6 Grade ELA Scope & Sequence – FY16 Grade ELA Scope & Sequence – FY16 ... Performance Task B: ... Writing an Argumentative Essay September 24—October 27

6th Grade ELA Scope & Sequence – FY16

Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education 1

Cycle 1 – Basics of Close Reading; Writing an Informative Essay August 17—September 22 Suggested text—HMH Collection 1: “Facing Fear”

Skill/Content Focus LAFS Suggested Instructional Resource

Suggested Formative Assessment

Engage effectively in collaborative discussions.

SL.1.1

HMH Digital Dashboard: Interactive Listening and Speaking Lessons “Introduction”; “Preparing for Discussion” pp. 3-12 “The Ravine” Short Story

p. 12 Collaborative Discussion

Analyze what a literary text says explicitly. • Explicit word meanings from context RL.1.1

RL.2.4L.3.4

pp. 3-12 “The Ravine” Short Story

p. 3 Describe Stories: Character and Setting—A p. 14 Analyzing the Text—#1

Analyze what an informative text says explicitly. • Explicit word meanings from context

RI.1.1RI.2.4L.3.4

pp. 41-46 “Fears and Phobias” Online Article

p. 43 Cite Evidence—F p. 48 Analyzing the Text—#2 p.15 Vocabulary Strategy: Using Context Clues Practice and Apply

PBPA – Informative #1 – August 24-28 Draw inferences from a literary text. • Inferred meaning from figurative

language and connotation

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p. 12 Make Inferences—T

Draw inferences from an informative text. • Inferred meaning from figurative

language and connotation

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p. 41 Cite Evidence—A



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Describe how the plot of a literary text unfolds in a series of episodes: impact of particular parts of the text on the plot as a whole RL.1.3

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p. 6 Describe Stories: Character and Setting—I p. 9 Describe Stories: Character and Setting—P

Describe how characters in a literary work respond or change as the plot moves toward resolution. RL.1.3

RL.1.1


p. 9 Describe Stories: Character and Setting—P p. 11 Describe Stories: Character—R

Provide an objective summary of a literary text. • Key plot points • Character changes

RL.1.2RL.1.3RL.1.1


p. 14 Analyzing the Text—#1 p. 14 Writing Activity: 2-3 compare/contrast paragraph essay

Analyze a key individual, event, or idea’s progression/ development through an informative text. • Impact of particular points of the text on

the text as a whole

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p. 48 Writing Activity: Summary

Provide an objective summary of an informative text. • Progression/development of key ideas,

individuals, events

RI.1.2RI.1.3RI.1.1


p. 48 Writing Activity: Summary

Determine the central idea or theme of a literary text. • Impact of word choice • Impact of particular parts of the text on

the central idea/theme

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p. 14 Analyzing the Text—#5 p. 14 Writing Activity: 2-3 compare/contrast paragraph essay



Cycle 1 – Basics of Close Reading; Writing an Informative Essay Determine the central idea of an informative text. • Impact of word choice • Impact of particular points of the text

on the central idea

RI.1.2RI.2.4L.3.5 RI.2.5RI.1.1


p. 48 Analyzing the Text—#2

FL Standards Quiz – GR6_ELA_U1_FSQ1 Determine an appropriate, purposeful organization for an informative essay. • Effective transitions

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HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts “Organizing Ideas” p. 67-68 Performance Task B: Write an Expository Essay “Plan”

pp. 67-71 Performance Task B: Write an Expository Essay

Support informative points with relevant facts, details, and quotes.

W.1.2W.3.9RL.1.1RI.1.1

pp. 3-12 “The Ravine” Short Story pp. 41-46 “Fears and Phobias” Online Article pp. 67-68 Performance Task B: Write an Expository Essay “Plan”




Cycle 1 – Basics of Close Reading; Writing an Informative Essay Cite textual evidence with author’s name and or the title of the source work in order to avoid plagiarism.

W.3.8

pp. 3-12 “The Ravine” Short Story pp. 41-46 “Fears and Phobias” Online Article pp. 68-69 Performance Task B: Write an Expository Essay “Produce”


Write an effective introductory paragraph for an informative essay.

W.1.2W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts “Introductions and Conclusions”; “Developing a Topic” pp. 3-12 “The Ravine” Short Story pp. 41-46 “Fears and Phobias” Online Article

pp. 67-70 Performance Task B: Write an Expository Essay “Produce”




Cycle 1 – Basics of Close Reading; Writing an Informative Essay Write an effective closing paragraph for an informative essay.

