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6th Grade ELA Curriculum
MCPSS DIVISION OF CURRICULUM & INSTRUCTION
MIDDLE SCHOOL PACING GUIDE-AT-A-GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Table of Contents
Pacing Guide Explanations and Directions
Priority and Support Standards Document
Curriculum Overview
Unit One
Unit Two
Unit Three
Unit Four
Unit Five
Unit Six
Unit Seven
Unit Eight
Unit Nine
Unit Ten
Unit Eleven
Unit Twelve
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Pacing Guide Explanations and Directions
(Regular and Honors[BABC1]) The Curriculum Pacing Guide for English Language Arts (ELA) serves as a guide to show teachers how to cover all of the required standards and
materials in a course. Teachers are required to cover all priority and supporting standards in an effort to ensure the students of the Mobile County
Public School System (MCPSS) are college and career ready.
Curriculum Overview
The Curriculum Overview allows teachers to see how thematic units and formative and summative assessments are divided throughout the course.
The unit titles1 reflect universal questions that provide a cohesive thematic approach based on standards. The unit timeframe2 is approximate and may
vary from three to four weeks. The instructional focus3 concentrates on specific lessons, learning experiences, and related assessments that are based
upon priority and supporting standards.
Regardless of when the unit ends, teachers should test priority standards every three weeks on Standards-Based Formative Assessments. End-of-
Quarter Tests (EQTs) are administered every nine weeks.
1
2
1
3
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Standards-Based Assessments Assessments are a major part of any course because they provide teachers with concrete evidence of mastery.
Priority and Supporting Standards
In an effort to assure student competency and proficiency for every grade level or course, teachers must directly instruct priority and support standards.
By definitions, priority standards are a selected group of the total list of the grade-specific and course-specific standards that students must know and be able to do by
the end of each school year. These standards are selected from the total list of grade-specific and course-specific standards. Likewise, supporting standards are
standards that support, connect to, or enhance the priority standards. These standards are taught within the context of the priority standards, but do not receive the
same degree of instruction, assessment, and/or emphasis.
In this pacing guide, teachers will find charts that list all of the standards for the course and are color coded to indicate which standards are priority and supporting.
Common Formative Assessments (CFA)
Common Formative Assessments (CFA) are tests that should be administered every three weeks. These tests will cover a set of strands and standards taught within
that time frame.
These tests should be common amongst the teachers of a particular grade level in an effort to obtain the data necessary to find instructional gaps and adjust classroom
instruction to fill those needs.
The CFA should include a mixture of cold-reads, multiple choice questions, and short answer questions that only assess the standards—not the content of stories—
taught in class.
Teachers are asked to include 3-4 questions per priority standard. This test counts as a major test grade in the 60% category.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Common Formative Assessment Example Standards:
RL.11.1 (1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
RL.11.4 (4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.).
L.11.5 (39) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Directions: On your own piece of loose-leaf, number your paper 1-10. Read the passages below and record the letters of the correct answers.
(Standards addressed)
Read the excerpt from the poem “Winged Man” by Stephen Vincent Benét. Then, answer the questions.
The moon, a sweeping scimitar, dipped in the stormy straits,
The dawn, a crimson cataract, burst through the eastern gates,
The cliffs were robed in scarlet, the sands were cinnabar,
Where first two men spread wings for flight and dared the hawk afar.
There stands the cunning workman, the crafty past all praise,
The man who chained the Minotaur, the man who built the Maze.
His young son is beside him and the boy’s face is a light,
A light of dawn and wonder and of valor infinite.
1. To which sense do the images in the first three lines—the moon, the dawn, and the cliffs—most clearly relate? (RL11.1)
A. sight
B. sound
C. taste
D. touch
2. What tone does the word choice in the excerpt's last two lines help establish? (RL.11.4) (L.11.5)
A. a sharply satirical tone
B. an awestruck, admiring tone
C. a sad, mournful tone
D. a puzzled, hesitant tone
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
3. What is the author implying in second line: “The dawn, a crimson cataract, burst through the eastern gates?” (RL.11.4)
A. The gates are being opened by a winged man.
B. The color of the dawn is blinding and is forcing its way into the night sky.
C. The eastern gate, which is crimson in color, is being forced open.
D. The dawn is being forced east by the winged man.
End-of-Quarter Test (EQT)
End-of-Quarter Test (EQT) are common assessments administered at the end of each quarter. These assessments cover all of the standards taught in the
quarter. This test should include cold reads and multiple choice questions; however, a separate writing assessment is to be administered to both regular
and honors students. The separate writing assignment is worth 15% of the EQT for regular students and 25% of the EQT for honors students. The entire
EQT score counts 20% of the students’ quarter grade.
Bridging the Gap
The time between each unit should be allotted for remediation and/or enrichment of standards before moving to the next instructional unit or before
taking the End-of-Quarter Test. This remediation should “bridge” the gaps of knowledge students need in order to be successful and should be based on
student data from their common formative assessments.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Overview and Planning Guide
The Planning Guide
reflects the standards to be
taught throughout the unit.
The Overarching
Standards1 will be taught
and reinforced thought the
entire year. Supporting
Standards2 scaffold
student learning and
mastery of Priority
Standards3. These
standards are taught in
conjunction with each
other. The Writing4
standards reflect the 6+1
Traits Writing focus for the
unit and the suggested
writing from the lessons.
Aspire Alignment5
correlates the standards
from the unit to the ACT
Aspire Reading Test.
Speaking and Listening6
and Language6 standards
are regularly taught and
reinforced throughout the
unit.
1
2
4 6 6
3 5
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
The Unit Overview is where the
content of the unit is displayed
allowing teachers to see what
content and standards should be
covered. Information pertaining to
individual lessons, assessments, and
extension activities are also
contained in this section of the
pacing guide.
Teachers will also see that all
unpacked skills will be teacher
assessed. Bolded unpacked skills
must be teacher assessed on
Common Formative Assessments
(CFA) and End-of-Quarter
Assessments (EQT).
This year’s updated overview
includes an essential question1 that
will help guide instruction through
the unit. The suggested texts2 reflect
the texts for the unit. The
Instructional Focus3 is a brief
summary of the instructional goals
for the unit. This focuses on the skill
students should demonstrate during
this unit. These skills will be taught
and reinforced throughout the whole
unit. The Writing Focus4 explains
what students will do in their week-
long writing unit. Students enrolled
in honors classes will complete the
lessons in the pacing guide as well
as the Honors Requirements5.
1
2
5
3
4
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Aspire Connections6 gives
students an opportunity to
prepare for ACT Aspire
testing in the Spring. These
connections appear in every
unit. Students should use
these connections to
strengthen their test taking
skills. The Suggested Daily
Tasks7 are the tasks
students are expected to
complete throughout the
unit. The lessons may take
longer than one day.
Sonday System 28 pacing
is shown in the Suggested
Daily Tasks. This updates
in each unit. Every three
weeks, the Literacy
Instructional Strategies9 change to support the
reading instruction for the
unit. The Technology
Connections10 provide
technology connections to
the unit’s instructional
goals.
8
6 7
9
10
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Language
The following standards for grades 6-12 offer a focus for
instruction each year to help ensure that students gain
adequate mastery of a range of skills and applications.
Students advancing through the grades are expected to
meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in
preceding grades. Beginning in grade 3, skills and
understandings that are particularly likely to require
continued attention in higher grades as they are applied to
increasingly sophisticated writing and speaking are
marked with an asterisk (*).
Research shows that the best way to teach grammar
is through student’s applying the skills through
writing. The expectation of Mobile County Public
Schools is that grammar instruction is reinforced
through application and not isolated practice. Helpful resources:
National Council of Teachers of English, www.ncte.org
Haussamen, Brock, et.al. Grammar Alive! A Guide for
Teachers. NCTE: 2003.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Classroom Instructional Framework Teachers must select appropriate texts they can use to teach students required standards. The mastering
of these standards should be assessed continually throughout the course. In English language arts
(ELA), students learn to read critically, analyze effectively, and support main ideas with the proper
evidence. In order for students to do the well and be ready for college and career upon graduation, the
teacher must follow the proper cycle of instruction while making sure they engage students with rigor
and relevance with the texts and activities he or she chooses.
Cycle of Instruction Every lesson taught should follow the cycle of instruction. That means that a teacher’s lesson should:
begin with a bellringer, framed with an essential question, have essential vocabulary, include direct
instruction, guided practice, independent practice, and a closure.
The Gradual Release of Responsibility Model The Gradual Release of Responsibility Model is a process through which teachers can guide students to independent, sustained literacy skills. In approaching literacy
instruction through the Gradual Release of Responsibility Model, students are guided towards authentic and critical literacy skills. In Strategies that Work, Harvey
and Goudvis suggest that the Gradual Release approach to literacy instruction begins with “the assessment piece, finding out what the child can and cannot do
independently. Once we understand what is needed, we begin to show the learner how and scaffold his or her experience” (Harvey and Goudvis, 32).
Gradual Release of Responsibility Model
Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction. Teaching Phase Teacher Behavior Learner Behavior
Model/Demonstration “I do”
• Initiates • Thinks aloud
• Models • Explains
• Shows “how to do it”
• Listens • Observes
• May participate on a limited basis
Shared Demonstration/Guided
Practice “We Do”
• Demonstrates • Explains
• Responds • Suggests • Leads
• Listens • Responds • Interacts • Tries out
• Questions • Approximates • Collaborates
TEACHER HANDS OVER RESPONSIBILITY
Teaching Phase Learner Behavior Teacher Behavior
Independent Practice “You all do”
• Applies learning •Practices • Takes charge •Approximates
• Problem solves • Self-corrects
• Scaffolds • Observes • Clarifies • Confirms
• Validates • Coaches • Evaluates • Encourages
Application “You do” • Self-monitors • Initiates • Problem solves • Confirms
• Applies learning • Self-directs • Self-evaluates
• Assists as needed • Affirms • Sets goals
• Acknowledges •Evaluates •Responds
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Instructional Shifts
In this section, teachers will find information on the instructional shifts necessary for sound instruction. These steps will help ensure that students are receiving a
rigorous education that prepares them for college and career.
The Common Core Requires educators to implement these Six
Fundamental Shifts in their curriculum design
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Text Complexity
Common Core Standards emphasize the level of textual complexity being used in the classroom. Text complexity is determined by qualitative, quantitative, and
reader and task. These three elements work together in order to help students become proficient critical and analytical readers ready for college and career. Teachers
must choose a variety of texts with various textual rigor in order to support the students’ development. In this section, teachers will find information on how to assess
the quality, quantity, and readability of the texts used in classroom lessons.
Below is an example, complete with
explanations, about how text complexity should
work in the classroom:
Click here for more information about text
complexity and how it should be incorporated
in your lesson.
Reference:
English Language Arts Standards » Language » Introduction for 6-12 | Common Core State Standards Initiative. Retrieved from
http://www.corestandards.org/ELA-Literacy/L/introduction-for-6-12/
Image retrieved from Common Core State Standards Initiative.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Response to Instruction (RTI) Tier I - Served by Core Instructional Program (80%) Tier 1 is the core instructional program offered to all students. The
classroom teacher provides high-quality, research-based instruction.
All teachers are responsible for removing barriers to learning while
still expecting all students to master the same instructional
objectives. High quality instruction is essential in forming the
foundation of classroom academic support as the student population
works to achieve mastery. Focus instruction on identified curriculum content
Connect prior knowledge and skills when beginning a
learning sequence
Establish and maintaining clear learning goals and
expectations for each lesson
Break down complex skills and strategies into smaller
instructional units
Review prior skills and knowledge before beginning
instruction
Provide step-by-step demonstrations (Cycle of Instruction)
Vary instruction in response to immediate and reflective
feedback
Use clear and concise language
Provide guided and supported practice.
Ask questions to continually monitor understanding and progress and inform immediate feedback
Provide scaffolded learning experiences for students to practice, synthesize and consolidate learning
Monitor student performance closely
Provide immediate affirmative and corrective feedback
Deliver instruction at an appropriate pace to optimize instructional time, the amount of content that can be presented, and on-task behavior.
Tier II - Served by Core Instructional Program and Intervention that is Strategic, Targeted, and Supplemental (15%) The goal of Tier 2 supports is to close the achievement gap as quickly as possible. Students who do not make adequate progress in Tier 1 receive more intensive Tier
2 small-group services within the general education classroom. These students will receive Tier II support and continue Tier I instruction from the referring
classroom teacher. Students in Tier II will receive the following support:
Additional small group instruction (intentional grouping)
Systematic, differentiated and explicit instruction that includes modeling and direct teaching.
Specialized programming that focuses on just a few key skills at a time.
Frontloading of skills to be introduced at a later time in the general education class.
A variety of practice opportunities that coordinate with identified classroom skills but use different approaches.
Continuous corrective feedback, encouragement, and self-monitoring activities.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
The PST will meet monthly to determine the effectiveness of the intervention. After four (4) progress monitoring data points, if the intervention is not effective, a
different intervention can be identified by the PST and implemented immediately. If the intervention implemented is effective, the PST can determine to continue the
intervention or release the student from the PST. After 6 to 12 weeks of unsuccessful Tier II support, students may be considered for Tier III intervention. The PST
should only make the decision to move to the next Tier based on results from progress monitoring.
Tier III - Provided through Intensive, Individualized Instruction (5%) Students who are not making adequate progress at Tier II will receive Tier III interventions. Tier III interventions include intensive instruction, specific to the
student’s highest area(s) of need. Tier III interventions are individualized. These students need additional intensive interventions to achieve the same goals as all
students. The PST will meet monthly to determine the effectiveness of the intervention. After implementing identified interventions 6 to 12 weeks and after four (4)
progress monitoring data points, if the intervention is not effective, the PST may consider referral for special education evaluation. Students should continue
interventions until eligibility is determined. Students not eligible for special education services should continue Tier II and Tier III support/interventions. Students
are not required to be identified as special education to receive Tier III support. Students are usually assigned to Tier III only after Tier II is unsuccessful. In some
case, however, students may be put directly into Tier III. This should be done only after an evaluation determines that the nature and extent of Tier II intervention
will likely be insufficient.
Differentiated Instruction
Differentiate your instruction through content, processes, product, and learning environments.
Content – what the student needs to learn or how the student will get access to the information
While aligning with grade-level standards, instructional tasks are designed to address students’ needs and differences. When teachers differentiate content, the same
concept or skill is taught to each student; however, the curriculum used to teach the concept or skill might be different for different students.
Process – activities in which the student engages in order to make sense of or master the content
Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic and through
words. Not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups or individually. Teachers can
enhance student learning by offering support based on individual needs.
Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit
The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. Teachers may assign students to complete activities that
show mastery of an educational concept in a way the student prefers, based on learning style.
Learning environment – the way the classroom works and feels
The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture
and arrangements to support both individual and group work. Teachers should use classroom management techniques that support a safe and supportive learning
environment.
Student Engagement
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Active Participation
Students remain on-task and engaged throughout the lesson. All students are actively involved in routine as designed. Students lead their own progress through
learning new content, working productively and collaboratively.
Learning Environment
Students are encouraged to take risks and persevere through productive struggle. Students are praised for demonstrating commitment to learning. Students
demonstrate respect for peers, teacher, and the learning environment.
Formative Processes and Tools
Students demonstrate mastery of content by completing a variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that
students are achieving expected outcomes and are able to self-reflect and share responsibility for their learning. Students are strategically partnered or grouped based
on data, and lesson content, process, and/or product is differentiated to support varying student needs.
Reteaching/Retesting
This reteaching and retesting should occur throughout the quarter: during the class period, before school, after school, at another appointed time during the
school day and during the bridge. For reteaching to be effective, teachers must use a different approach from the one they initially used - one that builds on
previous activities but focuses on the omissions or errors in student thinking that resulted from these activities.
For continuity throughout the district, the following is required of all K-5 teachers for reading and mathematics and 6th -12th grade teachers in language
arts/reading, mathematics, science, social studies, foreign language and electives:
1. Students scoring below 60% must be retested after a period of reteaching;
2. Students will be administered the entire test on which the score was below 60% or another test with the same number of items, same format, and
same content as the initial test; students scoring between 60-69 % may opt to retake the major assessment to receive a higher retest grade that will
not exceed 70%.
3. Reteaching and retesting must be completed within the quarter the test was originally administered;
4. Reteaching and retesting should occur within five to seven days of the original test administration but must occur before the next test is given;
5. Retesting on any one test may occur only one time; however, reteaching may occur as many times as necessary to ensure mastery before
retesting;
6. The original grade will be replaced by the retest grade but will not exceed 70%;
7. The End of Quarter Tests (EQTs) will not be retested.
Please note the following information concerning class averages on major assessments with less than 70% proficiency:
1. Teachers are required to reteach and retest the entire class.
2. Students scoring 80% or above on the original assessment may opt not to retake the assessment.
3. The retest grade limit of 70% does not apply to entire class retakes of assessments.
4. Teachers must apply the reteach/retest policy for any student scoring below 60% on the entire class retake assessment.
- MCPSS August 2015 Reteach-Retest
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Writing
Traits Writing
As Mobile County Public School System places writing as a fundamental aspect of instruction, all teachers will
implement the K-12 Writing Program by fulfilling basic instructional goals: provide effective instruction, build a
quality classroom community, teach the writing process, teach the writing modes, teach the 6+1 Traits of Writing,
teach the conventions in the context of writing, provide a balanced literacy of reading and writing, teach writing
across the curriculum, assess appropriately, and use technology.
Middle school teachers have another resource – Ruth Culham’s Traits Writing. Teachers have a grade level Teaching
Guide, one Student Handbook, an Implementation Guide, Trait posters, and access to Traitspace.
Middle school teachers are asked to create a classroom where writing is an
instructional tool. Students will engage in a week of writing every three weeks.
Writing lessons will include increasing length, depth, and rigor as teachers and
students become acclimated with the instructional model that combines grammar, literature, and writing with best
practices Along with utilizing writing portfolios, ELA teachers are asked to structure lesson plans that allow for writing
daily. All teachers will use common scoring guides and editing symbols. The middle school pacing guides are arranged
in 3-week units that highlight key qualities of the Traits. Please see the K-12 Writing Page to access writing resources.
Each 3-week unit includes one week of specific writing instruction.
6+1 Traits of Writing: The Complete Guide Grades 3 and Up, is the guide used to help teachers develop tools to help
students become great writers. Grades K-12 will understand how the traits of ideas, organization, word choice, voice,
sentence fluency, and conventions work together to create a polished piece of writing. In this pacing guide are rubrics
and other supplementary resources to help teachers support students in their writing development.
