize well help my group members and I increase our comprehension?

Will choosing challenging vocabulary and defining them increase my understanding of the text?


Illustrating specific scenes will show students what they think is important

Connecting to characters and group members will form wonderful conversations and comprehension’

Creating various QAR questions will promote critical thinking and spark conversation and connection

Summarizing important events is a critical skill in comprehension

Developing vocabulary enables students to read at a higher level

Knowledge, Skills, and Instructional Objectives: Students will be able to read and understand literature. They will work in a literature circle based on ability.


Class set of Middle School: Worst years of my life

Literature Circle packets


Summarizer/connector, discussion director, illustrator, word wizard, literary luminary Technology: Document camera Ipads 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Teacher will introduce and model literature circle roles for five chapters

Students will next transition to working on roles individually

Students will be placed into literature circle groups based on ability

Students will rotate jobs for each chapter and hold a discussion per chapter to discuss the roles

Extension Strategies/Activities: Write a reflection of how the circle is working, listing strengths and weaknesses of the group





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Assess individual literature circle packets

Meet with each group and assess discussion and group dynamic]

Give test to assess individual comprehension

Supports, Accommodations, and Modifications must be provided as stated in IEP, 504 Plan or I-Team Intervention Plan, and may include (but not limited to) the following: Presentation accommodations:

Listen to audio recordings instead of reading text

Learn content from audio books, movies, videos and digital media instead of reading print versions

Use alternate texts at lower readability level

Work with fewer items per page or line and /or materials in a larger print size

Use magnification device, screen reader, or Braille/Nemeth Code

Use audio amplification device (e.g., hearing aide(s), auditory trainer, sound-field system( which may require teacher use of microphone)

Be given a written lists of instructions

Record a lesson, instead of taking notes

Have another student share class notes with him

Be given an outline of lesson

Be given a copy of teacher’s lecture notes

Be given a study guide to assist in preparing for assessments

Use visual presentations of verbal material, such as word webs and visual organizers

Use manipulatives to teach or demonstrate concepts

Have curriculum materials translated into native language

Response accommodations:

Use sign language, a communication device, Braille, other technology, or native language other than English

Dictate answers to a scribe

Capture responses to an audio recorder

Use a spelling dictionary or electronic spell-checker

Use a word processor to type notes or give responses in class

Use a calculator or table or “math facts”

Respond directly in the test booklet rather than on an answer sheet.

Setting accommodations:

Work or take a test in a different setting, such as quiet room with few distractions

Sit where he learns best (for example, near the teacher, away from distractions)

Use special lighting or acoustics

Take a test in small group setting

Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)

Use noise buffers such as headphones, earphones, or earplugs

Timing accommodations:

Take more time to complete a task or a test

Have extra time to process oral information and directions

Take frequent breaks, such as after completing a task

Scheduling accommodations:

Take more time to complete a project

Take a test in several timed sessions or over several days

Take sections of a test in a different order

Take a test at a specific time of day

Organization skills accommodations:



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Use an alarm to help with time management

Mark texts with a highlighter

Have help coordinating assignments in a book or planner

Receive study skills instruction

Assignment modifications:

Complete fewer or different homework problems than peers

Write shorter paper

Answer fewer or different test questions

Create alternate projects or assignments

Curriculum modifications:

Learn different material (such as continuing to work on multiplication while classmates move on to fractions, or moving ahead to an extension concept/skill while classmates continue to work on a core skill)

Get graded or assessed using a different standard than the one for classmates

Eastampton Township School District Curriculum Guide Grade: 6th Grade Content Area: Language Arts

BOE August 2017

Reading – Informational Text Reading Detective A1

Strand: Key Ideas and Details


RI.6.1. Cite textual evidence and make relevant connections 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.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Big Ideas: Individuals will have experience with reading non-fiction informational text and draw inferences, provide a summary, and provide personal opinions.


How will reading informational text strengthen my ability to think critically and draw conclusions?

Will reading informational text make it easy to form an opinion on the information provided?

Will writing a summary on informational text make understanding, drawing conclusions, and providing examples help me in other content areas?


Students will understand how to write a summary with all main ideas about a piece of informational text

Understanding how to form an opinion and support it with examples from the text is essential in making an argument

Students will understand how to make an inference based on non-fiction reading examples

Knowledge, Skills, and Instructional Objectives: Students will be able to read informational text. In reading informational text they will be able to think critically by drawing conclusions, forming opinions, supporting with examples, and collect important ideas in a summary.