W.1.2W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts “Introductions and Conclusions” pp. 3-12 “The Ravine” Short Story pp. 41-46 “Fears and Phobias” Online Article

pp. 67-70 Performance Task B: Write an Expository Essay “Produce”


Write an informative essay. • Effective transitions • Domain-specific vocabulary and

language appropriate to topic • Style and tone appropriate to

informative essay • Conventions • Vary sentence structure

W.1.2W.2.4RL.1.1RI.1.1RL.2.4RI.2.4L.1.1 L.1.2 L.2.3

HMH Digital Dashboard: Interactive Writing Lessons Writing Informative Texts pp. 3-12 “The Ravine” Short Story pp. 41-46 “Fears and Phobias” Online Article




Cycle 1 – Basics of Close Reading; Writing an Informative Essay Edit and revise an informative essay.

W.2.5L.1.1 L.1.2

pp. 3-12 “The Ravine” Short Story pp. 41-46 “Fears and Phobias” Online Article p. 69 Performance Task B: Write an Expository Essay “Revise”


Use punctuation to set off non-restrictive/parenthetical elements.

L.1.2

HMH Digital Dashboard: Teacher Resources GrammarNotes “Lesson 3—Combining Sentences” “Lesson 16—Using Commas” p. R44 Resources: Grammar “#6 Phrases”

HMH Digital Dashboard: Teacher Resources GrammarNotes “Lesson 3—Combining Sentences” “Lesson 16—Using Commas” Handouts p. R44 Resources: Grammar “#6 Phrases”

Use technology to publish an informative essay.

W.2.6

p. 69 Performance Task B: Write an Expository Essay “Present”

p. 69 Performance Task B: Write an Expository Essay myWriteSmart

Unit Standards Assessment – GR6_ELA_U1_USA



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay September 24—October 27 Suggested text—HMH Collection 5: “Decisions That Matter”



Determine the structure/organization of an informative text.

RI.2.5RI.1.1

pp. 253-265 Compare Anchor Texts: from “It Worked for Me”; from “Colin Powell: Military Leader” Biography; Memoir

p. 253 Analyze Text: Memoir—A

p. 254 Analyze Text: Memoir—C

p. 266 Analyzing the Text—#1-4

PBPA – Argumentative #1 – October 1-7 Determine the structure/organization of an argumentative text.

RI.2.5RI.1.1

pp. 293-298 Compare Media: “On Doomed Flight, Passengers Vowed to Perish Fighting”; “Memorial Is Unveiled for Heroes of Flight 93” News Article; TV Newscast

p. 294 Analyze Text—A

p. 294 Analyze Structure—B

p. 302 Media Activity: Commentary

Determine author’s purpose in an informative text. • Impact of word choice • Impact of a particular section on the text

as a whole

RI.2.6RI.2.4RI.2.5RI.1.1


p. 302 Analyzing the Media—#1-3

Determine author’s purpose in an argumentative text. • Impact of word choice • Impact of a particular section on the text

as a whole

RI.2.6RI.2.4RI.2.5RI.1.1


p. 298 Analyze Text—H

p. 302 Media Activity: Commentary

Determine author’s point of view in an informative text. • Impact of word choice • Impact of a particular section on the text

as a whole

RI.2.6RI.2.4RI.2.5RI.1.1


p. 266 Analyzing the Text—#4



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Determine author’s point of view from a literary text. • Impact of theme • Impact of word choice

RL.2.6RL.1.2RL.2.4RL.1.1

pp. 281-282 “The Road Not Taken” Poem


Determine author’s point of view in an argumentative text. • Impact of word choice • Impact of a particular section on the text

as a whole

RI.2.6RI.2.4RI.2.5RI.1.1


p. 298 Analyze Text—H p. 302 Media Activity: Commentary

Trace specific claims in an argumentative text. • Impact of word choice • Impact of a particular section on the text

as a whole

RI.3.8RI.2.5RI.1.1


p. 302 Analyzing the Media—#1-3 p. 302 Media Activity: Commentary

Evaluate the validity of specific claims in an argumentative text. • Impact of a particular section on the text

as a whole

RI.3.8RI.2.5RI.1.1 SL.1.3



Trace and evaluate the development of the author’s position in an argumentative text. • Summarize text • Determine central idea • Progression of ideas through text • Validity of claims • Impact of word choice • Impact of a particular section on text as a

whole • Impact of text structure on presentation

of the argument

RI.3.8RI.1.2RI.1.3RI.2.4RI.2.5RI.1.1 SL.1.3



FL Standards Quiz – GR6_ELA_U2_FSQ1



Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Determine an appropriate, purposeful organization for an argumentative essay. Effective transitions W.1.1