Writing Expectations
In addition to students developing critical reading skills, they must also develop strong writing skills. These skills will be assessed several times
throughout the course. Students should be writing regularly and receiving feedback on their writing. Student yearly writing expectations include:
Quarterly Writing
o Each grade level has a writing curriculum for regular and honors students. This curriculum contains the types of essays required
for the course. Writing should be a constant practice in the classroom in order for students to master their abilities for required
assessments.
End-of-Quarter Test (EQT) with writing
o Students will write an Aspire styled essay every quarter. First and fourth quarter mode is Argumentative Writing. Second quarter
will be in the Informational/ Explanatory mode, and third quarter will be in the Narrative Mode. These timed writings will count
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
15% of the EQT grade. Honors students will write a literary analysis on a teacher assigned novel every quarter that will count
25% of the EQT grade.
ACT® Aspire™ Writing
o This is a requirement for students in the 10th grade.
ACT® Plus Writing
o This is a requirement for all 11th grade students. MCPSS Writing Program Writing Program Information
The MCPSS Writing Program is a program that streamlines writing instruction for students in grades K-12. This program will help ensure that students
are being taught writing skills that will prepare students to be career and college ready upon graduation. This writing program also includes information
to help support classroom instruction. Writings should include the rubric that shows the grading scale. *Written Responses should not be assisted by
the teacher.
Secondary Quarter 1 Required Samples Quarter 2 Required Samples Quarter 3 Required Samples Quarter 4 Required Samples
Grade 6 1. Unassisted Mode: Narrative
2. Written Literary Response
3. Trait-Specific Piece (Ideas or Organization)
4. Typed and Timed Response
1. Unassisted Mode: Informative/ Explanatory
2. Written Literary Response
3. Trait-Specific Piece (word choice or sentence fluency)
1.
1. Unassisted Mode: Argumentative
2. Written Literary Response
3. Trait-Specific Piece (voice)
4. Typed and Timed response
1. Unassisted Mode: Narrative
2. Written Literary Response
3. Trait-Specific Piece (teacher choice)
Grade 7 1. Unassisted Mode: Informative/ Explanatory
2. Written Literary Response
3. Trait-Specific Piece (Ideas or Organization)
4. Typed & Timed Response
1.
1. Unassisted Mode: Narrative
2. Written Literary Response
3. Trait-Specific Piece (Word Choice or Sentence fluency)
1. Unassisted Mode: Argumentative
2. Written Literary Response
3. Trait-Specific Piece (voice)
4. Typed & Timed Response
1. Unassisted Mode: Informative/ Explanatory
2. Written Literary Response
3. Trait-Specific Piece (teacher choice)
Grade 8 1. Unassisted Mode: Argumentative
2. Written Literary Response
3. Trait-Specific Piece (ideas, organization, or voice)
4. Typed & Timed Response
1. Unassisted Mode: Informative/ Explanatory
2. Written Literary Response
3. Trait-Specific Piece (word choice or sentence fluency)
1. Unassisted Mode: Narrative
2. Written Literary Response
3. Trait-Specific Piece (voice or
organization)
4. Typed & Timed Response
1. Unassisted Mode: Argumentative
2. Written Literary Response
3. Trait-Specific Piece (teacher choice)
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Winsor’s Sonday System 2
Middle School ELA teachers will utilize Winsor’s Sonday System 2 in the general classroom setting. The Sonday System 2 (WS2) “guides
intermediate reading, writing, and spelling instruction, reading intervention” for all students and “is highly effective in the Response to Intervention
model” (http://winsorlearning.com/products/sonday-system-2). The Sonday System 2® is a continuation of Sonday System 1® and allows teachers
to improve vocabulary instruction by guiding morphology and word parts.
By better understanding word parts and morphemes, students can expand their vocabulary and better develop long-term retention of words. Sonday
System 2 helps teachers and students explore language by uncovering roots and affixes, while finding similarities and differences between words
and their meanings. By helping students discover the meanings of words themselves, they can engage with text in a deeper and more meaningful
way. Sonday System 2 helps teach students to identify morphemes within multisyllabic words and use them to glean meaning.
The Sonday System 2 should be used as a 10 – 15 minute whole-group lesson designed to strengthen all students’ vocabulary. Connections to
Windsor Sonday System 2 have been inserted in the middle school pacing guides to support teachers in implementing the lessons. The concepts and
elements taught in Sonday System 2® are as follows:
Syllable Types and Syllable Division.
Greek, Latin, and Anglo Saxon prefixes, suffixes, and roots.
Spelling practice throughout lessons.
Building reading skills for longer passages
To see lesson plan structures and a sample packet, visit the Windsor Learning website at
http://winsorlearning.com/products/sonday-system-2. If additional support is needed, the Sonday System
2 can support Tier 2 and Tier 3 instruction.
For more lesson ideas- Word Smarts: Using Vocabulary to Develop Word Attack and Vocabulary Skills
Pacing suggestions are included in each unit.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Resources
Suggested Texts
Text and Lessons
for Content Area
Reading
(or other books
in the Text and
Lessons series)
Rigorous Reading
Scholastic Traits
Writing
Text Book Series Available from Pearson Successnet* Helpful Websites
PH TE Prentice Hall Literature
Teacher’s Edition CCR Common Core Resources*
ALSDE English Language Arts
College and Career Readiness
Standards
Alabama State Department of
Education Favorites
PH SE Prentice Hall Literature
Student Edition SI See It! Video Program*
Traitspace (username: traits
password: writing) Pearson Successnet
TW Scholastic Traits Writing HI Hear It! Audio Program* Teaching Channel.com Discovery Education
LN Language Network UR Unit Resources* Newsela.com Ruth Culham
*Also part of textbook series
GO Graphic Organizers and Bell
ringers*
CommonLit.Org
RK Reading Kit*
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Priority and Support
Standards
Key
Priority Standard
Support Standard
Overarching Standards
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
CCRS Standard 6th grade Green=Priority Standard, EQT tested Blue=support standard, may be
EQT tested
Bloom’s
Taxonomy
Webb’s
DOK
Quarter,
Unit
Introduced
DI
1. [RL.6.1] Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
APPLY 3 Q1 Unit 1
2. [RL.6.2] Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
ANALYZE 2 Q1 Unit 1
3. [RL.6.3] Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward a resolution.
APPLY 3 Q1 Unit 1
4. [RL.6.4] Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
APPLY 2 Q1 Unit 1
5. [RL.6.5] Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot.
ANALYZE 2 Q1 Unit 1
6. [RL.6.6] Explain how an author develops the point of view of the narrator or speaker in a text. ANALYZE 3 Q1 Unit 2
7. [RL.6.7] Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when
reading the text to what they perceive when they listen or watch.
EVALUATE 3 Q3 Unit 4
8. [RL.6.8] Differentiate among odes, ballads, epic poetry, and science fiction. (Alabama) APPLY 2 Q3 Unit 4
9. [RL.6.9] Compare and contrast texts in different forms or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their approaches to similar themes and topics.
ANALYZE 3 Q1 Unit 2
10. [RL.6.10] By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the Grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
APPLY 2 Q1 Unit 1
11. [RI.6.1] Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
APPLY 3 Q1 Unit 1
12. [RI.6.2] Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
ANALYZE 3 Q1 Unit 1
13. [RI.6.3] Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated
in a text (e.g., through examples or anecdotes).
ANALYZE 3 Q1 Unit 1
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
CCRS Standard 6th grade Green=Priority Standard, EQT tested Blue=support standard, may be
EQT tested
Bloom’s
Taxonomy
Webb’s
DOK
Quarter,
Unit
Introduced
DI
14. [RI.6.4] Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
APPLY 2 Q3 Unit 7
15. [RI.6.5] Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure
of a text and contributes to the development of the ideas.
ANALYZE 2 Q1 Unit 2
16. [RI.6.6] Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
text.
APPLY 3 Q1 Unit 2
17. [RI.6.7] Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
ANALYZE 3 Q2 Unit 4
18. [RI.6.8] Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
ANALYZE 3 Q1 Unit 3
19. [RI.6.9] Compare and contrast one author’s presentation of events with that of another (e.g., a memoir
written by and a biography on the same person).
ANALYZE 3 Q1 Unit 2
20. [RI.6.10] By the end of the year, read and comprehend literary nonfiction in the Grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
APPLY 2 Q1 Unit 1
21. [W.6.1] Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
ANALYZE 3 Q3 Unit 8
22. [W.6.2] Write informative or explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison or contrast, and cause and effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
UNDERSTAND 3 Q2 Unit 4
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
CCRS Standard 6th grade Green=Priority Standard, EQT tested Blue=support standard, may be
EQT tested
Bloom’s
Taxonomy
Webb’s
DOK
Quarter,
Unit
Introduced
DI
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation
presented.
23. [W.6.3] Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or
both; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey
experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
ANALYZE 4 Q1 Unit 1
24. [W.6.4] Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 21-23 above.)
APPLY 2 Q1 Unit 2
25. [W.6.5] With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of the first three Language standards in Grades K-6.)
APPLY 3 Q1 Unit 1
26. [W.6.6] Use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of
three pp. in a single sitting.
CREATE 4 Q3 Unit 9
27. [W.6.7] Conduct short research projects to answer a question, drawing on several sources and ANALYZE 3
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
CCRS Standard 6th grade Green=Priority Standard, EQT tested Blue=support standard, may be
EQT tested
Bloom’s
Taxonomy
Webb’s
DOK
Quarter,
Unit
Introduced
DI
refocusing the inquiry when appropriate.
28. [W.6.8] Gather relevant information from multiple print and digital sources; assess the credibility of
each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.
ANALYZE 4 Q2 Unit 6
29. [W.6.9] Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply Grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms
or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches
to similar themes and topics”).
b. Apply Grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and
specific claims in a text, distinguishing claims that are supported by reasons and evidence from
claims that are not”).
ANALYZE 4 Q3 Unit 8
30. [W.6.10] Write routinely over extended time frames, including time for research, reflection, and
revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific
tasks, purposes, and audiences.
APPLY 3 Q1 Unit 1
31. [SL.6.1] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles
as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing.
UNDERSTAND
1
Q2 Unit 6
32. [SL.6.2] Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study. ANALYZE 3
Q4 Unit 10
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
37. [L.6.1] Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with
inverted word order, and with indefinite pronouns as subjects. (Alabama)
b. Ensure that pronouns are in the proper case (subjective, objective, and possessive).
c. Use intensive pronouns (e.g., myself, ourselves).
d. Recognize and correct inappropriate shifts in pronoun number and person.*
e. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
f. Recognize variations from Standard English in their own and others' writing and speaking, and
identify and use strategies to improve expression in conventional language.*
APPLY 1 Q1 Unit 2
38. [L.6.2] Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* 3
b. Spell correctly.
APPLY 1 Q1 Unit 1
39. [L.6.3] Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.*
APPLY 3 Q3 Unit 8
33. [SL.6.3] Delineate a speaker’s argument and specific claims, distinguishing claims that are supported
by reasons and evidence from claims that are not.
ANALYZE 3
Q3 Unit 9
34. [SL.6.4] Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
UNDERSTAND 1
Q1 Unit 2
35. [SL.6.5] Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information. APPLY 2
Q2 Unit 5
36. [SL.6.6] Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See Grade 6 Language standards 37 and 39 for specific expectations.)
APPLY 1
Q2 Unit 6
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
b. Maintain consistency in style and tone.*
40. [L.6.4] Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on Grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
e.
UNDERSTAND 2 Q1 Unit 1
41. [L.6.5] Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to
better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, thrifty).
UNDERSTAND 1 Q2 Unit 6
42. [L.6.6] Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
APPLY 1 Q2 Unit 4
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Curriculum Overview
Year-At-A-Glance
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
UNIT THEME UNIT BIG QUESTION INSTRUCTIONAL FOCUS UNIT TIMEFRAME
Truth How do we decide what is true?
Formulating clear and coherent writing, organize and develop ideas, cite
text evidence summarize text objectively, determine theme and central
idea of a text, support analysis of inferences, explain how details create
theme or central idea, analyze plot elements, identify and use Greek and
Latin affixes, suffixes, and roots
Weeks 1-3
Honesty What is the value of honesty?
Formulating clear and coherent writing, organize and develop ideas,
summarize text objectively, determine theme and central idea of a text,
support analysis of inferences, explain how details create theme or
central idea, analyze plot elements, identify and use Greek and Latin
affixes, suffixes, and roots
Weeks 4-6
Integrity How do truth and honesty lead to
integrity?
Formulating clear and coherent writing, organize and develop ideas,
summarize text objectively, determine theme and central idea of a text,
support analysis of inferences, explain how details create theme or
central idea, analyze plot elements, identify and use Greek and Latin
affixes, suffixes, and roots
Week 7-9
Conflict Is conflict always bad?
Analyze a poem’s development as it contributes to theme, preview
poetry structure, examine the elements of conflict within a text by
focusing on the elements of a plot, summarize a text objectively,
analyze characterization, identify point-of-view and author’s perspective
in a text, recognize fact and opinion statements in literary works.
Week 10-12
Consequences How are decisions affected by
consequences?
Analyze a poem’s development as it contributes to theme, preview
poetry structure, examine the elements of conflict within a text by
focusing on the elements of a plot, summarize a text objectively,
analyze characterization, identify point-of-view and author’s perspective
in a text, recognize fact and opinion statements in literary works.
Week 13-15
Compromise What is the value of compromise?
Analyze a poem’s development as it contributes to theme, preview
poetry structure, examine the elements of conflict within a text by
focusing on the elements of a plot, summarize a text objectively,
analyze characterization, identify point-of-view and author’s perspective
in a text, recognize fact and opinion statements in literary works.
Week 16-18
Learning How do we learn best?
Determining theme or central idea of a text, explain how particular
details work together to create theme or central idea within a text,
summarize a text objectively, analyze how parts of a text fit into the
overall structure of a text, analyze how text parts contribute to the
development of ideas, support analysis with explicit ideas from a text,
use text features to determine the meaning of words and phrases,
determining how an author develops point of view or purpose
throughout a text.
Week 19-21
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
UNIT THEME UNIT BIG QUESTION INSTRUCTIONAL FOCUS UNIT TIMEFRAME
Understanding How do we promote
understanding?
Determining theme or central idea of a text, explain how particular
details work together to create theme or central idea within a text,
summarize a text objectively, analyze how parts of a text fit into the
overall structure of a text, analyze how text parts contribute to the
development of ideas, support analysis with explicit ideas from a text,
use text features to determine the meaning of words and phrases,
determining how an author develops point of view or purpose
throughout a text.
Week 22-24
Communicating What is the best way to
communicate?
Determining theme or central idea of a text, explain how particular
details work together to create theme or central idea within a text,
summarize a text objectively, analyze how parts of a text fit into the
overall structure of a text, analyze how text parts contribute to the
development of ideas, support analysis with explicit ideas from a text,
use text features to determine the meaning of words and phrases,
determining how an author develops point of view or purpose
throughout a text.
Week 25-27
Community What makes a community?
Determining theme or central idea of a text, explain how particular
details work together to create theme or central idea within a text,
summarize a text objectively, analyze how parts of a text fit into the
overall structure of a text, analyze how text parts contribute to the
development of ideas, support analysis with explicit ideas from a text,
use text features to determine the meaning of words and phrases,
determining how an author develops point of view or purpose
throughout a text.
Week 28-30
Individual or
Community
Community or individual – which
is more important?
Determining theme or central idea of a text, explain how particular
details work together to create theme or central idea within a text,
summarize a text objectively supporting thinking with textual evidence,
support analysis with inferences about a text, analyze how a text parts fit
into an overall structure, and analyze how text parts contribute to the
development of ideas.
Week 31-33
Individual or
Community
Community or individual – which
is more important?
Determining theme or central idea of a text, explain how particular
details work together to create theme or central idea within a text,
summarize a text objectively supporting thinking with textual evidence,
support analysis with inferences about a text, analyze how a text parts fit
into an overall structure, and analyze how text parts contribute to the
development of ideas.
Week 34-36
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
UNIT THEME UNIT BIG QUESTION INSTRUCTIONAL FOCUS UNIT TIMEFRAME
Reflection How do our communities shape
us?
Determining theme or central idea of a text, explain how particular
details work together to create theme or central idea within a text,
summarize a text objectively supporting thinking with textual evidence,
support analysis with inferences about a text, analyze how a text parts fit
into an overall structure, and analyze how text parts contribute to the
development of ideas.
Week 37-38
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit One
Truth Quarter 1
Weeks 1-3
August 10 - August 26
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Formative Assessments should be included in the 60% test category. End of Quarter Test (EQT) are 20% of the quarter grade
Formative Assessment Weeks 1-3 Formative Assessment Weeks 7-9
Strands Standards
Reading Literature RL.6.2, RL.6.3
Reading Informational RI.6.2,
Writing W.6.3, W.6.4
Language
Formative Assessment Weeks 4-6 End of Quarter Test Quarter 1
Teachers must
Teach the Alabama Course of Study.
Teach the standards integrated into the lessons (not in isolation).
Cover all (priority and supporting) standards and include all bolded standards on formative and summative assessments.
Teach and assess all domain specific vocabulary.
End of Quarter Test (EQT) must
Be teacher-made multiple-choice tests covering the priority standards from the quarter.
The questions should be based on cold-reads (works not studied in class) that include poems and/or short excerpts representative of the literary time period studied
(when applicable).
Strands Standards
Reading Literature
Reading Informational RI.6.8
Writing W.6.3, W.6.4
Language L.6.4
Strands Standards
Reading Literature RL.6.6, RL.6.9
Reading Informational RI.6.6, RI.6.9
Writing W.6.4
Language
Strands Standards
Reading Literature RL.6.2, RL.6.3,
RL.6.6, RL.6.9
Reading Informational RI.6.2, RI.6.6, RI.6.9
RI.6.8
Writing W.6.3, W.6.4
Language L.6.4
Standards Based Assessments
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 1 - Weeks 1-3 (August 10 - August 26, 2016)
OVERARCHING STANDARDS
RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as
needed at the high end of the range. Priority Standards Reading Supporting Standards Aspire Alignment for Reading
RL.6.2 Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
RL6.3 Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
RI.6.2 Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from
personal opinions or judgments.
W.6.3 Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and
well-structured event sequences.
W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
RL.6.2 Key Ideas and Details
RI.6.2 Key Ideas and Details
RL.6.3 Key Ideas and Details
Writing Supporting Standards Speaking and Listening
Supporting Standards
Language Supporting Standards
W.6.5 With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
editing, rewriting or trying a new approach.