Instructional Materials/Resources: Reading Detective A1 for grades 5-6 Ipads Packets of reading/ questions from Reading Detective book

Suggested Vocabulary Note-taking, summary, inference, fact/opinion

Technology: Ipads Document camera 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Teacher will model note-taking strategies for multiple choice for Cesar Chavez: A Biography

Read questions first to know what to look for in text

Number each paragraph and write 3-5 word summary in margin

Circle character names

Double underline main ideas

Box new vocabulary words

Star examples to support answers to essay questions

Extension Strategies/Activities: Use the Ipad to research current laws for farm workers in Mexico

Cross-curricular Connections/Standards: Visual and Performing Arts: 1.1.8.B.1; 1.1.8.D.1 21st Century Standards: CRP1; CRP3; CRP6; CRP11; CRP12


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Suggested Assessments: Written assessment with multiple choice and short answer responses

Reading - Informational Text Strand: Craft and Structure


RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.5. 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.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Big Ideas: Individuals that have experience with reading informational text will comprehend word meaning as well as figurative language. Note taking strategies will enable the ability to pull apart sections of the text to determine its support to the main idea and determine the author’s purpose or opinion.


What does the author think about the topic of the text?

How can I use context clues to determine the meaning of new vocabulary or figurative language?

How does the author establish and support the purpose of the text?


Student will understand key words to determine the author’s point of view

Understanding how to use context clues will aid in overall comprehension

The structure of the writing helps to support the main idea and purpose of the text

Knowledge, Skills, and Instructional Objectives: Students will be able to read non-fiction informational text and apply strategies to determine word meaning, figurative language, author point of view and/or purpose, and how structure of writing supports the main idea of the passage.

Instructional Materials/Resources: Reading Detective A1 for grades 5-6 Ipads Packets of reading/ questions from Reading Detective book

Suggested Vocabulary Context clues, figurative language, note taking, fact/opinion, point of view, purpose

Technology: Ipad Document camera 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Teacher will model note-taking strategies for multiple choice for Who Was Benjamin Banneker?

Read questions first to know what to look for in text

Number each paragraph and write 3-5 word summary in margin

Circle character names

Double underline main ideas

Box new vocabulary words and review context clue strategies for decoding new vocabulary and figurative language

Star examples to support answers to short answer questions

Extension Strategies/Activities: Center to research other notable African American figures in history



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Suggested Assessments: Written assessment (multiple choice) on main idea, sequence, reading for detail, and supporting details

Reading - Informational Text Strand: Integration of Knowledge and 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.

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.

RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context and background knowledge) one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Big Ideas: Having the ability to read and compare informational texts is essential in writing a logical and supportive biography.


Why is it important to read various forms of text on an informational topic?

How can I support my opinion about a non-fiction topic?

Why is it important to compare and contrast different author’s perceptions of a certain topic?


There can be varying accounts of information based upon the author

It is important to support your information with various sources of information

It is important to view multi-media sources to gain as well as support information

Knowledge, Skills, and Instructional Objectives: Students will be able to read various forms of informational text: biographies, encyclopedias, web articles, etc. to form a coherent and well supported power point presentation with pictures and other multi-media information.

Instructional Materials/Resources: “Jackie Robinson: All Star” by Margaret Hockett article A Picture Book of Jackie Robinson by David Adler Venn Diagram

Suggested Vocabulary Biography,

Technology: Ipads Lap tops Document camera 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Read “Jackie Robinson: All Star” by Margaret Hockett article and take notes

Read A Picture Book of Jackie Robinson by David Adler

Create a Venn Diagram to compare and contrast the two informational texts as a whole group

Individually choose and create presentation in power point using at least two sources of information as well as adding multi-media information found in research

Extension Strategies/Activities: Choose a debatable topic and choose two different works to support your opinion



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Suggested Assessments: Venn Diagram comparing and contrasting the article and book on Jackie Robinson Biography presented using Power Point

Reading - Informational Text Four Perfect Pebbles

Strand: Range of Reading and Level of Text Complexity

Visual and Performing Arts: 1.1.8.B.1; 1.1.8.D.1 Social Studies: 6.1.12.D.11.d 21st Century Standards: CRP1; CRP3; CRP6; CRP11; CRP12: RI.6.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above with scaffolding as needed.