W.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Arguments pp. 307-310 Performance Task B: Write an Opinion Essay “Organize Your Ideas”

pp. 307-310 Performance Task B: Write an Opinion Essay

Support argumentative points with relevant facts, details, and quotes.

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pp. 307-310 Performance Task B: Write an Opinion Essay “Organize Your Ideas”


Write an effective introductory paragraph for an argumentative essay. W.1.1

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pp. 307-310 Performance Task B: Write an Opinion Essay “Draft Your Essay”


Write an effective closing paragraph for an argumentative essay. W.1.1

W.2.4



Write an argumentative essay. • Clear selection of a side in relation to the

issue presented • Effective transitions • Domain-specific vocabulary and


informative essay • Conventions • Vary sentence structure • Citations

W.1.1W.2.4W.3.8RL.1.1RI.1.1RL.2.4RI.2.4L.1.1 L.1.2 L.2.3



Edit and revise an argumentative essay. W.2.5 L.1.1 L.1.2

pp. 307-310 Performance Task B: Write an Opinion Essay “Evaluate Your Essay”




Cycle 2 – Close Reading an Argumentative Text; Writing an Argumentative Essay Use pronouns in proper case.

L.1.1

HMH Digital Dashboard: Teacher Resources GrammarNotes: “Lesson 9—Using Pronouns Correctly” p. R35 Resources: Grammar “#1 Nouns”

HMH Digital Dashboard: Teacher Resources GrammarNotes: “Lesson 9- Using Pronouns Correctly” Handouts

Use technology to publish an argumentative essay.

W.2.6

pp. 307-310 Performance Task B: Write an Opinion Essay “Create a Finished Copy” HMH Digital Dashboard: Teacher Resources GrammarNotes MediaScope

pp. 307-310 Performance Task B: Write an Opinion Essay myWriteSmart




Cycle 3 – Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts October 28—December 11 Suggested text—HMH Collection 2: “Animal Intelligence”



Use the relationship between words to better understand each word • Figurative language • Word connotation vs. denotation

L.3.5

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Figurative Language” pp. 73-88 “The Mixer” Short Story

HMH Digital Dashboard: Teacher Resources Level Up Tutorials Drop-down List: Analyzing Literature “Figurative Language” Practice: #1-5 p. 91 Critical Vocabulary—#1-6 p. 90 Analyzing the Text—#1-7

Describe the setting of a literary text.

RL.2.5RL.1.1

pp. 73-88 “The Mixer” Short Story

Teacher may instruct students to complete a description of the story elements in their notes (e.g., double-entry journal; Cornell notes). p. 90 Analyzing the Text—#1-7

Describe the effect of structural elements on a literary text. For example: • Chronological storytelling • Flashback • Non-chronological storytelling • Analyze how a particular scene fits into

the overall structure of a text and contributes to the development of the theme, setting, or plot.

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pp. 73-88 “The Mixer” Short Story


PBPA – Argumentative #2 – November 9-13 Determine the author’s tone in a literary text. • Impact of word choice

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pp. 99-102 “Animal Wisdom”; “The Last Wolf” Poems




Cycle 3 – Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts Determine how the author’s choices impact mood in a literary text. • Impact of word choice

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Explain how the author develops point of view of the narrator or speaker in a literary text. • Impact of plot structure • Changes in characters throughout the

course of the text • Impact of word choice • Impact of particular portions of the text

on the whole

RL.2.6RL.1.3RL.2.4RL.2.5



FL Standards Quiz – GR6_ELA_U3_FSQ1 Compare and contrast literary texts in different forms/genres in terms of their approaches to similar themes and topics. • Theme • Plot development • Character development • Word choice • Setting • Author’s tone • Mood • Narrator/speaker point of view

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p. 104 Writing Activity: Compare/contrast essay

Use intensive pronouns.