W.6.10 Write routinely over extended time frames including time for
research, reflection and revision, and shorter time frames such as a
single sitting or a day or two for a range of discipline-specific tasks,
purposes, and audiences
SL.6.1 Engage effectively in a range
of collaborative discussions (one-on-
one, in groups, and teacher-led) with
diverse partners on Grade 6 topics,
texts, and issues, building on other’s
ideas and expressing their own
clearly
L.6.2 Demonstrate command of the conventions
of Standard English capitalization, punctuation,
and spelling when writing.
L.6.6 Acquire and use accurately grade-
appropriate general academic and domain-
specific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 1 Weeks 1-3 August 10 - August 26 (13 days)
Essential Question(s): How can I better understand what I read? How can I be a better writer?
SUGGESTED TEXTS
Literary Texts (Fiction)
from Roll of Thunder, Hear My Cry, p. 9
“Greyling,” p. 11
“The Stray,” p. 24
“The Homecoming,” p. 32
Informational Texts (Non-fiction)
from Letter to Thomas Jefferson p. 17
"My Heart Is in the Highlands,” p. 18
Instructional Vocabulary
literature, stories, drama, poetry
collaborative discussions, diverse partners
determine, context clues
analyze, text development, theme, stanza
text, support, predictions
central idea, theme, summary
affix, suffix, prefix
predictable structure, informative, domain specific
vocabulary
technology, produce, publish, Internet
Domain Specific Vocabulary
policy, procedure, analyze, cite
plot, conflict, climax, predictions
INSTRUCTIONAL FOCUS
Teachers will introduce and review overarching reading standards, review focused grammar
standards, and the writing process. Teachers will teach classroom procedures and expectations.
These procedures will be regularly reinforced. Students will practice citing textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.
Students will learn to comprehend literature, including stories, dramas, and poems, in the Grades
6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Students will read and comprehend literary nonfiction in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range. 6th grade expectations will be
modeled, practiced and expected.
WRITING FOCUS Students will write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences. During this first unit,
students will write their benchmark paper, they will refer back throughout the year, and will
revisit in the last unit of the year to see their growth. Supplementary materials are available on the
Scholastic 6+1 Traits website- traitspace- traitspace.ccss.scholastic.com (Log-in: Traits;
Password: writing) Students will be writing regularly throughout the year in various writing
modes. Student writings should be collected and reviewed. Students will write narratives to
develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences. Utilizing TW, students will work to produce clear
and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: Drums, Girls, and Dangerous Pie or No More
Dead Dogs.
Students will acquire the novel and independently read it.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice: Make Predictions pp. 64-65.
Fact and Opinion pp. 132-133. Cumulative pp.
166-169
Reading for Information: Analyzing
Functional and Expository Texts pp. 66-71 and
pp. 134-139
SUGGESTED DAILY TASKS
6 Traits+1 Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three
weeks. Additional writing activities will occur on a daily basis. Also consider timed writings in Prentice Hall
book.
Writing Lesson 1: W6.3, W6.4
Introduction of the Writing Process and the 6+1 Traits Unit 1 Week 1
TW Day 1 pp. 24-25
Writing Lesson 2: W.6.3, W.6.4
Prewriting Unit 1 Week 2
TW Day 1 p. 34
Focus lesson on prewriting
TW Day 3 p. 39
Independent Writing- p. 39
Brainstorming topic for writing benchmark paper - narrative mode.
Writing Lesson 3: W.6.3, W.6.4
Rough Draft Unit 1 Week 3
TW Day 1 p. 44
Focus Lesson- Introduce drafting p. 44
Unit 1 Week 2 TW Day 5 p. 42
Writing a Rough Draft Based on Prewriting p. 42
Write a rough draft with your students or use the spotlight paper - p. 47 to show students a rough draft
Unit 1 Week 2 TW Day 5 p. 52
Conferencing on Drafting if students get stuck p. 52
Writing Lesson 4: W.6.3, W.6.4, W.6.5, L.6.2
Revision - Unit 1 Week 4
TW Day 1 p. 54
Focus Lesson
TW Day 2 p. 57
Review the spotlight paper as an example, to show what revision looks like
TW Day 5 p. 62
Revision conferencing notes
Writing Lesson 5: W.6.3, W.6.4,W.6.5, L.6.2
Editing/Publishing - Unit1 Week 5
TW Day 2 p. 66
Focus Lesson - p. 66
Spotlight paper - p. 67
TW Day 4 pp. 70 and 71
LITERACY INSTRUCTIONAL
STRATEGY
Exit Slips
Purpose: reflect on content of lesson
The exit-slip strategy requires students to write
responses to questions you pose at the end of
class. Exit slips help students reflect on what
they have learned and express what or how
they are thinking about the new information.
Exit slips easily incorporate writing into your
content area classroom and require students to
think critically.
How to create them:
At the end of your lesson or five minutes
before the end of class, ask students to respond
to a prompt you pose to the class.
You may state the prompt orally to your
students or project it visually.
You may want to distribute 3x5 cards for
students to write their responses on or allow
students to write on loose-leaf paper.
As students leave your room, they should turn
in their exit slips.
How to use them:
Review the exit slips to determine how you
may need to alter your instruction to better
meet the needs of all your students.
Collect the exit slips as a part of an
assessment portfolio for each student.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
*Mentor Text Lesson videos are available for viewing on the traitspace website and may be shown for additional
support as needed.
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the WS2 (10 minutes
daily) in addition to the Word Study sections in the PH SE. Complete WS2 on the content vocabulary for the
selection you choose.
o “Stray” -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71), ex- (WS2, p. 82)
o “Homecoming” -ing (WS2, p. 57), dis- (WS2, p. 111), -able (WS2, p. 143), -ed (WS2, p. 70), re- (WS2,
p. 79)
Reading Lesson 1: RL.6.1, RL.6.10, RI.6.1, RI.6.10, SL.6.1
Objective Summary, p. lx and Multi-draft Reading, p. lxii-lxiv ~ 1 Day
Review “Close Read the Text”, p. lxv and “Ask Questions”, Analyzing Arguments p. lxvi-lxix ~ 1 Day
Reading Lesson 2: RL.6.2, RI.6.2
Introduce the elements of Fiction and Nonfiction PH SE pp. 4-19 ~ 2 Days
(DI) Introduce and model determining Theme and Main Idea using exemplar text.
(DI) Complete "Close Read: Theme in Fiction" PH SE pp. 8-11.
(DI) Complete "Close Read: Central Idea in Non Fiction" PH SE pp. 16-18.
Reading Lesson 3: RL.6.3, L.6.6
Read: “The Stray” and “The Homecoming.” ~ 4 Days
(DI) Introduce and model how to make predictions while identifying elements of plot PH SE pp. 21, 25,
28, 29, 34, 35, 38, 39.
Questioning Strategy: Ask students to identify plot elements as stories are completed, filling in a plot
diagram CCC p. 29.
Complete the context clues activity for the story you choose.
Complete the Word Study PH SE pp. 29, 39
Teacher will Administer a Formative Assessment
TECHNOLOGY CONNECTIONS
Online Exit Slips
Exit slips allow the teacher to collect students’
responses and plan accordingly for the next
class session, differentiating for the abilities
and understanding of different students. This
strategy is extremely useful in the classroom
because it takes just a few moments to do and
gives teachers an informal measure of the
students’ understanding of a new lesson or
concept.
The following websites provides ten examples
for teachers to use when using exit slips in the
classroom. Explanations are provided under
each option.
http://www.teachthought.com/uncategorized/s
mart-tools-for-digital-exit-slips/
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Two
Honesty Quarter 1
Weeks 4-6
August 29 - September 16
MCPSS Instructional Planning Guide
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
6th Grade
Quarter 1, Unit 2 Weeks 4-6 (August 29 – September 16, 2016)
OVERARCHING STANDARDS
RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Priority Standards Reading Supporting Standards Aspire Alignment
RL.6.6 Explain how an author develops the point of view of the narrator or
speaker in a text
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories
and poems; historical novels and fantasy stories) in terms of their approaches
to similar themes and topics
RI.6.6 Determine an author’s point of view or purpose in a text and explain
how it is conveyed in the text.
RI.6.9 Compare and contrast one author’s presentation of events with that of
another (e.g., a memoir written by and a biography on the same person)
W 6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
RI.6.5 Analyze how a particular
sentence, paragraph, chapter, or section
fits into the overall structure of a text
and contributes to the development of
the ideas.
RL.6.6 Craft and Structure
RL.6.9 Integration of Knowledge and
Ideas
RI.6.6 Craft and Structure
RI.6.5 Craft and Structure
RI.6.9 Integration of Knowledge and
Ideas
Writing Supporting Standards Speaking and Listening Supporting Standards
Language Supporting Standards
W.6.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new
approach.
W.6.10 Write routinely over extended time frames
including time for research, reflection and revision, and
shorter time frames such as a single siting or a day or
two for a range of discipline-specific tasks, purposes,
and audiences
SL.6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on Grade 6 topics, texts, and issues,
building on other’s ideas and expressing
their own clearly
L.6.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing or
speaking
L.6.2 Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling
when writing.
L.6.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering
a word or phrase important to comprehension or
expression.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES SUGGESTED DAILY TASKS
Unit 2 Weeks 4-6 August 29 – September 16 (14 days) Essential Question(s) How do authors convey point of view in a text? How can comparing approaches to similar themes and topics deepen
my understanding of the texts?
SUGGESTED TEXTS
Literary Texts (Fiction)
“The Drive-In Movies,” p. 46
“The Market Square Dog,” p. 54
“Why Monkeys Live in Trees,” p. 74
“Stage Fright,” p. 104
“This Side of the Truth” (see PH Unit Resources)
Informational Texts (Non-fiction)
“The Case of the Monkeys That Fell from the Trees,” p. 78
“My Papa, Mark Twain,” p. 96
Instructional Vocabulary
explicit, writing process, events, peer edit
analyze, text, structure, affix
pronoun, subjective, objective, possessive, antecedent
predictable structure, informative, domain specific,
technology, publish, produce, Internet
intensive pronouns, memoir, biography
ambiguous, stanza, theme
Domain Specific Vocabulary
narrative, technique, dialogue, sequence
central idea, narrator, point of view, predict
informational reading, functional texts, expository text,
compare/contrast
evaluate, anecdote, tone, fact, opinion
INSTRUCTIONAL FOCUS
Students will explain and cite evidence on how an author develops the point of view of
the narrator or speaker in a text, compare and contrast texts in different forms or
genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their
approaches to similar themes and topics. They will determine an author’s point of
view or purpose in a text, explain and cite evidence on how it is conveyed in the text.
Students will compare and contrast one author’s presentation of events with that of
another (e.g., a memoir written by and a biography on the same person) and analyze
how a particular sentence, paragraph, chapter, or section fits into the overall structure
of a text and contributes to the development of the ideas. They will engage effectively
in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners including building on other’s ideas and expressing their own clearly.
WRITING FOCUS Students will write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
Utilizing TW, students will work to produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
They will develop the technique of weaving a piece of their own creation
together that adheres to basic narrative structure. Students present a conflict,
build the rising action, create a climax, describe the falling action and wrap up
the story in the resolution. Students will understand the necessity of momentum
in a story, how a story must move from scene to scene with the aid of
transitions. Teachers may reinforce how these actions hold the reader’s attention
and clarify the plot. Students may learn how to create a narrator, a
protagonist/antagonist, and how to develop peripheral secondary characters using
descriptions of both physical and character
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: Drums, Girls, and Dangerous Pie or
No More Dead Dogs.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the essay
portion of the EQT. The Essay will count 25% of the final EQT score.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Test Practice: Make Predictions pp. 64-65.
Fact and Opinion pp. 132-133. Cumulative pp.
166-169
Reading for Information: Analyzing
Functional and Expository Texts pp 66-71
and pp. 134-139
6+1 Traits Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three
weeks. Additional writing activities will occur on a daily basis. The writing focus mode for first Quarter is
Narrative Writing. Teachers should read “Reality Check 1” pp. 106-110 and “Reality Check 4” pp. 220-224 in
the Traits Writing Teaching Guide for ideas for the quarterly writing project. Students will work in Units 2 and 5
this quarter. Students will create their paper during this unit and continue revising for the traits throughout the
rest of the quarter.
Writing Lesson 1: W.6.4
Getting Ready to Write for Unit 2
Unit 1 TW Day 5 p. 72
Writing Lesson 2: W.6.4
Unit 2 Week 1(Key Trait Ideas: Finding a Topic)
TW Day 1 p. 76
Jump Start to do list
Introduction
Focus Lesson-Mining for ideas
Independent writing box p. 77
TW Day 4 p. 82
Mentor text Lesson
Independent Writing box p. 83
TW Day 5 p. 84 (Conferencing)
Writing Lesson 3: W.6.4
Unit 2 Week 2 (Organization: Creating a Lead)
TW Day 1 p. 86
Jump Start to do list
Introduction
Focus Lesson-Organization
Writing Folder Application/Independent writing box p. 87
TW Day 4 p. 92
Mentor Text Lesson p. 92
Writing Folder Application/ Independent Writing box p. 93
TW Day 5 p. 94 (Conferencing)
Writing Lesson 4 W.6.4 and L.6.6
Unit 2 Week 3(Voice: Establishing a Tone)
TW Day 1- p. 96
Jump Start To-do list
Introduction
Focus Lesson-Setting the tone
Writing Folder Application/Independent Writing box p. 97
TW Day 4- pp. 102-103
LITERACY INSTRUCTIONAL
STRATEGY
Graphic Organizers Purpose: (1) provide a visual model of the
structure of text and (2) provide a format for
organizing information and concepts
Procedure:
1. Introduce the graphic organizer to the
students. Demonstrate how it works by reading
a piece of text and noting key concepts and
ideas on the organizer.
2. Have groups of students practice using the
graphic organizer with ideas from
independently read text. Share ideas with the
class.
3. Choose an organizer that matches the text
structure and thinking processes.
TECHNOLOGY CONNECTIONS
Online Graphic Organizers A graphic organizer is a visual representation
or frame used to organize information.
The purpose of a graphic organizer is to help
students by simplifying information and by
stimulating thinking skills.
The following website will provide a list of
online graphic organizers the teacher may find
helpful. Some are meant to be used on an iPad
or tablet, but there is a list for computer based
graphic organizers.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
https://udltechtoolkit.wikispaces.com/Graphic+
organizers
Entire Lesson Recommended
Adjustment to Explore- Have students use the Independent Writing Unit Project for students to revise
and create voice
TW Day 5- p. 104 (Conferencing)
Writing Lesson 5: W.6.4, W.6.5, and L.6.2
Reality Check 1- Publishing p. 105
Publishing Activities pp. 108-109
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday
System 2 in addition to the Word Study sections in the PH SE.
Complete the content vocabulary for the selection you choose.
o “Drive-In” -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71),
o “Market” -ed (WS2, p. 70), –ly (WS2, p. 71), –be (WS2, p. 81)
Complete the content vocabulary for the selection you choose.
o “My Papa” -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71), con- (WS2, p. 111), in- (WS2, p. 79)
o “Stage” -y (WS2, p. 70 AND p. 169-170), -ing (WS2, p. 57), -ed (WS2, p. 70), –ly (WS2, p. 71), –sion
(WS2, p. 161)
Suggested Reading Lesson 1: RL.6.6
Read “The Drive-In Movies” and “The Market Square Dog” ~ 2 Days
(DI) Predicting skill—teach making predictions skill by using Graphic Organizers.
(DI) Make and revise predictions PH SE pp. 42-43, 49-51; 56, 59-61.
Determine the narrator and point of view —Use Think Aloud skill to model PH SE p. 43.
Suggested Reading Lesson 2: RI.6.5, RL.6.9 and RI.6.9
(DI) Analyze the structural features of informational text PH SE pp. 66-71. ~ 1 Day
Read: “Why Monkeys Live in Trees” and “The Case of the Monkeys That Fell from the Trees” ~ 2 Days
(DI) Compare and contrast literary works: fiction and non-fiction and one author’s presentation of
events with that of the other’s p. 72-85. ~ 1 Day
Suggested Reading Lesson 3: RI.6.6, W.6.3, SL 6.1 and L.6.1
Read: “My Papa, Mark Twain” and “Stage Fright” ~ 2 Days
(DI) Recognize clues that indicate fact and opinion PH SE pp. 93, 96, 100, 101, 105, 107.
(DI) Identify author’s perspective PH SE p. 93, 98, 99, 101, 106, 107. Explain how the term “Author’s
Perspective” relates to “Author’s Point of View” using TE sidebar note on p. 93. Give students Graphic
Organizer A.
Choose poem from unit-aligned document “The Side of a Truth.” ~ 1 Day
(DI) Analyze how a poem’s development contributes to the theme of a given literary work; model
previewing structure of poem; guide reading of poem as a class.
Suggested Reading Lesson 4: L.6.1
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
(DI) Guide students through example sentences using unclear pronoun examples to correct. Model
confusion created by ambiguous pronouns and how to correct (*L.6.1e) LN pp. 75-77. ~ ½ Day
(DI) Identify and use pronoun case correctly; recognize and use possessive pronouns correctly; identify
and correctly use a pronoun and its antecedent LN pp. 57-61 PH SE pp. 108 ~ ½ Day
*May incorporated into the writing week.
Teacher will Administer a Formative Assessment
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Three
Integrity Quarter 1
Weeks 7-9
September 19 - October 7
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 1, Unit 3 Week 7-9 (September 19 - October 7, 2016)
OVERARCHING STANDARD RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Priority Standards Supporting Standards Aspire Alignment
RI.6.8 Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are supported
by reasons and evidence from claims that are not.
W.6.3 Write narratives to develop real or imagined experiences
or events using effective technique,
relevant descriptive details, and well-structured event sequences
W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience
L.6.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on Grade 6 reading
and content, choosing flexibly from a range of strategies.
RL.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice on
meaning and tone.
RI.6.8 Craft and Structure
RL.6.4 Craft and Structure
Writing Speaking and Listening Language
W.6.5 With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
editing, rewriting or trying a new approach.
W.6.10 Write routinely over extended time frames including
time for research, reflection and revision, and shorter time
frames such as a single siting or a day or two for a range of
discipline-specific tasks, purposes, and audiences
SL.6.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate
L.6.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing
or speaking.
L.6.2 Demonstrate command of the conventions of
Standard English capitalization, punctuation, and
spelling when writing.
L.6.6 Acquire and use accurately grade-
appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 3 Weeks 7-9, September 19 – October 7 (15 days) Essential Question(s) How does analyzing claims/arguments in a text help me distinguish claims that are supported by reasons and
evidence from those that are not?