Big Ideas: Reading non-fiction text will broaden background knowledge as well as strengthen comprehension and critical thinking strategies.


How can reading a memoir help me understand the holocaust from a different perspective than my social studies book?

Why is reading non-fiction important for building background knowledge?

Can reading non-fiction help me build on comprehension strategies?


Reading non-fiction facilitates critical thinking

Non-fiction reading can aid in comprehension in other subject matter

Note taking and comparing and contrasting various texts can build background knowledge

Knowledge, Skills, and Instructional Objectives: Students will be able to read a non-fictional memoir on the holocaust and apply summary, question writing, and opinion making to show comprehension.

Instructional Materials/Resources: Class set of the novel Four Perfect Pebbles by Marion Blumenthal Lazan and Lila Perl Journal

Suggested Vocabulary QAR, summary, fact/opinion

Technology: Ipad Document camera 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Read Four Perfect Pebbles by Marion Blumenthal Lazan and Lila Perl

Write chapter summaries

Write QAR questions

Read and respond giving opinions and supporting with examples from the text

Choosing key terms and defining them in a journal using the ipad


Color code a map of Europe to show German occupation or concentration camps

Research Zyclon-B and how it was used during the holocaust

Compare and contrast the conditions of two different concentration camps



Four summaries


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Four QAR sections

Four journal reflections that support an opinion

Modifications for SpEd/ELL/Students at Risk/Gifted: Supports, Accommodations, and Modifications must be provided as stated in IEP, 504 Plan or I-Team Intervention Plan, and may include (but not limited to) the following: Presentation accommodations:













































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Write shorter paper







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Writing Strand: Text Types and Purposes


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

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

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

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

Establish and maintain a formal/academic style, approach and form.

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

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.

Introduce a topic; organize ideas, concepts, and information, using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc) and text features (e.g. headings, graphics, and multimedia) when useful to aiding comprehension.

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

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

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

Establish and maintain a formal/academic style, approach and form.

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

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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

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

Big Ideas: Making an opinion in writing must be supported with examples of relevant facts and evidence, sequenced appropriately, explained using various ideas with transitions, and organized well. Story writing also entails a logical beginning middle and end sequence that develop characters, setting, conflict, and resolution.


Is it appropriate to support an idea with my opinion alone?

How do I organize an argument?

Where can I get evidence to support an opinion?

What format can I use to write persuasively?

How can I use pros and cons to support my opinion?

How will I develop my characters and setting

What literary devices will I use to get my ideas across to the reader?

How will the writing process help me to accomplish my writing goals?


There is a specific format for writing to support an argument

Books, articles, internet sites etc. can be used to support and opinion

There are several strategies to persuade your reader

Knowing your audience can help you write a persuasive essay

Like authors studied, students will draw from their own experiences to develop characters, setting, conflict, and resolution


Students will use a graphic organizer to create a lead, thesis, supporting reasons, supporting details, and conclusion to create a persuasive essay.


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Students will use a graphic organizer to develop a lead, beginning, middle, and end for explanatory writing

Students will use a graphic organizer to develop characters, setting, conflict, and resolution

Instructional Materials/Resources: Persuasive, Speculative, and Explanatory writing instructional packet Graphic organizers List of transitions List of strong verbs List of adjectives List of literary devices Various list of writing prompts

Suggested Vocabulary Pros, cons, thesis, supporting details, lead, conclusion, fact opinion, character, setting, conflict, resolution,

Technology: Document camera ipad 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Teacher will model how to use a graphic organizer to begin a persuasive essay

Discuss different types of leads appropriate for persuasive writing

Model opening paragraph, 3 supporting detail paragraphs, and closing paragraphs and how to support

Teacher will model narrative examples to show character and setting development in the beginning, conflict in the middle and resolution at the end

Teacher will model explanatory/ informational writing examples to show structure, transition, and support of opinions/ point of view or details

Students will use the writing process to develop writing pieces from a list of writing prompts or lists of ideas they have created.


Have a writing center with pictures from magazines. The student will choose one picture to inspire setting, another to inspire characters to write a logical, sequenced, and detailed piece.

Center with prompts listed for students to choose from to inform a reader. Ipads should be utilized for any research.