L.1.1

HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 9—Using Pronouns Correctly” p. R35 Resources: Grammar “#2 Pronouns”

HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 9—Using Pronouns Correctly” Handouts p. R35 Resources: Grammar “#2 Pronouns”



Cycle 3 – Close Reading a Literary Text; Writing an Informative Essay Comparing Literary Elements across Literary Texts Write an informative essay that compares and contrasts literary texts in different forms/genres in terms of their approaches to similar themes and topics • Effective transitions • Domain-specific vocabulary and


informative essay • Citations • Conventions • Vary sentence structure • Edit and Revise • Publish with technology

RL.3.9RL.1.3RL.2.4RL.2.6RL.1.1W.1.2W.2.4W.2.5W.2.6W.3.8

HMH Digital Dashboard: Interactive Writing Lessons Using Textual Evidence “Summarizing, Paraphrasing and Quoting” pp. 99-102 “Animal Wisdom”; “The Last Wolf” Poems pp. 73-88 “The Mixer” Short Story The teacher may create a prompt for this essay comparing the authors’ style and tone in the three pieces of content (e.g., Compare the authors’ tones in “Animal Wisdom”, “The Last Wolf”, and “The Mixer” being careful to cite the textual evidence you use to support your point.). “Plan”; “Produce”; “Revise”; “Present”

The teacher may create a prompt for this essay comparing the authors’ style and tone in the three suggested texts (e.g., Compare the authors’ tones in “Animal Wisdom”, “The Last Wolf”, and “The Mixer” being careful to cite the textual evidence you use to support your point.). myWriteSmart




Cycle 4: Higher-Level Applications of Close Reading and Writing January 5—February 26 Suggested text—HMH Collection 6: “What Tales Tell”

Skill/Content Focus LAFS Suggested

Instructional Resource Suggested

Formative Assessment PBPA – Informative #2 – January 5-13

Explain how formatting aids in understanding of an informative text. • Titles, subtitles • Headings

RI.2.5

pp. 363-368 “The Role of Myths in Ancient Greece” Essay

p. 367 Analyze Structure—G, H

Interpret information presented visually. • Video • Graphics • Website

RI.3.7SL.1.2

“Greek Mythology Videos: Greek Gods” History Channel Video http://l.sdpbc.net/t7kyu

The teacher may choose to instruct students to use a note-taking strategy (such as Cornell notes) to gather information from the video.

Interpret information presented orally. • Central idea • Development of ideas/events in the oral

presentation • Word choice • Impact of particular sections as they

relate to the entire text structure

SL.1.2RI.1.2RI.1.3RI.2.5RI.1.1

“Greek Myth and Religion” (0:00-2:54) Study.com video http://l.sdpbc.net/slanu

The teacher may choose to instruct students to use a note-taking strategy (such as Cornell notes) to gather information from the video.

Compare one source’s presentation of events with that of another. • Differences in central ideas • Differences in development of the events

in each source • Differences in word choices • Impact of particular sections as they

relate to the entire texts • Differences in structure

RI.3.9RI.1.2RI.1.3RI.2.5RI.1.1

pp. 363-368 “The Role of Myths in Ancient Greece” Essay “Greek Mythology Videos: Greek Gods” History Channel Video http://l.sdpbc.net/t7kyu “Greek Myth and Religion” (0:00-2:54) Study.com video http://l.sdpbc.net/slanu

The teacher may choose to instruct students to use a graphic organizer (i.e., Venn diagram, concept web).

http://l.sdpbc.net/t7kyu

http://l.sdpbc.net/slanu





Cycle 4: Higher-Level Applications of Close Reading and Writing Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue. • Summarize evidence/information

presented in all sources. RI.1.1


p. 370 Performance Task (while this is presented as a discussion activity, the teacher may choose to use the discussion prompt provided as a prompt for an information essay) myWriteSmart

Recognize and correct inappropriate shifts in pronoun number and person.