SUGGESTED TEXTS
Literary Texts (Fiction)
“The Lady and the Spider,” p. 124
Informational Texts (Non-fiction)
“Names/Nombres,” p. 114
Instructional Vocabulary
determine, develops, point of view, purpose
affix
pronoun, indefinite pronoun,
synthesize, format, assertion
explicit, writing process, events, peer edit
Domain Specific Vocabulary
tone, theme
fact, opinion
symbol, dialect, speculate, context clues
functional text, expository text
narrative, technique, dialogue, sequence
INSTRUCTIONAL FOCUS
Students will trace and evaluate the argument and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from claims that are not. They will determine the
meaning of words and phrases as they are used in a text, including figurative and connotative
meanings and analyze the impact of a specific word choice on meaning and tone.
WRITING FOCUS Students will write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences
Utilizing TW students will produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: Drums, Girls, and Dangerous Pie or No More
Dead Dogs.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the essay portion of the
EQT. The Essay will count 25% of the final EQT score.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice: Make Predictions pp. 64-65.
Fact and Opinion pp. 132-133. Cumulative
Review pp. 166-169
Reading for Information: Analyzing
Functional and Expository Texts pp. 66-
71 and pp. 134-139.
SUGGESTED DAILY TASKS
6+1 Traits Writing (TW): Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three weeks.
Additional writing activities will occur on a daily basis The writing workshops will be supported with related
activities throughout the course. The writing focus mode for first Quarter is Narrative Writing. Students will continue
to work in Units 2and 5. Students should be revising using the traits and preparing to publish their writings. Teacher
will conference with students about their writings. Potential conferencing comments are available throughout Units 2
and 5
Students will also be preparing for their EQT writing exercise. The EQT writing this quarter will be in the Narrative
Mode. Teacher should go over the EQT writing rubric with students prior to the test.
Writing Lesson 1: W.6.3 and L.6.1
Getting Ready to Write for Unit 5 Reality Check 3 pp. 182- 183
Writing Lesson 2: W.6.3, W.6.4
Traits Writing Unit 5 Week 1 (Sentence Fluency: Varying Sentence Types )
TW Day 1 p. 190
ALL ACTIVITIES ON THIS P.
Writing Folder Application/Independent Writing Box p. 191
TW Day 4 p. 196
Jump start
Mentor text Lesson
Explore/Writing Folder Application Box on p. 197- Use topic from narrative unit project to write varying
sentence types and Independent Writing box p. 197
TW Day 5- p. 198 (Conferencing)
Writing Lesson 3: W.6.3, W.6.4
Traits Writing Unit 5 Week 2 (Ideas: Developing the Topic)
TW Day 1 p. 200
Jump Start To Do list
Introduction
Focus Lesson-How to develop your topic
Writing Folder application box p. 201- Have students do this activity with the narrative writing
Independent Writing Box p. 201
TW: Day 4 p. 206
Mentor Text Lesson
Explore/ Writing Folder Application Box p. 207- Have students do this activity with the narrative Writing
they have been working on and Independent Writing box p. 207 TW Day 5 p. 208 (Conferencing)
LITERACY INSTRUCTIONAL
STRATEGY
Anticipation Guide Purposes: (1) set purposes for reading
texts (2) activate prior knowledge (3) help
make connections with the text
Procedure:
1. Analyze material to be read. Select
major ideas with which students will
interact.
2. Write the ideas in short, clear declarative
statements with some of the statements
being true and some of the statements
being false.
3. Put statements in a format that will elicit
anticipation and prediction.
4. Discuss students’ anticipations and
predictions before they read the text.
5. Students read the text to confirm or
disconfirm their original responses. After
reading, students revisit their predictions
and modify, if necessary.
TECHNOLOGY CONNECTIONS
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
This resource is one in a series produced by
the Center for Standards and Assessment
Implementation (CSAI). This resource
guides teachers in the process of
instructional planning for close reading
with students.
Common Core Aligned Close Reading
Information
This site offers passages for use with
advanced students or for teacher modeling.
Advanced Reading Passages for Close
Reads
Read Write Think offers resources
including videos for teaching reading and
writing.
TeachPlotwithReadWriteThink
Writing Lesson 4: W.6.3, W.6.4, and W.6.5 Traits Writing Unit 5 Week 3 (Organization: Structuring the Body)
TW Day 1 p. 210
Jump Start To Do list
Introduction
Writing Folder Application and Independent Writing Box p. 211
TW Day 4 p. 216
Mentor Text Lesson: Synopsis and Introduce
Writing Folder Application and Independent Writing Box p. 217
TW Day 5 p. 218 (Conferencing)
Writing Lesson 5: W.6.3, W.6.4
TW Reality Check- PUBLISHING Reality Check 4 p. 219
TW Publishing Activities pp. 222-223
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday System
2 in addition to the Word Study sections in the PH SE.
Complete the content vocabulary for the selection you choose. (See WS2.) o “Names” –ly (WS2, p. 71), mis- (WS2, p. 227), in- (WS2, p. 79), ic- (WS2, p. 129), trans- (WS2, p. 201),
o “Lady” -ed (WS2, p. 70), –sion (WS2, p. 161), –s (WS2, p. 69), e- (WS2, p. 82)
Suggested Lesson 1: RL.6.4, RI.6.8, and L.6.6[BABC2][BABC3]
Read “Names/Nombres” and “The Lady and the Spider” ~ 3 Days
(DI) Determine the author’s tone PH SE pp. 111, 115, 121, 125, 127, 129.
(DI) Evaluate an author’s claims or ideas by considering the facts and opinions PH SE pp. 111, 115, 121,
125, 127, 129.
Suggested Lesson 2: RI.6.8
Use previous stories to review and differentiate characteristics of functional and expository texts. ~ 1 Day
(DI) Analyze functional and expository texts using Think Aloud strategy PH SE TE p.134.
(DI) Make and support assertions using Think Aloud strategy in sidebar of PH SE TE p. 134. Guide students
through skill explanation using charts on PH SE p. 134.
Apply Close Read strategy following sidebar notes PH SE TE p. 134.
Suggested Lesson 3: L.6.4
Determine word meaning using Greek or Latin affixes or roots guide students through use of Word Study-Roots ~ 1
Day
PH SE pp.112, 121, 122, 129; LN pp. 517-519. Question students for other words using specified roots.
Apply root meaning to words given by students.
Identify and use correctly commonly confused words: its/it’s, your/you’re, whose/who’s, there/their/they’re
LN pp. 578-581.
Suggested Lesson 4: Lesson L.6.1
Use Pronouns Chart PH SE p. 130. ~ 1 Day
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
(DI) Identify and use correctly indefinite pronouns LN p. 72.
Model Think Aloud using sidebar note TE p. 130.
Teacher will Administer a Formative Assessment
EQT Review
Review for EQT using Cumulative Review PH SE pp. 166-171. ~ 2 Days
Guide students through discussion on Performance Tasks PH SE pp. 170-171.
Have students choose and complete a performance task PH SE pp. 170-171.
Honors Students will be given EQT Essay.
Honors and regular students will be given EQT Essay (Narrative) two weeks prior to the multiple choice portion. Use
EQT Writing Rubric is in the 6th Grade Honors Folder.
EQT multiple choice portion will be administered
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Four
Conflict Quarter 2
Weeks 10-12
October 11-October 28
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Formative Assessments should be included in the 60% test category. End of Quarter Test (EQT) are 20% of the quarter grade
Formative Assessment Weeks 10-12 Formative Assessment Weeks 16-18
Strands Standards
Reading Literature RL.6.2
RL.6.3
Reading Informational
Writing W.6.4
Language L.6.4
Formative Assessment Weeks 13-15 End of Quarter Test Quarter 2
Teachers must
Teach the Alabama Course of Study.
Teach the standards integrated into the lessons (not in isolation).
Cover all (priority and supporting) standards and include all bolded standards on formative and summative assessments.
Teach and assess all domain specific vocabulary.
End of Quarter Test (EQT) must
Be teacher-made multiple-choice tests covering the priority standards from the quarter.
The questions should be based on cold-reads (works not studied in class) that include poems and/or short excerpts representative of the literary time period studied
(when applicable).
Include a culminating writing task. Regular students will respond to an ACT Writing Prompt. Honors students will write a literary analysis of the independent novel.
Strands Standards
Reading Literature RL.6.2
Reading Informational
RI.6.6
Writing
W.6.4, W.6.8
Language
L.6.4
Strands Standards
Reading Literature RL.6.2, RL.6.3
Reading Informational
Writing
W.6.4
Language
L.6.4
Strands Standards
Reading Literature RL.6.3, RL.6.2
Reading Informational
Writing
W.6.4, W.6.8
Language
L.6.4
Standards Based Assessments
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 2, Unit 4, Week 10-12 (October 11 – October 28, 2016)
OVERARCHING STANDARD RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Priority Standards Supporting Standards Aspire Alignment
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.
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.
W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
RI.6.5 Analyze how a particular sentence,
paragraph, chapter, or section fits into the
overall structure of a text and contributes
to the development of the ideas.
RI.6.7 Integrate information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words to
develop a coherent understanding of a
topic or issue.
RL.6.2 Key Ideas and Detail
RL.6.3 Key Ideas and Details
RI.6.5 Craft and Structure
RI.6.7 Integration of Knowledge and Ideas
Writing Speaking and Listening Language
W.6.2 Write informative or explanatory texts to examine a
topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
W.6.7 Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry when
appropriate.
SL6.5 Include multimedia
components (e.g., graphics,
images, music, and sound) and
visual displays in presentations
to clarify information.
L.6.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing or
speaking.
L.6.2 Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling
when writing.
L6.6 acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 4 Weeks 10-12, October 11-28 (15 days)
Essential Question(s) How does describing a story’s plot help me clarify my understanding? How can character changes help tell a story?
SUGGESTED TEXTS
Literary Texts (Fiction)
“Ations”
“An Irish Airman Foresees His Death”
“The Tail,” p. 192
“Dragon, Dragon,” p. 206
“Zlateh the Goat,” p. 222
“The Old Woman Who Lived with the Wolves,” p. 234
Informational Texts (Non-fiction)
“Online Almanac,” p. 245
“Art, Architecture, and Learning in Egypt,” p. 247
Instructional Vocabulary
collegial, contribute, discuss, topics, texts, issues
acquire, general academic, investigate, comprehension
analyze, analysis, explicit, support, inference, cite
identify, story, character, episode, explain
apply, conventional, convey, verb
support, conflict, resolutions
subject-verb agreement, prepositional phrase, inverted word
order, indefinite pronoun
predictions, internal and external factors, coherent, ideas,
organize, task
plan, revise, edit, produce, well-developed
draw, evidence, analysis, reflection, research
Domain-Specific Vocabulary
textual evidence, explicit details, inferences
motivate, relevant, characterization, conflict, resolution
text features, determine, technical language, textual support
INSTRUCTIONAL FOCUS
Students will describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves toward a
resolution. Students will analyze how a particular sentence, paragraph, chapter, or section
fits into the overall structure of a text and contributes to the development of the ideas.
Students will integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
WRITING FOCUS
Students will write informative or explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content. Introduce a topic; organize ideas, concepts, and information, using strategies such
as definition, classification, comparison or contrast, and cause and effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples. Use appropriate transitions to clarify the
relationships among ideas and concepts. Use precise language and domain-specific
vocabulary to inform about or explain the topic. Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation
presented.
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: The View from Saturday or Zach’s Lie.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the essay portion of
the EQT. The Essay will count 25% of the final EQT score.
Honors students will continue to read their required novel. Teachers may opt to check
students’ progress with novel quizzes and/or reflection paragraphs or journals.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice Make Inferences pp. 242-243
Draw Conclusions pp. 332-333 Cumulative
Review pp. 366-369
Reading for Information: Analyzing
Functional and Expository Texts pp. 244-249
and pp. 334-341
SUGGESTED DAILY TASKS
6 Traits+1 Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three
weeks. Additional writing activities will occur on a daily basis. The writing focus mode for 2nd Quarter is
Informative/Explanatory Writing. Teachers should read “Reality Check 1” pp. 106-110 and “Reality Check
4” pp. 220-224 in the Traits Writing Teaching Guide for ideas for the quarterly writing project. Students will
work in Units 3 Traits SH pp. 64-88 and 6 (Traits SH pp. 142-166 this quarter. Students will create their
paper during this unit and continue revising for the traits throughout the rest of the quarter.
Writing Lesson 1: Prewriting W.6.2 W.6.4
TW Reality Check 1 pp. 106-107
Writing Lesson 2: W.6.2, W.6.4, W.6.7
Traits Writing Unit 3 Week 1 (Word Choice: Applying Strong Verbs)
TW Day 1 pp. 114-115
All activities are recommended
TW Day 4 p. 120
Jumpstart- Benchmark paper
Mentor Text Lesson
Writing Folder Application/ Independent Writing p. 121
TW Day 5 p. 122
One on One Conferences
Writing Lesson 3: W.6.2, W.6.4
Traits Writing Unit 3 Week 2 (Sentence Fluency: Crafting Well Built Sentences)
TW Day 1 pp. 124-125
All activities are recommended
TW Day 4 pp. 130-131
Jump Start Benchmark Paper
Mentor Text Lesson
Explore
Explore -Enrichment activity- Have students put their own writing in the Sentence Analyzer and do
the activity
Writing Folder Application/ Independent writing box
TW Day 5 p. 132
One on One Conferencing
Writing Lesson 4: W.6.2, W.6.4
Traits Writing Unit 3 Week 3 (Ideas: Focusing the Topic)
TW Day 1 p. 134
All Activities Recommended
Explore- Use the topic that the students are writing on for the Informative/Explanatory Writing
TW Day 4 p. 140
LITERACY INSTRUCTIONAL
STRATEGY
Jigsaw
Purposes:
(1) engage with text (2) self-monitor
comprehension (3) integrate new information
with prior knowledge (4) respond to text through
discussion
Procedure:
1. Divide class into 4-6 member groups; each
member becomes an expert on a different
topic/concept assigned by teacher.
2. Members of the teams with the same topic
meet together in an expert group with a variety of
resource materials and texts available to explore
their topic.
Also, a single reading from the textbook or
another source could be used to complete the
assignment.
3. The students prepare how they will teach the
information to others.
4. Everyone returns to their jigsaw (home) teams
to teach what they learned to the other members.
5. It may be helpful to supply each student with a
graphic organizer for note taking purposes.
6.Team members listen and take notes as their
classmate teaches them
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Jump Start Benchmark Paper
Mentor Text Lesson
Writing Folder Application/Independent Writing Box pp. 141
TW Day 5 p. 142
One-on-One Conferences
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor
Sonday System 2 in addition to the Word Study sections in the PH SE.
Complete the content vocabulary for the selection you choose. (See WS2.)
Suggested Lesson 1: RL.6.2, RL.6.3 and L.6.4
Read: “The Tail” and “Dragon, Dragon” ~ 2 Days
(DI) Introduce and explain the skill of characterization using Literary Analysis activity, PH SE p.
189.
Model ideas of direct and indirect characterization by using previous characters from other stories,
and complete chart at the bottom of p.189. Use characterization questions to reinforce this skill by
asking for explicit details.
(DI) Review making inferences by completing activity at the top of p. 189. Apply the skill
throughout the stories while asking students to cite details to support inferences.
Suggested Lesson 2: L.6.1, L.6.2 and L.6.6
(DI) Illustrate how affixes affect word meaning. Use Latin prefixes to determine the meaning of
words; ask students for examples and discuss how affixes affect words PH SE pp. 190, 203, 204,
215. ~ 1 Day
(DI) Create a compare/contrast chart relating to the guidelines on PH SE p. 217 (this could be done
in groups). Allow students time to do research and then write a compare and contrast paragraph(s).
See sidebar notes PH SE p. 217. ~ 1 Day
Suggested Lesson 3: RL.6.3
Review making inferences using Graphic Organizer with Guided Practice and see side notes on PH
SE p. 219.
Read “Zlateh the Goat” and “The Old Woman Who Lived With the Wolves” ~ 2 Days
(DI) Introduce plot elements while analyzing conflict (internal and external) as well as resolution
using Think Aloud strategy PHL TE p. 219. Use noted questions in text to reinforce new skills.
Complete After You Read activities on PH SE p. 231 for “Zlateh the Goat” and PH SE p. 239 for “The Old
Woman Who Lived with the Wolves.”
Suggested Lesson 4: RI.6.5 and RI.6.7
(DI) Explain how text aids and features fit into overall structure as well as contribute to idea
development. Model using text aids and features to analyze expository text PH SE pp. 244-249.
Apply Close Reading. ~ 1 Day
TECHNOLOGY CONNECTIONS
LiteracyTA provides speaking and listening skills
that Common Core educators use to teach
Common Core Speaking and Listening
Standards. Has a few free and a free trail.
https://www.literacyta.com/literacy-
standards/common-core/speaking
ReadTheory
Free site with original reading passages.
TextProject
FYI for Kids is a collection of engaging and high-
quality magazine articles designed to enhance the
Common Core classroom’s reading repertoire.
The objective of this project is to demonstrate a
type of text that is essential for increasing
students’ engagement in and proficiency with
complex texts—short engaging articles that
communicate critical information.
BetterLesson.com
Discovery Education is a great tool for teachers
to use in the classroom. You can search for
videos or video segments based on the standards
you are teaching. You can even create
assignments for your students to complete in
Discovery Education. To access Discovery
Education, you need to access it by the following
website-
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
http://mcpss.discoveryeducation.com
* Username: MCPSS username * Password:
MCPSS password
Other Resources:
http://www.discoveryeducation.com/feeds/www/
media/studentpage/50%20Ways%20to%20Use%
20Board%20Builder.pdf
Read “Becky and the Wheels-and-Brake Boys” and “The Southpaw” ~ 1 Day
(DI) Compare the characters’ motives in literary works PH SE pp. 250, 253, 254, 256-263. Model
using Comparing Characters’ Motives with a Graphic Organizer similar to the one on PH SE p. 250.
Students should complete graphic organizers as they complete the stories. ~1 Day
Suggested Lesson 5: Mini Lesson L.6.1
(DI)Explain prepositional phrases LN pp. 148-153. Guide students through the principal parts of
verbs and review the difference between regular and irregular verbs PH SE p. 240, LN pp. 96-
110. ~ ½ Day
(DI) Explain Subject-Verb Agreement rules at the top of PH SE p. AL-8 using the targeted
instruction side bar notes on TE p. cc82i. Guide students through Practice A & B. Review
compound subjects by providing extra examples and exercises. ~ ½ Day
Teacher will administer Formative Assessment.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Five
Consequences
Quarter 2
Weeks 13-15
October 31- November 18
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 2 Week 13-15 (October 31 – November 18, 2016)
OVERARCHING STANDARD
RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Priority Standards Supporting Standards Aspire Alignment
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.
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.