Final product of a persuasive essay graded with a rubric

Final product of a narrative graded with a rubric

Final product of an informative/explanatory piece to be graded with a rubric

Writing Strand: Production and Distribution of Writing


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


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Big Ideas: The writing process is an important tool to be utilized to form the final product in writing.


How will working with a peer editor make my writing clearer?

How will using a graphic organizer help to keep my ideas focused and logically sequenced?

How will revising and editing create clear and coherent descriptions?

How will knowing my audience improve my writing?

Why are internet and keyboarding skills important in my writing?


Peer and teacher editing can enhance students final products

Using a graphic organizer will keep ideas focused and understandable to my reader

Editing and revising my own work can make my ideas come to life and interest the reader

Knowing my audience will steer my voice and style of writing

Keyboarding and internet skills are essential in producing a successful final product

Knowledge, Skills, and Instructional Objectives: Students will use the writing process to brainstorm, organize, revise/edit, and produce a final product.

Instructional Materials/Resources: List of writing prompts Graphic organizer Colored pencil List of editing marks Dictionary Thesaurus

Suggested Vocabulary Writing process, graphic organizer, brainstorm, rough draft, revise/edit, peer conference, final product, presentation

Technology: Lap top ipad 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Students will use the writing process to produce a persuasive, narrative, and explanatory writing piece from a prompt

They will use a graphic organizer to develop ideas and organize each piece

Students will use editing marks, dictionary, thesaurus to edit their own writing

Around the world peer editing will take place students will review another’s work editing for one specific convenction

Students will then type the rough draft on the laptop

Extension Strategies/Activities: Create a final product for another rough draft in writing portfolio



Final product of a persuasive essay graded with a rubric

Final product of a narrative graded with a rubric

Final product of an informative/explanatory piece to be graded with a rubric

Writing Strand: Research to Build and Present Knowledge


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


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data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

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

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”).

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”).

Big Ideas: Researching to create coherent factual writing needs to be supported by print and digital sources as well as properly cited.


Why is it important to find many sources of information for the same topic?

Why is it necessary to support my ideas with written or digital sources?

Does supporting my ideas make my critical thinking better?

Why do I need to cite my sources of information?


Drawing from several different informational sources is necessary in writing a credible research paper

Conclusions or points of view must be support to be trusted by the reader

Citing my sources of information gives credit to the author and is the legal/ethical way to create a research paper

Knowledge, Skills, and Instructional Objectives: Students will be able to use various sources of information to support opinions and inform a reader. The sources will be properly cited using an online program.

Instructional Materials/Resources: Writing a research paper instructional packet Note cards Outline graphic organizer Poster to organize note cards Access to library materials/ internet source

Suggested Vocabulary Bibliography/ works cited, note taking, outline

Technology: Laptop ipad 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Students will choose a topic and the three topics they want to inform the reader of

Students will make a graphic organizer poster to organize their note cards

Teacher will model note-taking with highlighter, paraphrasing, and note-taking on index cards

Students will work to takes notes and organize cards on poster

Teacher will model how to set up an outline/ cite sources

Students will use their posters and transfer information to outline

Students will write a rough draft

Students will publish and write a bibliography page

Extension Strategies/Activities: Choose topic of student’s choice to write a research paper



Graphic organizer/ and note cards

Outline

Final product with bibliography page

Writing Strand: Range of Writing



BOE August 2017

W.6.10. Write routinely over extended time frames (time for research, reflection, metacongition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Big Ideas: Writing for various lengths of time and in various genres is important to the strengthening of writing strengths.


Why is it necessary to write using different styles?

Why is it important to write for varying lengths of time?

Why do I have to revise and edit?

Is knowing my audience important?


Writing is a part of everything and I must use it across the curriculum

I understand that some responses call for short opinions or reflections, while others call for lengthy essays made of multiple paragraphs

Knowing my audience and revising will help to write a conscientious and engaging piece of writing

Knowledge, Skills, and Instructional Objectives: Students will write use various styles and time periods to write, revise, and reflect.

Instructional Materials/Resources: Writing prompts Journal Editing marks list Graphic organizers Dictionary thesaurus

Suggested Vocabulary Genre, writing process, audience, authors purpose, revision

Technology: Ipads Laptops Document camera 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Journal writing-free writing, quick write prompts, extended time to review and expand on writing ideas

Persuasive essay

Narrative essay

Explanatory essay

Reading reflection journal responses

Short answer reading response

Extension Strategies/Activities: Collect magazine pictures to develop ideas. When time allows, pull a picture and develop one of the ideas.