L.1.1

HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 9—Using Pronouns Correctly” p. R35 Resources: Grammar “#2 Pronouns”

HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 9—Using Pronouns Correctly” Handouts p. R35 Resources: Grammar “#2 Pronouns”

Write an informative essay in which you compare one author’s presentation of events with that of another using titles, subtitles, and headings to aid reader comprehension. • Effective transitions • Domain-specific vocabulary and language

appropriate to topic • Appropriate style and tone • Citations • Conventions • Vary sentence structure • Edit and Revise • Publish with technology

RI.3.9RI.1.2RI.1.3RI.2.5RI.1.1W.1.2W.2.4W.2.5W.2.6W.3.8


p. 370 Performance Task (while this is presented as a discussion activity, the teacher may choose to use the discussion prompt provided as a prompt for an information essay) myWriteSmart

FL Standards Quiz – GR6_ELA_U4_FSQ1







Cycle 4: Higher-Level Applications of Close Reading and Writing Interpret information presented quantitatively.

RI.3.7SL.1.2

“Fairy Tales: Help or Hinder?” Article http://l.sdpbc.net/teoxd “Fairy Tales or Scary Tales: Should We Sanitize Stories for Our Kids?” Article http://l.sdpbc.net/z39w7 “Fairy Tales Survey Results” Mrs. Clarke’s Class Bar Graph http://l.sdpbc.net/i0cgy

The teacher may create a short response prompt targeting the relationship between fairy tale titles cited in the two articles and those cited as children’s favorites in the bar graph (e.g., Based on this bar graph, what fairy tales are most popular with children? Do children seem to prefer fairy tales that adults consider to be controversial?).

Write an argumentative essay, including at least one graphical or quantitative representation of information in order to aid understanding. • Using as sources two or more

informative texts, with at least one representing each side of the issue

• Use at least one audio source • Trace and evaluate each source’s

arguments • Clear selection of a side in relation to the

issue presented • Effective transitions • Domain-specific vocabulary and language • Appropriate style and tone • Citations • Conventions • Vary sentence structure • Edit and Revise • Publish with technology

RI.1.1W.1.1W.2.4W.2.5W.2.6W.3.8

“Fairy Tales: Help or Hinder?” Article http://l.sdpbc.net/teoxd “Fairy Tales or Scary Tales: Should We Sanitize Stories for Our Kids?” Article http://l.sdpbc.net/z39w7 Teacher may create poll questions for students to administer online or with paper and pencil, either among peers in class or at home in their neighborhood, based on the prompt. Information regarding survey/poll creation tools: http://l.sdpbc.net/8ik39

Teacher may create an argumentative prompt and assign an argumentative essay (e.g., State your opinion on whether fairy tales are appropriate for children. Include information from your poll results to aid your readers’ comprehension.). myWriteSmart

http://l.sdpbc.net/teoxd

http://l.sdpbc.net/z39w7

http://l.sdpbc.net/i0cgy

http://l.sdpbc.net/teoxd

http://l.sdpbc.net/z39w7

http://l.sdpbc.net/8ik39



Cycle 4: Higher-Level Applications of Close Reading and Writing Analyze an audio, visual, or live version of a literary text. • Tone as established by performances,

lighting, and direction • Depiction of setting • Impact of particular sections on the work

as a whole

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pp. 362h-362i Close Reader: Graphic Story from Marvel Comics: from “The Prince and the Pauper”** Graphic Novel pp. 345-360 “The Prince and the Pauper”** Dramatization of a novel

Teacher may instruct students to record text evidence in their notes (e.g., double-entry journal; Cornell notes; graphic organizers).

Compare and contrast a literary text and an audio, visual, or live version of the same text. • Tone • Setting • Theme • Impact of particular sections on the work

as a whole

RL.2.8RL.1.2RL.2.4RL.2.5



Recognize and correct vague pronouns. L.1.1 HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 9—Using Pronouns Correctly”

HMH Digital Dashboard: Teacher Resources Grammar Notes “Lesson 9—Using Pronouns Correctly”

Write an informative essay in which you compare and contrast a literary text and an audio, visual, or live version of the same text. • Effective transitions • Domain-specific vocabulary and language • Appropriate style and tone • Citations • Conventions • Vary sentence structure • Edit and Revise • Publish with technology

RL.3.7RL.1.2RL.2.4RL.2.5W.1.2W.2.4W.2.5W.2.6W.3.8


Teacher may create an informative comparative prompt (e.g., Compare the two authors’ presentations of the story of The Prince and The Pauper, paying particular attention to textual support, your transitions, style and tone, citations, and conventions).


**At teacher’s discretion, the text “Black Ships Before Troy” could be substituted for The Prince and The Pauper; however, teacher may then want to provide a visual representation of the Iliad for comparison.