W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
RL.6.5 Analyze how a particular sentence,
chapter, scene, or stanza fits into the overall
structure of a text and contributes to the
development of the theme, setting, or plot.
RI.6.3 Analyze in detail how a key individual,
event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or
anecdotes).
RI.6.5 Analyze how a particular sentence,
paragraph, chapter, or section fits into the overall
structure of a text and contributes to the
development of the ideas.
RL.6.2 Key Ideas and Details
RL.6.3 Key Ideas and Details
Writing Supporting Standards Speaking and Listening Supporting Standards Language Supporting Standards
W.6.2 Write informative or explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W.6.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach
W.6.7 Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry when
appropriate
SL.6.5 Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information
L.6.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing or
speaking
L.6.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 5 Weeks 13-15, October 31-November 18 (15 Days) Essential Questions(s) How do details from a story convey the theme? What types of evidence demonstrate I under the text? What is
included and excluded from an objective summary?
SUGGESTED TEXTS
Literary Texts (Fiction)
“The Circuit,” p. 274
“The All-American Slurp,” p. 286
“The King of Mazy May,” p. 304
“Aaron’s Gift,” p. 318
Informational Texts (Non-fiction)
“Race to the End of the Earth,” p. 335
“Gold Rush: The Journey by Land,” p. 339
Instructional Vocabulary
analyze, support, analysis, cite, conclusions, details, theme, central
idea, explain, plot, character point of view, conflict, setting
affix, root, suffix, prefix
develop, purpose, task, style
subject-verb agreement, prepositional phrase, inverted word order,
indefinite phrase
summarize, create, introduce, illustrate, elaborate, specific, purpose,
point of view, central idea
genres, theme, topic
reference, print, digital, ascertain, verify
Domain Specific Vocabulary
Six Traits: ideas, sentence fluency, and word choice
analyze, support, conclusions, theme, central idea, plot, character,
point of view, setting
subject-verb agreement, prepositional phrase, inverted word order,
indefinite pronoun
develop, task, purpose, style
annotate, structure, implied idea, summarize, central idea, inference
synthesize, engage, critical, viewing
narrative, short story, descriptive
cumulative, technique
INSTRUCTIONAL FOCUS
Students will read and cite evidence to show they have determined a theme or
central idea of a text and how it is conveyed through particular details; provide
a summary of the text distinct from personal opinions or judgments. Students
will describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves
toward a resolution.
WRITING FOCUS
Students will write informative or explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content. Introduce a topic; organize ideas, concepts,
and information, using strategies such as definition, classification, comparison
or contrast, and cause and effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations,
or other information and examples. Use appropriate transitions to clarify the
relationships among ideas and concepts. Use precise language and domain-
specific vocabulary to inform about or explain the topic. Establish and maintain
a formal style. Provide a concluding statement or section that follows from the
information or explanation presented.
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: The View from Saturday or
Zach’s Lie.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the
essay portion of the EQT. The Essay will count 25% of the final EQT
score.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice Make Inferences pp. 242-243
Draw Conclusions pp. 332-333 Cumulative
Review pp. 366-369
Reading for Information: Analyzing
Functional and Expository Texts pp. 244-249
and pp. 334-341
SUGGESTED DAILY TASKS
6 Traits+1 Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three
weeks. Additional writing activities will occur on a daily basis. The writing focus mode for 2nd Quarter is
Informative/Explanatory Writing. Students should to work in Units 3 Traits SH pp. 64-88 and 6 Traits SH pp.
142-166 this quarter. Students should be revising using the traits throughout this unit.
Writing Lesson 1: Prewriting W.6.2, W.6.5
TW Reality Check pp 220-221
Writing Lesson 2: W.6.2, W.6.4, W.6.5, W.6.7
Traits Writing Unit 6 Week 1 (Voice: Creating a Connection to the Audience)
TW Day 1 p. 228
Jumpstart- To Do List
Introduction to Creating a Connection to the Audience
Focus Lesson
Writing Folder Application/ Independent Writing Box p. 229
TW Day 4 p. 234
Jumpstart- Benchmark paper
Mentor Text Lesson
Writing Folder Application/ Independent Writing p. 121
TW Day 5 p. 236
One on One Conferences
Writing Lesson 3: W.6.2, W.6.4 and W.6.5, L.6.5
Traits Writing Unit 6 Week 2 (Word Choice: Using Specific and Accurate Words)
TW Day 1 pp. 238-239
All activities are recommended
TW Day 4 pp. 244-245
Jump Start Benchmark Paper
Mentor Text Lesson
Enrichment- Explore
Writing Folder Application/ Independent writing box p. 245
TW Day 5 p. 246
One on One Conferencing
Writing Lesson 4: W.6.2, W.6.4 and W.6.5, SL.6.5
Traits Writing Unit 6 Week 3 (Sentence Fluency: Capturing Smooth and Rhythmic Flow)
TW Day 1 pp. 248-249
All Activities Recommended
TW Day 4 p. 254 Jump Start Benchmark Paper
LITERACY INSTRUCTIONAL
STRATEGY
K. I. M. (Key Ideas, Information, Memory
Clues)
Make a three column chart.
Write the term or key idea (K) in
the left column, the information (I)
that goes along with it in the center
column, and draw a picture of the
idea, a memory clue, (M) in the right
column.
The key idea may be a new
vocabulary word or a new concept.
The information may be a definition
or it may be a more technical
explanation of the concept. The
memory clue is a way for students to
fully integrate the meaning of the key
idea into their memories. By making
a simple sketch that explains the key
idea, students synthesize and
interpret the new information,
making it their own.
Then, students can reference their drawings to
easily remember new key ideas.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
TECHNOLOGY CONNECTIONS
Mentor Text Lesson
Writing Folder Application/Independent Writing Box p. 255
TW Day 5 p. 256
One-on-One Conferences
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday
System 2 in addition to the Word Study sections in the PH SE. Complete the content vocabulary for the
selection you choose. (See WS2.)
Suggested Lesson 1: RL.6.2 and RL.6.3
Read “The Circuit” and “The All-American Slurp” ~ 4 Days
(DI) Explain that Drawing Conclusions is practiced by asking questions as students read; look for story
details to help answer questions.
Apply side bar notes as they appear in each story and complete skill activity at the end of each story PH
SE p. 283 or p. 297.
(DI) Guide students through the Theme Literary Analysis exercise PH SE p. 271 and apply idea to
previously read stories. Use Graphic Organizer-PHOnline.com- side bar note on PH TE p. 271.
Suggested Lesson 2: RL.6.3 and RL.6.5
Read “The King of Mazy May” and “Aaron’s Gift” ~ 2 Days
(DI) Review skills of Drawing Conclusions and introduce using prior knowledge. Use and model
Reading Skills Organizer A to record conclusions as the story is read PH TE p. 301.
(DI) Explain how a setting can impact story development and characters in a story: Use Think Strategy
in PHL TE p. 301 to model Literary Analysis. Note side bar notes throughout stories in PHL TE.
Suggested Lesson 3: RI.6.3 and RI.6.5
(DI) Explain skill of Compare and Contrast by using information on PH TE p. 334. Direct students’
attention to chart on PH TE p. 334. Guide students through previewing of texts by explaining one is
Literary and one is Functional. ~ 1 Day
Model importance of information in text boxes and also craft structures as preparation for reading
“Race to the End of the Earth” PH SE p. 335 and “Gold Rush” PH SE p. 338.~ 1 Day
Suggested Lesson 4: L.6.1, L.6.5
(DI) Complete Word Study activities, PH SE pp. 272, 283, 284, 297. Use Latin roots to determine word
meaning Complete Verb Lesson-Simple Tense PH SE p. 298. ~1 Day
(DI) Complete Subject-Verb Agreement Lesson PH TE p. CC82k-CC82l; PH SE pp. AL-10-11. Extra
practice needed to continue reviewing this skill. . ~ ½ Day
(DI) Guide students through Subject-Verb Agreement with indefinite pronouns PH TE p. CC82m-
CC82n; PH SE p. AL-12-13; LN pp. 164-183. ~ ½ Day
Word Study with Van Cleave - Morphology
Packet that provides excellent vocabulary word
work, as supported by Sonday System.
Readworks.org
Free passages. Excellent topics and a great
variety of reading levels, for differentiated
instruction.
Tweentribune.com
Non-fiction passages. Engaging topics.
NonFictionMinute
Non-fiction passages. Engaging topics.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Six
Compromise
Quarter 2
Weeks 16-18
November 21-December 16
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 2 Week 16-18 (November 21-December 16, 2016)
OVERARCHING STANDARD
RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Priority Standards Supporting Standards Aspire Alignment
RL.6.2 Determine a theme or central idea of a text
and how it is conveyed through particular details;
provide a summary of the text distinct from personal
opinions or judgments.
RI.6.6 Determine an author’s point of view or purpose in a
text and explain how it is conveyed in the text.
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.
W.6.8 Gather relevant information from multiple print and
digital sources; assess the credibility of each source; and
quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic
bibliographic information for sources.
RL.6.5 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.6.2 Key Ideas and Detail
RI.6.6 Craft and Structure
Writing Supporting Standards Speaking and Listening Supporting Standards Language Supporting Standards
W.6.2 Write informative or explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W.6.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach
W.6.7 Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry when
appropriate
SL.6.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on Grade 6 topics, texts, and
issues, building on others’ ideas and expressing their
own clearly.
SL.6.4 Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear
pronunciation
SL.6.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal
L.6.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing or
speaking
L.6.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 6 Weeks 16-18, November 21 – December 16 (15 Days)
Essential Question(s) What do I include in a summary of a text? What makes information relevant?
SUGGESTED TEXTS
Literary Texts (Fiction)
“The Fun They Had,” p. 344
“Feathered Friend,” p. 348
“Water,” p. 398
“Hard as Nails” p. 406
Instructional Vocabulary
introduce, illustrate, elaborate, specific, purpose, point of view, central
idea
genres, theme, topic
reference, print, digital, ascertain, verify
review, key ideas, multiple, reflection, paraphrasing
adapt, demonstrate, formal English
acquire, grade-appropriate academic, domain-specific, comprehension,
expression
nonfiction, analyze, illustrates, elaborate
determine, connotative, denotative
affix, root
subject-verb agreement, prepositional phrase, inverted word order,
indefinite pronouns
Domain-Specific Vocabulary
summarize, explain, create, central idea, inference
synthesize, engage, critical, viewing
narrative, short story, descriptive, cumulative, technique
paraphrasing, reflection, key ideas
verify, preliminary, determination
nonfiction, analyze, illustrates, elaborate
determine, connotative, denotative
point of view, author’s purpose
INSTRUCTIONAL FOCUS Students will determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments. Determining or clarifying
the meaning of unknown and multiple-meaning words and phrases
within Grade 6 reading and content.
WRITING FOCUS
Students will write informative or explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content. Students will introduce a topic; organize ideas,
concepts, and information, using strategies such as definition, classification,
comparison or contrast, and cause and effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension. Students will develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and examples. Use
appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or
explain the topic. Establish and maintain a formal style. Provide a concluding
statement or section that follows from the information or explanation
presented.
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: The View from Saturday or
Zach’s Lie.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the
essay portion of the EQT. The Essay will count 25% of the final EQT
score.
Honors and regular students will be given EQT Essay two weeks prior to the
multiple choice portion. Use EQT Writing Rubric.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice Authors Purpose pp. 436-437 Main Idea pp.
510-511 Cumulative Review pp. 538-540
Reading for Information: Analyzing Functional and
Expository Texts pp. 438-443 and pp. 512-515
SUGGESTED DAILY TASKS
Traits Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days)
every three weeks. Additional writing activities will occur on a daily basis The writing workshops
will be supported with related activities throughout the course. The writing focus mode for 2nd
Quarter is Informative/Explanatory Writing. Students will continue to work in Units 3 (Traits SH
pp. 64-88) and 6 (Traits SH pp. 142-166). Students should be revising using the traits and
preparing to publish their writings. Teacher will conference with students about their writings.
Potential conferencing comments are available throughout Units 3 and 6.
Students will also be preparing for their EQT writing exercise. The EQT writing this quarter will
be in the Informative/Explanatory Mode. Teacher should go over the EQT writing rubric with
students prior to the test.
Writing Lesson 1: W.6.2, W.6.5 and W.6.8
TW: Reality Check 2 p. 143
Publishing Activities pp. 146-147
Technology Activities p.146
Print Activities p.147
See PH SE pp. R28-R23
Writing Lesson 2: W.6.2, W.6.5, W.6.8, W.6.7
TW: Reality Check 5 p. 257
Publishing Activities p. 260
Technology Activity p. 260
Print Activities p. 261
See PH SE pp. R28-R23
Writing Lesson 3: S.L.6.1, S.L.6.4, and S.L. 6.6
Presentation Mini Lesson
Purple 6+1 Traits book pp. 247-259
Writing Lesson 4 and 5: S.L. 6.1, S.L. 6.4 and S.L. 6.6
Students present projects (technology or print)
See technology links for ideas and tips
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the
Winsor Sonday System 2 in addition to the Word Study sections in the PH SE.
Complete the content vocabulary for the selection you choose. (See WS2.)
Suggested Lesson 1: RL.6.2, RL.6.5 and L.6.4
Read: “The Fun They Had” and “Feathered Friend” ~ 4 Days
(DI) Review literary term “setting” using the top of PH SE p. 342. Apply setting to
determine theme of story using Think Aloud Model and activating Prior Knowledge PH
SE p. 342. Use the side bar notes to aid students in determining the theme of selections.
LITERACY INSTRUCTIONAL STRATEGY
Magnet Summary
Purposes: (1) identify key terms or concepts; (2) summarize
lesson
Procedure:
On the unlined side of an index card, the student writes 3 to
5 words that he/she is drawn to as he/she reads the text.
The student turns to the lined side of the card and writes a
summary of the entire text using the words he/she has
chosen in the summary. The student underlines his/her
words as he/she uses them in the summary.
TECHNOLOGY CONNECTIONS
Video showcasing speaking and listening strategies.
https://www.teachingchannel.org/blog/2015/06/23/lets-
talk-five-strategies-for-hitting-the-speaking-and-
listening-standards/
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Students write an objective summary for each of the text.
(DI) Guide students through the skill of introduction and model Think Aloud strategy,
side bar PH SE p. 362. Use reference materials to verify a word’s pronunciation, precise
meaning, and part of speech. Have students individually complete Practice B; pair
students to complete activity bottom of p. 363.
Suggested Lesson 2: SL.6.1, L.6.4 and SL.6.6
(DI) Guide students through a question and answer session as to what is relevant for them
to know. Apply collaborative strategy on PH SE p. 376 and share several responses
orally. ~ ½ Day
(DI) Guide students through vocabulary. Explain that vocabulary is to be acquired as
Academic Vocabulary. Direct students to do the activity at the bottom of PH SE
p. 377. ~ ½ Day
(DI) Explain Elements of Nonfiction following teacher instructions on PH TE p. 378.
Guide students through identifying forms of nonfiction. ~ ½ Day
(DI) Guide students through Determining Author’s Purpose and Point of View, relating
importance to Nonfiction PH TE p. 381. ~ ½ Day
Suggested Lesson 3: RI.6.6 and SL.6.1
Read “Water” and “Hard as Nails” ~ 3 Days
(DI) Explain Author’s Purpose using activity at the top of PH TE p. 395. Use Graphic
Organizer strategy found in resources PHOnline.com to determine Author’s Purpose ~ 1
Day
Suggested Lesson 4: L.6.1 and L.6.4, L.6.5
(DI) Guide students through Word Study activities of Latin suffixes to gather word
meaning PH SE pp. 403, 404. ~ ½ Day
(DI) Model recognizing correct Subject-Verb Agreement LN pp. 164-183. ~ ½ Day
Suggested Lesson 5:
Review for EQT. ~ ½ Day
Review EQT using Cumulative Review PH SE pp. 366-369. ~ ½ Day
Honors students will be given EQT Essay.
Honors and regular students will be given EQT Essay (Expository) two weeks prior to the
multiple choice portion. Use EQT Writing Rubric in the 6th Grade Honors Folder.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Seven
Learning
[Unit 6 continues into Week 19]
Weeks 19 - 21
[THIRD QUARTER]
January 4 – January 20
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Formative Assessments should be included in the 60% test category. End of Quarter Test (EQT) are 20% of the quarter grade
Formative Assessment Weeks 19-21 Formative Assessment Weeks 22-24
Strands Standards
Reading Literature
Reading Informational R.I.6.2
Writing W.6.3, W.6.4
Language
Formative Assessment Weeks 25-27 End of Quarter Test Quarter 3
Teachers
must
Teach the Alabama Course of Study.
Teach the standards integrated into the lessons (not in isolation).
Cover all (priority and supporting) standards and include all bolded standards on formative and summative assessments.
Teach and assess all domain specific vocabulary.
End of Quarter Test (EQT) must
Be teacher-made multiple-choice tests covering the priority standards from the quarter.
The questions should be based on cold-reads (works not studied in class) that include poems and/or short excerpts representative of the literary time period studied
(when applicable)..
Include a culminating writing task. Regular students will respond to an ACT Writing Prompt. Honors students will write a literary analysis of the independent novel.
Strands Standards
Reading Literature
Reading Informational RI.6.6, RI.6.8
Writing W.6.1, W.6.3, W.6.4, W.6.9
Language L.6.4
Strands Standards
Reading Literature
Reading Informational
Writing W.6.1, W.6.4
Language
Strands Standards
Reading Literature
Reading Informational R.I.6.2, RI.6.6, RI.6.8
Writing
W.6.1, W.6.3, W.6.4,
W.6.9
Language L.6.4
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 3 Weeks 19-21
OVERARCHING STANDARD RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Priority Standards Reading Supporting Standards Aspire Alignment
R.I.6.2 Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
W.6.1 Write arguments to support claims with clear
reasons and relative evidence
W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience
RI.6.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative language, connotative, and technical
meanings.
RL.6.4 Determine the meanings of words and
phrases as they are used in a text, including
figurative language 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.6.8 Differentiate among odes, ballads, epic
poetry, and science fiction.
RI.6.2 Key Ideas and Details
W.6.1 Text Types and Purposes
W.6.4 Production and Distribution of Writing
RI.6.4 Craft and Structure
Writing Supporting Standards Speaking and Listening Supporting Standards Language Supporting Standards
W.6.2 Write informative or explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
L 6.1 Demonstrate command of the conventions
of Standard English grammar usage when writing
or speaking.