Journal collection

Final product essays

Reading response and refection







BOE August 2017











































Write shorter paper






BOE August 2017



BOE August 2017

Speaking and Listening Strand: Comprehension and Collaboration


SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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.

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

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

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.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Big Ideas: Comprehension is strengthened by collaborative discussions amongst peers or teacher facilitation. Reflection, elaboration, and supporting an argument all aid in critical thinking.


How will participating in a literature circle help me participate in a discussion?

Will I be able to know my role and express my ideas clearly enough to engage my peers?

Will I be able to create questions for my peers to think critically and make connections to?


Having a specific role will facilitate my ability to participate in a discussion because my objectives are clear and straight forward

It is essential that I thoroughly complete my assignment to be an active member of the group participation and discussion

Using QAR theory will enable me to create thought provoking questions to engage my peers

Knowledge, Skills, and Instructional Objectives: Students will actively participate in a literature circle to strengthen discussion skills with peers and teacher. Roles will be clearly defined to make the objectives clear and effectively communicated to the group.

Instructional Materials/Resources: Role descriptions and requirements Literature circle role sheets Class set novel

Suggested Vocabulary Discussion director, word wizard, illustrator, literary luminary, and summarizer connector

Technology: Document camera


Teacher will model each role in the literature circle on the document camera

Students will copy each model to review as needed

Students will be assigned a literature circle and jobs will rotate after each chapter

Students will read assigned chapter and complete their role (discussion director, word wizard, summarizer connector, illustrator, or literary luminary)

After each student completes their role, students will meet for discussion.

Discussion director will call for each role to present and facilitate comments, reflection, or questions of the presentation

After each role has presented, discussion director will ask questions based on the QAR model to facilitate critical thinking and connection making


BOE August 2017

After student groups have met and worked together on discussions, teacher will meet with groups to assess participation, elaboration, and reflection.

Extension Strategies/Activities: Students can peer conference to see if each other’s ideas are detailed enough or if they need more support


Suggested Assessments: Role sheets will be collected to assess individual work Teacher led discussion will be assessed with a rubric to monitor all students’ participation

Speaking and Listening Strand: Presentation of Knowledge and Ideas


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 speaking behaviors (e.g. eye contact, adequate volume, and clear pronunciation).

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.

Big Ideas: Public speaking needs to be practiced. Logically sequencing ideas, providing adequate support of ideas, using eye contact, proper volume, and clear pronunciation are all aspects of speaking that need to be incorporated in the classroom.


Why is presenting my ideas in front of my peers important?

What can I do to make sure my ideas are clearly presented?

What multimedia components are available to aid in my presentation?


Understand that volume, eye contact, and clear pronunciation are key to a coherent presentation

Power point can be utilized to make a multimedia presentation

Practicing oral speaking is essential in getting across important ideas to peers and others alike

Knowledge, Skills, and Instructional Objectives: Students will be able to create a power point presentation to aid in an oral presentation. They will express ideas clearly with appropriate volume, eye contact, and pronunciation.

Instructional Materials/Resources: Class set ipads Class set lap tops Requirements for project Reference sheet for oral speaking Access to library references

Suggested Vocabulary Power point, oral presentation, pronunciation, volume, eye contact, sequencing, multimedia presentation

Technology: Power point Lap tops ipads


Students will choose topic to research for a presentation

Teacher will model how to organize and sequence ideas with appropriate support in a power point presentation and explain that students will be creating their own.

Teacher will present ways to make an oral presentation clear to an audience


BOE August 2017

Students will practice short oral reading to facilitate in proper volume, eye contact, and pronunciation

Students will create power point presentations on the topic chosen and incorporate illustrations graphs or charts to aid in the presentation of ideas

Students will present their projects orally to class

Extension Strategies/Activities: Students can add video or sound clips to enhance the presentation the causes of WWII


Suggested Assessments: Power point presentation will be assessed with a rubric
































BOE August 2017


















Write shorter paper







BOE August 2017

Language Strand: Conventions of Standard English


L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

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

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

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.

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

Spell correctly.

Big Ideas: Understanding grammar, spelling, mechanics rules will facilitate better reading and writing.


Why is it important to understand pronoun rules?

Why is it important to know capitalization rules?