Cycle 5: Narrative Techniques/Narrative Writing February 29—April 8 Suggested text—HMH Collection 3: “Dealing With Disaster”



Formative Assessment Compare the ways in which authors organize plot in several literary texts.

RL.1.3 RL.2.5W.3.9 RL.1.1

pp. 171-180 “The Banana Tree” Short story pp. 184c-189h Close Reader: “There Will Come Soft Rains” Short Story

p. 182 Analyzing the Text—#1, 3, 5 p. 184e Reread and Cite Text Evidence—#6 The teacher may choose to instruct students to use graphic organizers (e.g., Venn diagram, concept web).

Compare the ways in which authors establish setting in several literary texts. • Impact of word choice

RL.2.5RL.2.4W.3.9RL.1.1

pp. 171-180 “The Banana Tree” Short story pp. 184c-189h Close Reader “There Will Come Soft Rains” Short Story

p. 179 Determine Meaning: Figurative Language —F & G p. 184d Reread and Cite Text Evidence--#4 The teacher may choose to instruct students to use graphic organizers (e.g., Venn diagram, concept web).

Compare the ways in which authors develop narrator/ speaker point of view in several literary texts. RL.2.5

RL.2.4W.3.9RL.1.1

pp. 171-180 “The Banana Tree” Short story pp. 184c-189h Close Reader “There Will Come Soft Rains” Short Story

p. 175 Determine Meaning: Dialect—H & I p. 184d Reread and Cite Text Evidence—#2, #3 The teacher may choose to instruct students to use graphic organizers (e.g., Venn diagram, concept web).



Cycle 5: Narrative Techniques/Narrative Writing Compare the ways in which authors develop characters in several literary texts.

RL.1.3W.3.9RL.1.1

pp. 171-180 “The Banana Tree” Short story

pp. 184c-189 Close Reader “There Will Come Soft Rains” Short Story

p. 179 Determine Meaning: Dialect—O p. 184h Reread and Discuss Using Text Evidence—#14 The teacher may choose to instruct students to use graphic organizers (e.g., Venn diagram, concept web).

Compare the ways in which authors develop tone in several literary texts. • Impact of word choice

RL.2.4W.3.9RL.1.1

pp. 171-180 “The Banana Tree” Short story pp. 184c-189h Close Reader: “There Will Come Soft Rains”

Short Story

p. 177 Determine Meaning: Imagery--L p. 184f Read and Cite Text Evidence—#9 The teacher may choose to instruct students to use graphic organizers (e.g., Venn diagram, concept web).

Compare the ways in which authors influence mood in the reader in several literary texts. • Impact of word choice

RL.2.4W.3.9RL.1.1


pp. 184c-189h Close Reader: “There Will Come Soft Rains” Short Story

p. 182 Analyzing the Text—#7 p. 184g Reread and Discuss Using Text Evidence—#12, #13 The teacher may choose to instruct students to use graphic organizers (e.g., Venn diagram, concept web).

Compare the ways in which authors develop theme in several literary texts.

RL.1.2RI.1.2W.3.9RL.1.1RI.1.1


pp. 184c-189h Close Reader: “There Will Come Soft Rains” Short Story

p. 182 Analyzing the Text—#6 p. 184i Dig Deeper—#1, 3 The teacher may choose to instruct students to use graphic organizers (e.g., Venn diagram, concept web).



Cycle 5: Narrative Techniques/Narrative Writing FL Standards Quiz – GR6_ELA_U5_FSQ1 Determine an appropriate, purposeful organization for a narrative. • Effective transitions

W.1.3W.2.4

p. 206 Performance Task B: Write Narrative Nonfiction “Organize Your Information”

pp. 205-207 Performance Task B:Write Narrative Nonfiction

Develop narrative writing using appropriate narrative techniques. • Setting • Characters • Narrator • Figurative Language

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HMH Digital Dashboard: Interactive Writing Lessons Writing Narratives “Narrative Techniques”


Use descriptive language appropriate to narrative writing. W.1.3

W.2.4RL.2.4

HMH Digital Dashboard: Interactive Writing Lessons Writing Narrative “The Language of Narrative”


Write a narrative. • Effective narrative organization • Effective narrative transitions • Descriptive language appropriate to

narrative writing • Effective plot development • Effective character development • Conventions • Vary sentence structure