L.6.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 7 Weeks 19- 21, January 4 – January 20 (12 Days) Essential Question(s) How does a reader analyze a poem for understand and meaning? (i.e., paraphrasing, reading from punctuation mark
to punctuation mark , symbolism, figurative language)
SUGGESTED TEXTS
Literary Texts (Fiction)
“Life Doesn’t Frighten Me,” p. 574
“The World Is Not a Pleasant Place to Be,” p. 595
Informational Texts (Non-fiction)
“La Lena Buena,” p. 492
from The Pigman and Me, p. 498
“Letter from a Concentration Camp,” p. 518
“Letter to Scottie,” p. 522
Instructional Vocabulary
explain, details, central idea, analyze, text, development, support,
evidence, propaganda
text features, determine, point of view
punctuation, commas, conjunctions, interjections, nonrestrictive,
parenthetical elements
topic, concrete detail, cite, research, identify, acquire, expression,
investigate
analyze, theme, stanza, structure, poetic elements, devices
differentiate, odes, ballads, epic poetry, science fiction, narrative
Domain-Specific Vocabulary
icon, develop, narrow, broad, analyze, text, development, support,
evidence, propaganda, compare, contrast
expression, general, domain-specific
denotation, sensory language, sound devices, figurative language
INSTRUCTIONAL FOCUS
Students will determine a theme or central idea of a text and how it is conveyed
through particular details and write an objective summary. They will determine
or clarify the meaning of unknown and multiple-meaning words and phrases
based on Grade 6, reading and content, choosing flexibly from a range of
strategies. Student will also produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
WRITING FOCUS
Using TW as a guide, students will write an argumentative piece that includes
a claim with clear reasons and relative evidence.
Introduce claim(s) and organize reasons evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of topic or text.
Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the
argument presented
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: Shadow Spinner or The Witch
of Blackbird Pond.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five-paragraph essay on the novel for the
essay portion of the EQT. The Essay will count 25% of the final EQT
score.
Timed Writing—Ask students to respond to a fine art image, poem,
essay, short story, novel excerpt, or thought-provoking quotation.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice: Context Clues pp. 600-601.
Paraphrasing pp. 654-655. Cumulative pp. 680-
683.
Reading for Information: Analyzing
Functional Texts pp.602-607 and pp. 656-659.
SUGGESTED DAILY TASKS
6 Traits+1 Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three
weeks. Additional writing activities will occur on a daily basis. The writing focus mode for Third Quarter is
Argumentative Writing. Teachers should read “Reality Check 2” pp. 144-145 and “Reality Check 4” pp. 220-
221 in the Traits Writing Teaching Guide for ideas for the quarterly writing project. Students will work in Units
4 and 7 quarter. Students will create their paper during this unit and continue revising for the traits throughout
the rest of the quarter.
Writing Lesson 1: Prewriting W.6.1, W.6.4
TW Reality Check 2 pp 144-145
Writing Lesson 2: W.6.1, W.6.4
Traits Writing Unit 4 Week 1 (Organization: Using Sequence Words and Transition Words)
TW Day 1 pp. 152-153
All activities are recommended
TW Day 4 p. 158
Jumpstart- Benchmark paper
Mentor Text Lesson
Writing Folder Application/ Independent Writing p. 159
TW Day 5 p. 160
One on One Conferences
Writing Lesson 3: W.6.1, W.6.4
Traits Writing Unit 4 Week 2 (Voice: Conveying the Purpose)
TW Day 1 p. 162
Jump Start To do List
Introduction to Conveying the Purpose
Focus Lesson
Writing Folder Application/ Independent Writing p. 163
TW Day 4 p. 168
Jump Start Benchmark Paper
Mentor Text Lesson
Writing Folder Application/ Independent writing p. 169
TW Day 5 p. 170
One on One Conferencing
LITERACY INSTRUCTIONAL
STRATEGY
Word Splash
1. Read through the text and decide on key
words, phrases and concepts in the text
that will give students ideas of what the
text is about or words that may need
further clarification.
2. Type or write, then copy for individual
students or small groups.
3. Once distributed, allow students a few
minutes to read through the text and
discuss listed words and phrases with
others. They may ask others for
clarification, or to elaborate some items.
Allow them to make predictions about
the central idea of the text in their
groups.
4. Bring students back together and ask
them for their predictions, encouraging
all students to contribute. Students may
write or present their information to the
class or in small groups *chart paper
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
TECHNOLOGY CONNECTIONS
http://www.voki.com/
Writing Lesson 4: W.6.1, W.6.4, L.6.5
Traits Writing Unit 4 Week 3 (Word Choice: Selecting Striking Words and Phrases)
TW Day 1 p. 172
Jump Start To-Do List
Introduction to Striking Words and Phrases
Writing Folder Application/ Independent Writing p. 173
TW Day 4 p. 178
Jump Start Benchmark Paper
Mentor Text Lesson
Writing Folder Application/Independent Writing Box p. 179
TW Day 5 p. 180
One-on-One Conferences
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday System 2 in
addition to the Word Study sections in the PH SE. Complete the content vocabulary for the selection you choose. (See
WS2.)
Suggested Lesson 2: RI.6.2 and RI.6.4
Read “La Lena Buena,” p. 492 and “The Pigman and Me,” p. 498
(DI) Guide students to identify key ideas that determine the main idea PH SE pp. 489-507. Introduce the
Skill of Main Idea PH SE p. 489. Use Graphic Organizer Transparencies A or B pp. 100-102 and
practice PH SE pp. 495, 507. ~ 2 Days
(DI) Introduce Literary Analysis: Mood - complete student practice PH SE pp. 489, 494-506. ~ ½ Day
(DI) Discuss the rules that are used to solve or avoid conflicts. Have students complete the sentence
starter citing examples from their previous school experience. ~ ½ Day
(DI) Introduce Propaganda by modeling the Think Aloud strategy on PH SE p. 512. Discuss chart terms
and apply to selections as they are read. Guide students through selections using TE side bar notes on
PH SE pp. 513-514 and review PH SE p. 515. ~ ½ Day
Suggested Lesson 2: R.I.6.4 and W.6.2
Read “Letters from a Concentration Camp” and “Letter to Scottie” PH SE pp. 518-524. ~ 1 Day
Discuss selections and authors’ styles using chart and then complete timed writing on PH SE p.525.
Suggested Lesson 3: RL.6.4, RL.6.5, RL.6.6, RL.6.8, and L.6.1
(DI) Introduce Elements of Poetry PH SE pp. 550-551. Guide students through elements and sound
devices using teacher side bar notes PH SE pp. 550-551. Discuss Poetic Language and ask students for
other examples of literary elements/figurative language PH SE p. 552. ~ 2 Days
(DI) Guide students through Analyzing Structure and Theme and explain different forms of poetry on
this pp. PH SE p. 553. ~ 2 Days
Mini Lesson 2
(DI) Question students as to what they know about fictional and real-life heroes. Brainstorm
characteristics of both types of heroes. Explain that odes, ballads, epic poetry, and science fiction often feature heroes. Guide students through PH TE p. CC82a-CC82h; PH SE pp. AL-lxxii-AL 7—
Voki is a free collection of customizable
speaking avatars for teachers and students that
enhances classroom instruction, class
engagement, and lesson comprehension.
icivics
Examine the seven forms of propaganda found
in advertising and politics. Discover the
persuasive methods behind the messaging we
see every day and gain skills to effectively
identify and counter them. A classroom gallery
walk challenges students to detect the
propaganda techniques at work and evaluate
their effectiveness.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Introductory Unit on odes, ballads, epic poetry, and science fiction—to identify the characteristics
relating to the genres. ~ ½ Day
(DI) Model using punctuation with conjunctions and interjections PH SE p. 508; LN pp. 154-157, 209-
217, 220-221; UR 4 p. 118, CCC pp. 173-183. Continue comma usage LN pp. 209-217. ~ 2 Days
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Eight
Understanding
Weeks 22-24,
January 23 – February 10
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 3 Weeks 22-24
OVERARCHING STANDARD
RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Priority Standards Reading Supporting Standards Aspire Alignment
RI.6.6 Determine an author’s point of view or purpose in a text
and explain how it is conveyed in the text
RI.6.8 Trace and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons and
evidence from claims that are not.
W.6.3 Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive details,
and well-structured event sequences.
W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task
purpose, and audience.
W.6.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
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 arrange of strategies.
RL.6.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and
tone.
RL.6.2 Key Ideas and Details
RI.6.2 Key Ideas and Details
RI.6.8 Integration of Knowledge
Writing Supporting Standards Speaking and Listening Supporting Standards Language Supporting Standards
W.6.2 Write informative or explanatory texts to examine a
topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content
SL 6.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate.
L 6.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing or
speaking.
L.6.3 Use knowledge of language and its conventions
when writing, speaking, or listening.
L.6.6 Acquire and accurately use grade-appropriate
general academic and domain-specific word and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 8 Weeks 22-24, January 23 – February 10 (15 Days) Essential Question(s): How does the author reveal the theme of a poem?
SUGGESTED TEXTS
Literary Texts (Fiction)
Poetry Collection 1 p. 564 or 2 p. 571
“Turkeys” & “Langston Terrace” pp. 470-487
Poetry Collection 3 p. 586 or 4 p. 592
“Who Knows if the Moon’s,” p. 609
“Dust of Snow,” p. 612
Domain Specific Vocabulary
icon, develop, narrow, broad, analyze, text, development, support,
evidence, propaganda, compare, contrast,
expression, general, domain-specific
denotation, sensory language, sound devices, figurative language
Instructional Vocabulary
explain, details, central idea, analyze, text, development, support,
evidence, propaganda
text features, determine, point of view
punctuation, commas, conjunctions, interjections, , nonrestrictive,
parenthetical elements
develop, topic, concrete detail, cite, research
identify, acquire, expression, investigate
analyze, theme, stanza, structure, poetic elements, devices
differentiate, odes, ballads, epic poetry, science fiction
nonrestrictive, parenthetical
determine, drawing conclusions, context clues
affixes, meanings
organization, style, narrative
INSTRUCTIONAL FOCUS
Students will determine a theme or central idea of a text and how it is
conveyed through particular details and provide an objective summary. They
will determine an author’s point of view or purpose in a text and explain how it
is conveyed in the text. Also, students will determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on Grade 6, reading
and content, choosing flexibly from a range of strategies. They will produce
clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience
WRITING FOCUS
Using TW as a guide, students will write an argumentative piece that includes a
claim with clear reasons and relative evidence.
Introduce claim(s) and organize reasons evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of topic or text.
Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the
argument presented.
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: Shadow Spinner or The Witch
of Blackbird Pond.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the
essay portion of the EQT. The Essay will count 25% of the final EQT
score.
Timed Writing—Ask students to respond to a fine art image, poem,
essay, short story, novel excerpt, or thought-provoking quotation.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice: Context Clues pp. 600-601.
Paraphrasing pp. 654-655. Cumulative pp. 680-
683.
Reading for Information: Analyzing
Functional Texts pp.602-607 and pp. 656-659.
SUGGESTED DAILY TASKS
6 Traits+1 Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every three
weeks. Additional writing activities will occur on a daily basis. The writing focus mode for 3rd Quarter is
Argumentative Writing. Students should to work in Traits Units 4 and 7 this quarter. Students should be revising
using the traits throughout this unit.
Writing Lesson 1: Prewriting W.6.1, W.6.4
TW Reality Check 5 pp. 258-259
Writing Lesson 2: W.6.1, W.6.4
Traits Writing Unit 7 Week 1 (Ideas: Using Details)
TW Day 1 p. 266
Jumpstart- To Do List
Introduction to Using Details
Focus Lesson
Writing Folder Application/ Independent Writing Box p. 267
TW Day 4 p. 272
Jumpstart- Benchmark paper
Mentor Text Lesson
Writing Folder Application/ Independent Writing p. 273
TW Day 5 p. 274
One on One Conferences
Writing Lesson 3: W.6.1, W.6.4
Traits Writing Unit 7 Week 2 (Organization: Ending with a Sense of Resolution)
TW Day 1 pp. 276-277
All activities are recommended
TW Day 4 pp. 282-283
Jump Start Benchmark Paper
Mentor Text Lesson
Writing Folder Application/ Independent writing box p. 283
TW Day 5 p. 284
One on One Conferencing
Writing Lesson 4: W.6.1, W.6.4
Traits Writing Unit 7 Week 3 (Voice: Taking Risk to Create Voice)
TW Day 1 p. 286
Jumpstart- To Do List
Introduction to Using Details
LITERACY INSTRUCTIONAL
STRATEGY
Mapping the Meaning.
The teacher takes a significant word from an
essay/article and places the word in the middle
of a graphic organizer. Students provide the
teacher with images, emotions or feelings
(connotations) as well as definitions
(denotations) of the word. The class discusses
why the author has chosen that specific word
and how it changes the meaning and tone of the
article/essay. This shows students how word
choice is deliberate and impacts the meaning of
the text (Adapted from Stahl. 2005).
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
TECHNOLOGY CONNECTIONS Focus Lesson
Writing Folder Application/ Independent Writing Box p. 287
TW Day 4 p. 292
Jump Start Benchmark Paper
Mentor Text Lesson
Writing Folder Application/Independent Writing Box p. 293
TW Day 5 p. 294
One-on-One Conferences
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the WS2 (10 minutes
daily) in addition to the Word Study sections in the PH SE. Complete WS2 on the content vocabulary for the
selection you choose.
Suggested Lesson 1: R.L.6.4, W.6.2, W.6.9, L6.1, L.6.4
Choose Poetry Collection 1 PH SE p. 564 or 2 PH SE p. 571.
(DI) Using the instruction on PH SE p. 561, review Context Clues skill. Give students Reading Skill
Graphic Organizer A to complete as they read the selections. ~ 1 Day
(DI) Model Literary Analysis skill by using Think Aloud strategy PH SE pp. 562, 570. Ask questions
when using Context Clues throughout collections. Introduce Literary Analysis-Rhythm and Rhyme
using PH SE p. 581. ~ ½ Day
Suggested Lesson 2: R.I.6.6, R.I.6.8, L.6.1, L.6.6, W.6.3, W.6.8, and SL.6.4
Use Latin roots to determine word meanings. Show how adding affixes to roots changes meanings of
words PH SE pp. 562, 569, 581. Have students complete vocabulary Word Study activities found on the
pp. ~ ½ Day
(DI) Read “Turkeys” and “Langston Terrace” PH SE pp. 470-487 and have students complete Writing
Narrative Text PH SE p. 487. ~ 2 Days
Suggested Lesson 3: R.L.6.4
Read Poetry Collection 3 PH SE pp. 586-591 or 4 PH SE pp. 592-597. ~1 Day
Suggested Activity Before Direct Instruction: Have students read poems in either collection noting the
central ideas, craft and structure, and concept of making self-connections. Using Audio CD, have
students listen to the collection while comparing and contrasting the poems and making notes as they
listen. Have students keep notes to make comparisons or contrasts after poems have been read.
(DI) Explain to students they will practice rereading and reading ahead to find and use helpful context
clues. Use Reading Skill at the top of PH SE p. 585 to review skill. UR 4 p. 85. ~ ½ Day
(DI) Explain to students that figurative language is being used in these collections. Provide examples of
similes, metaphors, and personification. Ask students for examples also. Use strategy chart PH SE p.
585. Give students a copy of Literacy Analysis Graphic Organizer A or B pp. 119-121 in Graphic
Organizer Transparencies. Review Skills PH SE pp. 591, 597. ~ ½ Day
Graphic Organizers Maker
The teacher tools below will allow you
to make graphic organizers by filling
out a simple form. The materials are
made instantly and can be printed
directly from your computer.
Teach-ology
Graphic Organizers
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Suggested Lesson 4: W.6.3, L6.3, L.6.4, RL.6.7, and SL6.6
(DI) Guide students thorough directions of assignment by using teacher side bar notes on PH SE p. 599. Have students write a poem with figurative language using guidelines on this pp. Use UR 4 p.
90 (Support for Writing a Poem) to help students get started. ~ 1 Day
(DI) Explain to students they are to read their poems aloud. Others are to listen, identify, and discuss the
figurative language presented. Rubrics for poems located in Professional Development Guidebook
pp. 248-249. ~ 1 Day
(DI) Use Word Study PH SE pp. 586, 591, 597 when introducing selection vocabulary for each poem.
LN pp. 517-519. Ask students for other word examples that have the same affixes, making a list on
board as words are given. ~ ½ Day
Honor students should practice this week for the EQT essay. Teachers should assign a three-paragraph essay
to be written in one class period, examining the theme of any recently read novel.
Teacher will administer Unit Assessment (see PH UR p. 92-100).
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Nine
Communicating
Weeks 25 - 27
February 13 – March 16
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS Instructional Planning Guide
6th Grade
Quarter 3 Weeks 25-27
OVERARCHING STANDARD RL.6.1 and RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.10 and RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Priority Standards Reading Supporting Standards Aspire Alignment
W.6.1 Write arguments to support claims with clear
reasons and relevant evidence.
W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience
RI.6.5 Analyze how a particular sentence,
paragraph, chapter, or sections fits into the overall
structure of a text and contributes to the
development of the ideas.
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.
RI.6.2 Key Ideas and Details
RI.6.6 Key Ideas and Details
Writing Supporting Standards Speaking and Listening Supporting Standards Language Supporting Standards
W.6.2 Write informative or explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
W.6.5 With some guidance and support from peers
and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a
new approach.
W.6.6 Use technology, including the Internet, to
produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of
three pp. in a single sitting.
SL.6.3 Delineate a speaker’s argument and specific
claims, distinguishing claims that are supported by
reasons and evidence from claims that are not.
SL 6.4 Present claims and findings, sequencing
ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate
volume, and clear pronunciation.
L.6.2 Demonstrate command of the conventions
of Standard English capitalization, punctuation,
and spelling when writing
L.6.3 Use knowledge of language and its
conventions when writing, speaking, or listening.
L 6.6 Acquire and use accurately grade-
appropriate general academic and domain-
specific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 9 Weeks 25-27, February 13 – March 16 (15 Days)
Essential Question(s) How does providing an objective summary for a poem help me better understand its meaning?