Is it important to have a strong command of punctuation in my writing?

How important is that I spell words correctly?


Having a strong command on grammar rules will enable the student to write coherently

Using punctuation correctly is important so that the writer can clearly get ideas across to the reader

Understanding spelling rules can make writing clear

Knowledge, Skills, and Instructional Objectives: Students will have a strong command of grammar, punctuation, and spelling rules.

Instructional Materials/Resources: Daily Edit practice pages Class set of text book: Write Source 2000 Editing marks checklist dictionary

Suggested Vocabulary Noun, verb, pronoun, adjective, preposition, direct object, possessive, plural, period, question mark, exclamation point, comma, semi-colon, colon, quotation marks, etc.

Technology: Document camera Ipads 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Students will take part in a daily edit activity to gain knowledge in grammar, spelling, and punctuation.

Peer editing

Reading lessons in Write Source: 2000

Extension Strategies/Activities: Language arts café center: focuses on activities in grammar, punctuation, and spelling




BOE August 2017

Collect daily edit sheets weekly

Language Strand: Knowledge of Language


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

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

Maintain consistency in style and tone.*

Big Ideas: Using sentence variety can facilitate a writers flow and engage a reader. Using this strategy builds upon the writers strengths.


What does it mean to vary sentence beginning?

What does it mean to vary sentence length?

How will using this writing strategy make my writing flow and engage my reader?


There are several strategies to vary sentence beginning

It is important to have shore interjections, complex, and simple sentences in a writing piece

Using this writing strategy will improve the style, tone, and flow of my piece

Knowledge, Skills, and Instructional Objectives: Students will utilize the sentence variety strategies to improve writing.

Instructional Materials/Resources: Sentence variety resource packet Power point presentation on sentence variety Sentence variety chart (graphic organizer)

Suggested Vocabulary Complex sentence, interjection, simple sentence, adjective, gerund, prepositional phrase, infinitive,

Technology: Ipads Power point Document camera 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Students will view a power point presentation through the course of a week to examine different ways to vary sentence beginning

Activities will be available to reinforce

Next students will view power point on various types of sentence lengths with examples

Students will evaluate a writing piece using a sentence variety chart that measures how varied sentences are

Extension Strategies/Activities: Use whiteboards to create sentences with varied beginnings.



Short assessments to evaluate student understanding of each strategy

One piece writing evaluated with a sentence variety chart

Language Strand: Vocabulary Acquisition and Use



BOE August 2017

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

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.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

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

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

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.

Big Ideas: Having a working knowledge of how to determine the meaning of an unfamiliar word or set of words such as in figurative language will strengthen reading and writing skills.


What are some strategies to decode the meaning of a new vocabulary word?

How can I determine the meaning of idioms or other such examples of figurative language?

How will understanding prefixes and suffixes help me to define a word


Using context clues can help me to decipher the meaning of a new word

Learning the definitions of and examples of figurative language can facilitate the authors meaning and strengthen comprehension

Understanding prefixes and suffix meanings can aid in the decoding of unfamiliar words


Instructional Materials/Resources: Resource packet on figurative language Daily Edit practice pages Class set of text book: Write Source 2000 dictionary

Suggested Vocabulary Context clues, figurative language : simile, metaphor, idiom, hyperbole, personification, onomatopoeia: prefix, suffix

Technology: Document camera, ipads, laptops 8.1.8.A.1; 8.1.8.A.2; 8.1.8.A.4; 8.1.8.B.1; 8.1.8.E.1


Students that have the role of “word wizard” in literature circles will be in charge of identifying and using the dictionary to define unknown words, first the word will be defined using context clues

Several lessons on figurative language including: simile, metaphor, idiom, hyperbole, personification, onomatopoeia, etc. should help students recognize and understand correct usage

ASK Prep workbooks

Study Island

Semantic word maps for novel vocabulary

Daily Edit worksheets


BOE August 2017


Activity pages: reading for context clues

Figurative language center

Modification Strategies/Activities:

Follow all modifications for IEP or 504 documentation

Have centers to reinforce or extend on content learned

Webquest on ipads

Cross-curricular Connections/Standards: Social Studies: define vocabulary words using context clues and the dictionary


Word wizard sheets

Daily edit pages

ASK Prep workbook pages

Study Island Assessments
































BOE August 2017


















Write shorter paper






Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

eastampton township school district curriculum guide grade

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