W.1.3W.2.4RL.2.4L.1.1 L.1.2 L.2.3

p. 206 Performance Task B:Write Narrative Nonfiction “Write Your Narrative”


Edit and revise a narrative. W.1.3W.2.5L.1.1 L.1.2

p. 206 Performance Task B: Write Narrative Nonfiction “Review Your Draft”

pp. 205-207 Performance Task B: Write Narrative Nonfiction




Cycle 6: Conducting a Research Project/Presenting Research Findings April 11—May 20 Suggested Text—HMH Collection 4: “Making Your Voice Heard”



Formative Assessment Gather relevant information from multiple print or digital sources on a topic. W.3.8

RI.1.1 RI.1.2RI.3.7

pp. 223-229 “Wild Animals Aren’t Pets; Let People Own Exotic Animals” Editorial; Commentary



Determine the validity of information gathered on a topic.

W.3.8RI.1.1 RI.1.2

HMH Digital Dashboard: Interactive Writing Lessons Evaluating Sources “Evaluating Sources for Usefulness”

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 5—Evaluating Sources”

HMH Digital Dashboard: Teacher Resources “MediaScope”


HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 5—Evaluating Sources” Handouts p. 230 Analyzing the Text—#1-4

FL Standards Quiz – GR6_ELA_U6_FSQ1 Use MLA or APA format to cite evidence gathered from a source.

W.3.8RI.1.1

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources”


HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources” Handouts p. 230 Writing Activity: Essay



Cycle 6: Conducting a Research Project/Presenting Research Findings Use MLA or APA format to create a works cited page.

W.3.8

HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “APA Style: A Guide to Citing Sources” “MLA Style: A Guide to Citing Sources”


p. 230 Writing Activity: Essay

Conduct a short research project to answer a question. • Gather relevant information from

multiple print or digital sources • Determine the validity of

information gathered • Cite evidence gathered from

sources in APA or MLA format. • Create a works cited page in APA or

MLA format.

W.3.7RI.1.1RI.3.7

HMH Digital Dashboard: Interactive Writing Lessons Evaluating Sources “Evaluating Sources for Usefulness” HMH Digital Dashboard: Teacher Resources Writing and Research in a Digital Age “Lesson 4: Finding Sources” “Lesson 5: Digital Print Sources” HMH Digital Dashboard: FYI Site (Teacher may choose to use any of the articles on the FYI Site that support the theme of this Collection.)

pp. 247-249 Performance Task: Present an Argument in a Speech

Develop an appropriate and purposeful organization for a research presentation.

SL.2.4W.2.4RI.1.1

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Giving a Presentation” p. 248 Performance Task: Present an Argument in a Speech “Organize Your Ideas”




Cycle 6: Conducting a Research Project/Presenting Research Findings Highlight main ideas appropriately in a research presentation. SL.2.4

W.2.4RI.1.1RI.1.2 RI.1.3

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Giving a Presentation” p. 248 Performance Task: Present an Argument in a Speech “Consider Your Purpose and Audience”


Include multimedia component to aide understanding during a presentation. SL.2.5

W.3.7

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Using Media in a Presentation”


Use appropriate eye contact and volume during a presentation.

SL.2.4

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Giving a Presentation” p. 248 Performance Task: Present an Argument in a Speech “Practice Your Speech”


Adapt speech to purpose when making a presentation.

SL.2.6L.1

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Giving a Presentation” p. 248 Performance Task: Present an Argument in a Speech “Consider Your Purpose and Audience”; “Evaluate Your Speech”




Cycle 6: Conducting a Research Project/Presenting Research Findings Give an effective research presentation. • Gather relevant information from

multiple print or digital sources • Determine the validity of

information gathered • Develop presentation organization • Highlight main ideas • Include multimedia component(s) • Use appropriate eye contact and

volume during presentation • Use appropriate speech during

presentation

SL.2.4SL.2.5SL.2.6W.3.7W.2.4RI.1.1 RI.1.2RI.1.3RI.3.7

HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Giving a Presentation” HMH Digital Dashboard: Interactive Speaking and Listening Lessons “Using Media in a Presentation” p. 248 Performance Task: “Present an Argument in a Speech; Deliver Your Speech”



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6 Grade ELA Scope & Sequence – FY16 Grade ELA Scope & Sequence – FY16 ... Performance Task B: ... Writing an Argumentative Essay September 24—October 27