SUGGESTED TEXTS
Literary Texts (Fiction)
“Who Knows If the Moon’s,” p. 609
“Dust of Snow,” p. 612
Poetry Collection 5 p. 624
Poetry Collection 6 p. 630
Informational Texts (Non-fiction)
Instruction Manual p. 603
Contest Entry Form p. 605
Domain Specific Vocabulary
contributes, text structure, multiple process, vertical, and contestant
sensory details, imagery, structure, genre, mood
organize, purpose, haiku, limerick, concrete
analyze tone, paraphrasing, visualize
synthesize, application, functional, formats
Instructional Vocabulary
determine, text structure, multiple, contributes, process
figurative language, imagery, images, sensory details, structure,
genres, expressed, mood
coherent, connotative, paraphrasing, forms
adapt, ideas, task, organize, purpose
context clues, affixes, meanings
connotative, tone, figurative language, sound devices, paraphrasing
punctuation, commas, conjunctions, interjections, nonrestrictive,
parenthetical elements
synthesize, formats, coherent, application, sources, functional,
integrate
INSTRUCTIONAL FOCUS
Students will Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments. They will Determine an author’s point of view or
purpose in a text and explain how it is conveyed in the text. Also, students will
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on Grade 6, reading and content, choosing flexibly from a range
of strategies. Students will Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience
WRITING FOCUS
Using TW as a guide, students will write an argumentative piece that includes a
claim with clear reasons and relative evidence. Introduce claim(s) and organize
reasons evidence clearly. Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating an understanding of topic
or text. Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons. Establish and maintain a formal style. Provide a
concluding statement or section that follows from the argument presented.
HONORS REQUIREMENTS
Additional Reading:
Teacher chooses ONE of the following: Shadow Spinner or The Witch
of Blackbird Pond.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the
essay portion of the EQT. The Essay will count 25% of the final EQT
score.
Timed Writing—Ask students to respond to a fine art image, poem,
essay, short story, novel excerpt, or thought-provoking quotation.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE RESOURCES
Test Practice: Context Clues pp. 600-601.
Paraphrasing pp. 654-655. Cumulative pp. 680-
683.
Reading for Information: Analyzing
Functional Texts pp.602-607 and pp. 656-659
SUGGESTED DAILY TASKS
Traits Writing (TW):
Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every
three weeks. Additional writing activities will occur on a daily basis The writing workshops will be
supported with related activities throughout the course. The writing focus mode for Third Quarter is
Argumentative Writing. Students will continue to work in Traits Units 4 and 7. Students should be
revising using the traits and preparing to publish their writings. Teacher will conference with students
about their writings. Potential conferencing comments are available throughout Units 4 and 7.
Students will also be preparing for their EQT writing exercise. The EQT writing this quarter will be in
the Argumentative Mode. Teacher should go over the EQT writing rubric with students prior to the
test.
Writing Lesson 1: W.6.1, W.6.4
TW: Reality Check 3 p. 181
Publishing Activities pp. 184-185
Technology Activities p.184
Print Activities p.185
Writing Lesson 2: W.6.1, W.6.4
TW: Reality Check 6 p. 295
Publishing Activities pp. 298-299
Technology Activity p. 298
Print Activities p. 299
Writing Lesson 3: W.6.1, SL. 6.3, SL. 6.4
Presentation Mini Lesson: Modeling Argumentative Quick Writes
Choose One:
Traits Writing Unit 7 Week 1 Day 1 Explore p. 267
Traits Writing Unit 7 Week 2 Day 2 Explore p. 277
Traits Writing Unit 7 Week 2 Day 4 Explore p. 283
Traits Writing Unit 7 Week 3 Day 1 Explore p. 287
Writing Lesson 4 and 5: SL.6.3, SL.6.4
Students present projects (technology or print)
See technology links for ideas and tips
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the WS2
(10 minutes daily) in addition to the Word Study sections in the PH SE. Complete WS2 on the content
vocabulary for the selection you choose.
TECHNOLOGY CONNECTION
Word Clouds
http://www.edudemic.com/9-word-cloud-
generators-that-arent-wordle/
LITERACY INSTRUCTIONAL
STRATEGY
Inferencing Questions. Marzano suggests
teachers pose four questions to students to
facilitate a discussion about making inferences
(Marzano, 2010).
What is my inference? This question helps
students become aware that they have just made
an inference by filling in information that was
not directly stated in the text.
What information did I use to make this
inference?
It is important for students to understand the
various types of information they use to make
inferences. This may include information
presented in the text, or it may be background
knowledge that a student brings to the learning
setting.
How good was my thinking? Once students
have identified the premises on which they've
based their inferences, they can engage in the
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
most powerful part of the process — examining
the validity of their thinking.
Do I need to change my thinking? The final step
in the process is for students to consider
possible changes in their thinking. The point
here is not to invalidate students' original
inferences, but rather to help them develop the
habit of continually updating their thinking as
they gather new information.
Suggested Lesson 1: W.6.4, R.I.6.5, L.6.6
(DI) Read Functional Text PH SE pp. 602-607. Explain to students they will be reading multiple types
of functional texts; introduce skill and checklist using TE, SE PH SE p. 602. Review features listed in
the box PH SE p. 603. Continue using TE PH SE p. 603 side bar notes to direct students through the
multiple step process on PH SE pp. 603-604. Review the features in the boxes on the contest entry
rules on PH SE p. 605. Continue using PH TE pp. 605-606 side bar notes to direct students through the
multiple steps of Contest Rules and Entry Form. Review multiple step processes and skills involved.
Have students complete Comparing Functional Texts SE PH SE p. 607. ~ 1 Day
Suggested Lesson 2: RL.6.4 and W.6.2
Read “Who Knows If the Moon’s,” p. 609 and “Dust of Snow,” p. 612.~ 2 Days
(DI) Introduce Comparing Imagery using the Think Aloud strategy PH SE p. 608 to model
understanding effects of imagery. Provide Graphic Organizer B—Graphic Organizer Transparencies
p.126. ~ 1 Day
(DI) Discuss background information on the top of PH SE p. 610; use activating prior knowledge skill.
Follow side bar notes on PH TE p. 611 to review. ~ ½ Day
(DI) Continue to follow PH TE side bar notes on PH SE p. 612. ~ ½ Day
(DI) Review: Complete Comparing Imagery Graphic Organizer p. 128 using directions on the top of SE
PH SE p. 613. ~ 1 Day
Suggested Lesson 3: RL.6.5, W.6.4, W.6.5, L.6.3, and L.6.6
Choose: Poetry Collection 5 p. 624 or 6 p. 630
(DI) Complete the Big Question sentence starter PH SE p. 622 or p. 628. Introduce Paraphrasing skill on
PH TE p. 621 using bulleted ideas. Review the chart and model Think Aloud strategy PH TE p. 621 to
identify forms of poetry. Use Activating Prior Knowledge PH SE pp. 624, 630 before reading PH SE pp.
627, 633. ~ 1 Day
Suggested Lesson 4: L.6.3, L.6.6, W.6.4, and W.6.6
(DI) Review assignment using guidelines at the top of PH TE p. 635. Give support for Writing UR 4 p.
155; Rubrics-Professional Development Guidebook pp. 248-249. ~ ½ Day
Suggested Lesson 5: RL.6.5, W.6.4, W.6.6, L.6.3, and L.6.6
(DI) Use Word Study TE, SE PHL pp. 622, 627, 628, 633. Apply and complete vocabulary for each
poetry selection. Also see LN pp. 517-519. Ask students for other word examples that have same
affixes, making a list on the board as words are given. ~ ½ Day
TECHNOLOGY CONNECTIONS
Text Mapping with Scrolls
Text mapping starts with a scroll. Scrolls are an
ancient technology, but they offer clear
advantages over books - advantages that are
particularly useful in the context of classroom
instruction. When you open a book, you can
only see two facing pages at a time; when you
roll out a scroll, you can see the entire text - the
entire length of the scroll - all at once. Here's
how it looks:
Open a book, and you see two facing pages...
...but unroll a scroll, and you see the entire text.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
(DI) Review skills. Students will read aloud fluently according to punctuation and paraphrase as they
read PH SE p. 637. Follow teacher side bar notes on PH SE p. 637 for Literary Analysis using Think
Aloud strategy. ~ ½ Day
(DI) Complete Big Question sentence starter SE PHL p. 638 or p. 646. Have students share responses;
Activate Prior Knowledge using TE side bar notes PH SE pp. 640, 648; guide students through
selections noting paraphrasing skill and emphasizing sound devices. Review skills on SE PHL pp. 645-
655. ~ ½ Day
Suggested Lesson 6: L.6.2
(DI) Review sentence patterns to practice comma rules LN pp. 209-211; TE SE PHL pp. 734, 741, 805;
LN pp. 278-285. ~ ½ Day
Formative Assessment
Honors Students will be given EQT Essay.
Honors and regular students will be given EQT Essay (Argumentative) two weeks prior to the multiple
choice portion. Use EQT Writing Rubric is in the 6th Grade Honors Folder. ( 1 Days)
EQT multiple choice portion will be administered
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Ten
Community
4th Quarter
Weeks 28-30
March 20-April 7
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Formative Assessments should be included in the 60% test category. End of Quarter Test (EQT) are 20% of the quarter grade
Formative Assessment Weeks 28-30 Formative Assessment 34-36
Strands Standards
Reading Literature 6.3
Reading Informational 6.6, 6.8, 6.9
Writing 6.3, 6.4
Language
Formative Assessment Weeks 31-33 End of Quarter Test Quarter 4
Teachers
must
Teach the Alabama Course of Study.
Teach the standards integrated into the lessons (not in isolation).
Cover all (priority and supporting) standards and include all bolded standards on formative and summative assessments.
Teach and assess all domain specific vocabulary.
End-of-Quarter Summative Assessments (EQT) must
Be teacher-made multiple-choice tests covering the priority standards from the quarter.
The questions should be based on cold-reads (works not studied in class) that include poems and/or short excerpts representative of the literary time period studied
(when applicable)..
Include a culminating writing task. Regular students will respond to an ACT Writing Prompt. Honors students will write a literary analysis of the independent novel.
Strands Standards
Reading Literature
6.2, 6.3, 6.9
Reading Informational 6.2
Writing
Language
Strands Standards
Reading Literature 6.2, 6.3
Reading Informational
Writing 6.4
Language
6.1
Strands Standards
Reading Literature 6.2, 6.3, 6.9
Reading Informational 6.2,6.6 6.8, 6.9
Writing 6.3
Language 6.4
Standards Based Assessments
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS INSTRUCTIONAL PLANNING GUIDE
6TH GRADE
WEEKS 28-30 (March 20-April 7, 2017) OVERARCHING STANDARDs
RL 6.1 and RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 6.10 and RI 6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Reading Priority Standards Reading Supporting Standards Aspire Alignment
RL.6.3 Describe how a particular story’s or drama’s plot
unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution.
RI.6.8 Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not.
RL.6.9 Compare and contrast texts in different forms or
genres (e.g., stories and poems; historical novels and
fantasy stories) in terms of their approaches to similar
themes and topics.
RI.6.9 Compare and contrast one author’s presentation of
events with that of another
W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
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.6.3 Key Ideas and Details
RL.6.5 Key Idea and Details
RI.6.8 Craft and Structure
RI.6.9 Integration of Knowledge
Writing Supporting Standards Speaking and Listening Standards Language Standards
W.6.3 Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
SL.6.2 Interpret information presented in diverse media
and formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under
study.
L.6.1 Demonstrate command of the conventions of
Standard English grammar and usage when writing or
speaking.
L.6.3 Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
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.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 10 Weeks 28-30 March 20- April 7 (15 days) Essential Question(s): How does describing how a story’s or drama’s plot unfolds help determine the resolution?
SUGGESTED TEXTS
Literary Texts (Fiction)
from You’re a Good Man Charlie Brown p. 789
Informational Texts (Non-fiction)
“Happiness Is a Charming Charlie Brown at Orlando Rep,” p. 796
Domain Specific Vocabulary
drama, scenes, script, props
playwright, dramatist, stage directions, copyright
vague, thesis, chronological, transition
Instructional Vocabulary
specific questions, elaborate, review, multiple perspectives, reflection,
paraphrasing
acquire, grade-appropriate, academic, domain-specific
identify, episodes, drama, character
analyze, text, structure, contribute, theme, setting, plot
punctuation, commas, dashes
vary, pattern, style, consistency, tone
trace, argument, claims, evaluate, distinguish, evidence
explain, develops, point of view
compare, contrast, forms, genres
appositives
explanatory, examine, introduce, organize, structure, transitions,
formal style, conclusion
reference materials, Internet, diverse, media
INSTRUCTIONAL FOCUS
Describe how a particular story’s or drama’s plot unfolds in a series of episodes
as well as how the characters respond or change as the plot moves toward a
resolution. Determine an author’s point of view or purpose in a text and explain
how it is conveyed in the text. Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are supported by reasons and
evidence from claims that are not.
WRITING FOCUS
Students will write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event
sequences
Utilizing TW students will produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: Shadow Spinner or The Witch
of Blackbird Pond.
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for the
essay portion of the EQT. The Essay will count 25% of the final EQT
score.
Timed Writing—Ask students to respond to a fine art image, poem,
essay, short story, novel excerpt, or thought-provoking quotation.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE CONNECTIONS
Test Practice: Summarizing: pp. 736-737
Compare and Contrast pp. 780-781
Cumulative Review pp. 812-815
SUGGESTED DAILY TASKS Students will write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences. Utilizing TW, students
will work to produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
6+1 Traits Writing (TW):
Writing Lesson 1:Prewriting W.6.4
Traits writing Reality Check 6 pp. 296-29
Writing Lesson 2: W.6.4
Unit 8 Week 1(Word Choice: Choosing Words that Deepen Meaning)
TW Day 1 pp. 304-305
All activities recommended
TW Day 4 pp. 310-311
Jump Start Benchmark Paper
Mentor text Lesson
Writing Folder Application/Independent Writing p. 311
TW Day 5 p. 312
One-on-one Conferencing
Writing Lesson 3: W.6.4
Unit 8 Week 2 ( Sentence Fluency: Breaking the “Rules to Create Fluency”)
TW Day 1 p. 313
All activities recommended
TW Day 4 pp. 320-321
All activities recommended
TW Day 5 p. 322
One-on-one Conferencing
Writing Lesson 4 W.6.4
Unit 8 Week 3(Review of all Traits)
TW Day 1- pp.324-325
All activities recommended
TW Day 4 - p.330
Jump Start Benchmark Paper
Mentor Text Lesson
Writing Folder Application/Independent Writing p. 331
TW Day 5- p.332
One-on-one conferencing
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor Sonday
System 2 in addition to the Word Study sections in the PH SE.
LITERACY INSTRUCTIONAL
STRATEGY
Strategy: SQ3R
S – Survey the text
Q – Question the text by turning the title and
headings into questions.
R – Read the text, looking for answers to those
questions.
R- Recite what you read (after each section)
R – Review questions and answers after reading
(can be to study for text, etc.)
TECHNOLOGY CONNECTIONS Enriched Online Student Edition at
PHLOnline.com for interactive experience with
play.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Complete the content vocabulary for the selection you choose. (See WS2.)
Suggested Lesson 1: L.6.6, RL.6.3, RL.6.5 Guide students through the Collaboration: One-on-One Discussion activity and orally share several responses,
PH SE p. 690. ~3 days
(DI) Explain the forms of drama using the chart at the bottom of PH SE p. 693.
(DI) Explain the difference between a monologue and soliloquy. Review drama plot elements with
emphasis on elements listed on PH SE p. 695. Discuss examples in the charts on PH SE p. 695.
(DI) Model Close Read PH SE p. 697—follow TE sidebar notes on PH SE p. 697 and discuss with
class. Assign Independent Practice on PH SE pp. 699-702 using Close Read strategy; review the
questions and discuss Close Read.
Suggested Lesson 2: RI.6.8, RI.6.9 and L.6.6 (DI) Model skill by using Think Aloud strategy PHL TE p. 782 sidebar note. Guide students through
evaluation of evidence using chart on PH SE p. 782; practice this PH SE pp. 783-786. ~ 2 days
(DI) Review features of online news article SE p. 783. Discuss evaluating sources and ask students to
find facts, statistics, and quotes in article. Review Persuasive Article text box at the top of PH SE p. 785.
Remind students persuasive articles usually begin with writer’s opinion.
Suggested Lesson 3: L.6.1 (DI) Model Think Aloud strategy PH SE p. 734 and use sidebar note to differentiate between
prepositional phrases and appositives. UR p. 32; CCC pp. 331-332; LN pp. 209-210, 220, 230.
Additional resources on CD. ~ 2 days
(DI) Create confusing sentences with incorrect patterns; correct sentences by asking students to rewrite
sentences and orally sharing answers PH SE p. 805; CCC pp. 337-338; LN pp. 250-254.
Respond to literature by writing an argument by having students complete Timed Writing: Argument
Evaluation, PH SE p. 787.
Suggested Lesson 4: RL.6.3, RL.6.9, RI.6.9 Read “You’re a Good Man Charlie Brown,” p. 789 and “Happiness Is a Charming Charlie Brown at Orlando
Rep,” p. 796. ~ 2 Days
(DI) Introduce skill by modeling Think Aloud PH SE TE p. 788. Review Author’s Purpose Across
Genres at the top of PH SE p. 788. Give students Graphic Organizer B from Graphic Organizers
Transparencies p. 160 (PHLOnline.com) or CCC pp. 75-76 to complete as they read. Pair students and
use UR p. 78 to write about Big Question before reading. Discuss answers and relationships to Big
Question. Multimedia—See Enriched Online Student Edition at PHLOnline.com for interactive
experience with play. Reinforce skill using UR pp. 79, 81.
Suggested Lesson 5: L.6.3 (DI) Review strategies for correcting sentences with incorrect punctuation or no punctuation,
CCC pp. 331, 332; LN pp. 309, 210, 220, 230. ~ 1 Day
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Eleven
Individual or Community
Weeks 31-33
April 17-May 5
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS INSTRUCTIONAL PLANNING GUIDE
6TH GRADE
WEEKS 31-33 (April 17 - May 5, 2017) OVERARCHING STANDARDs
RL.6.1 and RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 6.10 and RI 6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Priority Standards Reading Supporting Standards Aspire Alignment
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.
L.6.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on Grade 6 reading and content,
choosing flexibly from a range of strategies.
RL.6.5 Analyze how a particular sentence,
chapter, scene, or stanza fits into the overall
structure of a text and contributes to the
development of the theme, setting, or plot.
RI.6.5 Analyze how a particular sentence,
paragraph, chapter, or section fits into the overall
structure of a text and contributes to the
development of the ideas.
RL.6.2 Key Ideas and Details
RL.6.3 Key Idea and Details
RL.6.5 Craft and Structure
RI.6.5 Craft and Structure
Writing Standards Speaking and Listening Standards Language Standards
W.6.1 Write arguments to support claims with
clear reasons and relevant evidence.
W.6.3 Write narratives to develop real or
imagined experiences or events using effective
technique, relevant descriptive details, and well-
structured event sequences.
SL.6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on Grade
6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
L.6.1 Demonstrate command of the
conventions of Standard English grammar
and usage when writing or speaking.
L.6.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
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.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 11 Weeks 31-33 April 17- May 5 (15 days) Essential question(s): How does understanding comparing and contrasting help me better understand a text? SUGGESTED TEXTS
Literary Texts (Fiction)
“The Tiger Who Would Be King,” p. 842
“The Ant and the Dove,” p. 844
“The Lions and the Bulls,” p. 848
“A Crippled Boy,” p. 850
“Arachne,” p. 680
“The Whale Rider,” p. 868
Domain Specific Vocabulary
oral tradition, moral, culture, irony
archetype, myth, fable, legend
Instructional Vocabulary
specific questions, elaborate, review, multiple perspective,
reflection, paraphrasing
acquire, grade-appropriate, academic, domain-specific
summarize, explain, theme, central idea
complex, stories, appreciate, complex text
genres, forms, compare, contrast
determine, context clues, affixes, roots
analyze, analysis, explicit inference
structure, development, support, textual evidence
vary, pattern, style, consistency, tone
INSTRUCTIONAL FOCUS
Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot
moves toward a resolution. Compare and contrast texts in different
forms or genres (e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and topics.
Determine an author’s point of view or purpose in a text and explain
how it is conveyed in the text.
Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from
claims that are not.
WRITING FOCUS
Students will write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-
structured event sequences
Utilizing TW students will produce clear and coherent writing in which
the development, organization, and style are appropriate to task,
purpose, and audience
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: The Phantom Tollbooth
or A Wrinkle in Time
Students will acquire the novel and independently read it.
Additional Writing:
Students will keep a weekly journal or writing log.
Students will complete a five-paragraph essay on the novel for
the essay portion of the EQT. The Essay will count 25% of the
final EQT score.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
SUGGESTED DAILY TASKS
6+1 Traits Writing (TW): Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days)
every three weeks. Additional writing activities will occur on a daily basis. The writing focus mode
for Fourth Quarter is Narrative Writing. Students will work on their last writing pieces to wrap up
the year. Teachers should look in Traits Writing Teacher’s Edition Unit 9 for activities to wrap up
the year.
Writing Lesson 1: Traits Writing Unit 9 Week 1 Day 1-3
Focus Lesson p.335
Small Groups p.336
The Exhibit p. 336
Writing Lesson 2: Traits Writing Unit 9 Week 1 Day 4
Focus Lesson p.337
Independent Writing p. 337
Finishing the Letter p.337
Writing Lesson 3: Traits Writing Unit 9 Week 2 Day 1 and Day 2
Focus Lesson p.338
Independent Writing p.339
Writing Lesson 4 Traits Writing Unit 9 Day 4 and Day 5
Do’s and don’ts for Next Year’s Students p.340
Whole-Class Discussion p. 340
Winsor Sonday System 2 (WS2): While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor
Sonday System 2 in addition to the Word Study sections in the PH SE.
Complete the content vocabulary for the selection you choose. (See WS2.)
Suggested Lesson 1: SL.6.1, L.6.6
Discuss the Big Question; Point out that folktales were part of a given community and were passed down
orally. Connect academic vocabulary words to communities theme. ~ 3 Days
(DI) Introduce Elements of Folk Lit by referring to chart SE p. 824. Guide students through a
discussion of oral tradition and types of folk literature using PHL SE p. 825; model examples of
LITERACY INSTRUCTIONAL
STRATEGY
Assign to each student upon entering class a
section, paragraph, page etc. for reading or
looking at material quickly to gain an overview
of the content. Skimming and scanning are two
very different strategies for speed reading.
They are each used for different purposes, and
they are not meant to be used all the time.
They are at the fast end of the speed reading
range, while studying is at the slow end.
People who know how to skim and scan are
flexible readers. They read according to their
purpose and get the information they need
quickly without wasting time. They do not
read everything which is what increases their
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
reading speed. Their skill lies in knowing what
specific information to read and which method
to use. Skimming refers to looking only for the
general or main ideas, and works best with
non-fiction (or factual) material. With
skimming, your overall understanding is
reduced because you don’t read everything.
You read only what is important to your
purpose. Skimming takes place while reading
and allows you to look for details in addition to
the main ideas. Unlike skimming, when
scanning, you look only for a specific fact or
piece of information without reading
everything. You scan when you look for your
favorite show listed in the cable guide, for your
friend’s phone number in a telephone book,
and for the sports scores in the newspaper. For
scanning to be successful, you need to
understand how your material is structured as
well as comprehend what you read so you can
locate the specific information you need.
Students may also take notes, share with a
partner, or discuss with class.
each type. Discuss the chart listing types of characteristics PHL TE p. 825.
(DI) Explain concepts of structure and theme to students PH SE p. 825. Distinguish
between stated and implied theme. Discuss structure using PHL SE p. 827 relating it to
theme.
(DI) Introduce common archetypes presented in the chart on PHL SE p. 827. Model
analyzing structure and theme with Close Read PH SE p. 828-831 and discuss. Students
complete Independent Practice PHL SE pp. 832-836, analyzing story elements. Review
questions PH TE and PH SE p. 837.
Suggested Lesson 2: RL.6.2, L.6.1
Read “The Tiger Who Would Be King,” p. 842 and “The Ant and the Dove,” p. 844 or read “The
Lions and the Bulls,” p. 848 and “A Crippled Boy,” p. 850. ~ 2 Days
(DI) Apply Think Aloud strategy to model literary analysis of Cause/Effect PHL TE p. 839
using sidebar notes. Guide students to identify causes/effects as they read.
(DI) Describe a situation where one student takes credit for everyone’s work; elicit feelings
from students. Write about Big Question using sentence starter at the top of PHL SE p. 840
and share responses. Use UR resources for chosen stories; apply Close Reading strategies,
analyzing for literary elements in each selection.
Suggested Lesson 3: RL.6.2, RL.6.5, RL.6.3, L.6.6
Read “Arachne,” p. 860 and “The Whale Rider,” p. 868. ~ 2 Days
(DI) Review Cause and Effect skill. Tell students they will identify causes and effects as
they read. Practice the skill PHL TE pp. 861, 862, 869; PH TE AND PH SE pp. 865, 873.
(DI) Introduce Myths by telling students what elements they will look for as they read. Use
the Myth Map on PHL SE p. 857. Give students a copy of Literary Analysis Graphic
Organizer A or B (Graphic Organizer Transparencies pp. 172-174) to record features as
they read. Practice PH TE AND PH SE pp. 860-864; 868-872. Review PH TE AND PH SE
pp. 865, 873. Big Question: PH TE AND PH SE p. 866. Invite students to discuss how or if,
local communities hand down values just as ancient cultures did.
(DI) Complete the sentence starter on the student p. Test Practice: Cause and Effect PH TE
A SE pp. 876-877.
Suggested Lesson 4: RI.6.5, L.6.4, L.6.6 and L.6.4
Reading for Information PH TE AND PH SE pp. 878-882. ~1 Days
(DI) Have students review selections for words that end with suffixes PHL SE pp. 840, 845,
846, 853. Discuss meanings of suffixes as applied to specific words. ~ 1 Day
TECHNOLOGY CONNECTIONS
www.PHLitOnline.com
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
(DI) Guide students to read LN pp. 514-519; PH TE AND PH SE pp. 858, 865, 866, 873
and apply the various strategies to determine word meaning.
(DI) Identify and use various sentences PHL p. 874.
Suggested Lesson 6: L.6.2, L.6.3
(DI) Review strategies for correcting sentences with incorrect punctuation or no
punctuation, CCC pp. 331, 332; LN pp. 309, 210, 220, 230. ~ 1 Day
(DI) Demonstrate how to correct stringy sentences of confusing lengths. Model how to
combine sentences for variety PHL SE p. 805; UR p. 45, LN pp. 277-286.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit Twelve
Reflection
Weeks 34-36
May 8-May 26
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
MCPSS INSTRUCTIONAL PLANNING GUIDE
6TH GRADE
WEEKS 34-36 (May 8- May 26) 15 days OVERARCHING STANDARDS
RL 6.1 and RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 6.10 and RI 6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Priority Standards Reading Supporting Standards Aspire Alignment
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.
RL.6.9 Compare and contrast texts in different
forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of
their approaches to similar themes and topics.
RI.6.2 Determine a central idea of a text and how
it is conveyed through particular details; provide
a summary of the text distinct from personal
opinions or judgments.
L.6.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases
RL.6.4 Determine the meaning of words and
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.6.2 Key Ideas and Details
RL.6.3 Key Ideas and Details
RI.6.2 Key Ideas and Details
Writing Supporting Standards Speaking and Listening Standards Language Standards
W.6.1 Write arguments to support claims with
clear reasons and relative evidence.
SL.6.2 Interpret information presented in diverse
media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic,
text, or issue under study.
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.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Unit 12 Weeks 34-36 May 8-May 26 (15 days) Essential Question(s): What is the importance of theme in folk literature? SUGGESTED TEXTS
Literary Texts (Fiction)
“Mowgli’s Brothers,” p. 886
“James and the Giant Peach,” p. 896
“The Three Wishes,” p. 936
“The Stone,” p. 942
“First They Came for the Socialists” by Martin Niemoller
“Influence” by Nettie Squire Sutton
Domain Specific Vocabulary
fantasy, realistic, literal
summarize, objectively, explain, create, theme, central idea
commas, colons, semi-colons
Instructional Vocabulary
explain, develop, point of view
compare, contrast, forms, genres
summarize, objectively, explain, create, theme, central
delineate, argument, claim, evidence
complex, engage, appreciate, appropriately
apply, conventional, punctuation, convey
determine, text, meaning, gather, media, formats, synthesize
Instructional Focus
Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from
personal opinions or judgments. Describe how a particular story’s or
drama’s plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution. Compare and
contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to
similar themes and topics. Determine a central idea of a text and how it
is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
WRITING FOCUS
Students will write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-
structured event sequences
Utilizing TW students will produce clear and coherent writing in which
the development, organization, and style are appropriate to task,
purpose, and audience
HONORS REQUIREMENTS Additional Reading:
Teacher chooses ONE of the following: The Phantom Tollbooth
or A Wrinkle in Time
Students will acquire the novel and independently read it.
Additional Writing: Students will keep a weekly journal or writing log.
Students will complete a five paragraph essay on the novel for
the essay portion of the EQT. The Essay will count 25% of the
final EQT score.
Honors EQT Novel Assessment Essay—Students will be given EQT
Essay assessment 2 weeks prior to the End of the Quarter Assessment.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
ASPIRE CONNECTIONS
Test Practice: Purpose for Reading: pp. 956-
957
Cumulative Review: pp. 1002-1005
SUGGESTED DAILY TASKS
Traits Writing (TW): Teachers teach TW writing on an on-going basis, including one full week (5 consecutive days) every
three weeks. Additional writing activities will occur on a daily basis. The writing focus mode for
Fourth Quarter is Narrative Writing. Students will work on their last writing pieces to wrap up the year.
Teachers should look in Traits Writing Teacher’s Edition Unit 9 for activities to wrap up the year.
Writing Lesson 1: Traits Writing Unit 9 Week 1 Day 1-3
Focus Lesson p.335
Small Groups p.336
The Exhibit p. 336
Writing Lesson 2: Traits Writing Unit 9 Week 1 Day 4
Focus Lesson p.337
Independent Writing p. 337
Finishing the Letter p.337
Writing Lesson 3: Traits Writing Unit 9 Week 2 Day 1 and Day 2
Focus Lesson p.338
Independent Writing p.339
Writing Lesson 4 Traits Writing Unit 9 Day 4 and Day 5
Do’s and don’ts for Next Year’s Students p.340
Whole-Class Discussion p. 340
Winsor Sonday System 2 (WS2):
While teaching content vocabulary, use the WS2 to teach prefixes, roots, and suffixes. Use the Winsor
Sonday System 2 in addition to the Word Study sections in the PH SE.
Complete the content vocabulary for the selection you choose. (See WS2.)
Suggested Lesson 1: RL.6.2, RL.6.3 Read “Mowgli’s Brothers,” p. 886 and “James and the Giant Peach,” p. 896. ~2 Days
(DI) Introduce the skill Comparing Elements of Fantasy PH TE and PH SE p. 884; discuss the
bulleted list and give students a copy of Comparing Elements of Fantasy Graphic Organizer B
(GO Transparencies p. 176). Practice PHL TE pp. 887-889, 892-894, 897, 900, 902, 903.
(DI) Review PH TE and PH SE p. 905. Give students the prompt to write an essay comparing
LITERACY INSTRUCTIONAL
STRATEGY In a research review on questioning
techniques, Wilen and Clegg (1986) suggest
teachers employ the following research-
supported practices to foster higher student
achievement:
· *phrase questions clearly;
· *ask questions of primarily an academic
nature;
· *allow three to five seconds of wait time
after asking a question before
requesting a student's response, particularly
when high-cognitive level
questions are asked;
· *encourage students to respond in some
way to each question asked;
· *balance responses from volunteering and
non-volunteering students;
· *elicit a high percentage of correct
responses from students and assist with
incorrect responses;
· *probe students' responses to have them
clarify ideas, support a point of view,
or extend their thinking;
· *acknowledge correct responses from
students and use praise specifically and
discriminately.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
TECHNOLOGY CONNECTIONS
and contrasting the use of fantastic and realistic elements in the two selections.
(DI) Remind students that adults try to teach children the rules of society; Big Question PH SE
p. 885. Have students complete the sentence starter on the pp. and discuss responses as a class.
Multimedia: Watch excerpts from the movie based on The Jungle Book to find out what
happens to Mowgli and to learn if the prediction made by Bagheera will come true.
Suggested Lesson 2: RL.6.2, SL.6.2, L.6.6 Read “The Three Wishes,” p. 936 and “The Stone,” p. 942. ~3 ½ Days
(DI) Introduce the skill Setting a Purpose PH TE and PH SE p. 933 using the student pp. and
practice PHL TE pp. 937, 944, 947, 950. Review PH SE pp. 939, 953.
(DI) Introduce and model the skill Universal Theme PH SE p. 933. Give students a copy of
either Literary Analysis Graphic Organizer A or B (GO Transparencies pp. 189-191). Practice
PH SE pp. 938, 945, 946, 951. Review PH SE pp. 939, 953.
Suggested Lesson 3: RL.6.2, RL.6.4 Suggested Poetry: Unit 6: “First They Came for the Socialists” by Martin Niemoller and ~1/2 day
“Influence” by Nettie Squire Sutton.
Share a time when you made someone arrive early or late to an event. Discuss why each
individual’s actions affect the whole group, PH SE p. 940. Have students complete the sentence
starter on the student pp. Discuss their responses.
Test Practice: Purpose for Reading PH SE pp. 956-957.
Suggested Lesson 4: RI.6.2, L.6.4
(DI) Connect and clarify Central Idea PH SE p. 958. Introduce the skill and use the chart on the
student pp. Model the skill. Practice PH SE pp. 959-960. Review PH SE p. 961. Give students
the prompt. Students will write directions using the tips discussed in the article and information
from the map. ~ 3 Days
(DI) Compare Foreshadowing and Flashback. Introduce the skill using the instruction on p.
962. Give students a copy of Comparing Foreshadow and Flashback Graphic Organizer B (GO
Transparencies p. 196).
(DI) Model the skill PH SE p. 962 and practice PH SE pp. 965, 966, 971-974, 977, 979, 980,
982-986. Review PH SE p. 987. Students may write an essay comparing and contrasting the
authors’ use of foreshadowing and flashback in the two selections just read.
(DI) Big Question: Remind students that communities influence how people develop and
provide support for one another. Have students complete the sentence starter on student pp. and
share responses.
Review for EQT using Cumulative Review
Honors Students will be given EQT Essay.
Honors and regular students will be given EQT Essay (Narrative) two weeks prior to the multiple
Multimedia: Watch excerpts from
the movie based on The Jungle Book
to find out what happens to Mowgli
and to learn if the prediction made
by Bagheera will come true.
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
choice portion. Use EQT Writing Rubric is in the 6th Grade Honors Folder. ( 1 Days)
EQT multiple choice portion will be administered
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Reflection
Weeks 37-38
(4 Days)
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Suggested List of Additional Activities for Honor Students
Write a 5W poem about particular chapters and have students present in class.
o http://www.readwritethink.org/files/resources/lesson_images/lesson391/5W.pdf
Create an ABC booklet that relates to the novel
o http://www.educationworld.com/a_curr/strategy/strategy031.shtml
Find a poem that would relate to the novel and write a paragraph explaining how the poem relates
Research a topic related to the novel and create a Padlet for display
o https://padlet.com/
Create a storyboard highlighting the important scenes from the novel
o http://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-and-students
Have the students participate in a book talk on the novel- the teacher will provide topic choices
o http://c.ymcdn.com/sites/www.tepsa.org/resource/resmgr/imported/SummerConference/Handouts/6d.pdf
o https://www.teacherspayteachers.com/Product/Book-Talk-Directions-Rubric-and-Peer-Review-396847
Find Significant Quotes
o Find and copy significant quotes (four to six for the novel). Pick quotes that are significant to the plot, difficult to understand,
interesting, and/or surprising. In your journal or on your paper, explain the significance of the quotes (what they mean, why they are
important, etc.) and why you chose them.
Complete a book evaluation
o http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/help-child-write-book-30292.html
Write Personal Reflection- YOU MUST REVIEW THESE QUESTIONS prior to giving to students. All questions MAY NOT BE
SUITABLE for middle schoolers or relate to your novel.
o http://www.d118.org/district/curriculum/initiatives/reflection_comprehension_questions_maturing_readers.pdf
o http://www.readwritethink.org/files/resources/lesson_images/lesson864/discussion-ques.pdf
o http://theliterarylink.com/bloom_questions.html
MCPSS DIVISION OF CURRICULUM & INSTRUCTION MIDDLE SCHOOL PACING GUIDE AT A GLANCE (2016-2017)
Regular and Honors 6th Grade Language Arts
Complete Literacy Extension Cards
o http://www.kbumreading.com/files/Literacy_Extension_Cards_2007-08.pdf
Create a personalized license plate for one of the characters in the book
o http://www.uhstitans.com/_cache/files/1401cfd2-4577-4aa7-a487-
323afd4d03f6/16D39BFB683FAF4467632F16641E3E52.character-license-plate-project.pdf
Complete Grammar Activities
o Find the nouns (people, places, or things) in the story.
o Find the verbs (action words) in the story.
o Write the adjectives (describing words) in the story. Beside each adjective, write the word it is describing.
Create or Locate Figurative Language
o Have students create a one-page handout listing examples of figurative language from the novel or writing their own examples
o Students can then create an illustration on one of their figurative language examples
A great read and resource for the teacher-
o http://www.edutopia.org/blog/projects-engage-middle-school-readers-beth-holland
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