ELA-… · Web viewDemonstrate command of the conventions of standard English grammar and usage when writing or speaking. ... Time Frame for Teaching. Skills. Steve ... of a word

Morehouse Parish School SystemCurriculum Map

Grade: ________6th_____ Subject: ________ELA______________

Standard Objective Description How to Assess Time Frame for Teaching

Skills

Steve Jobs Section One: Lessons 1-5 Aug. 17-23, 2016

*adjust as needed*

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

Teacher Made Tests

3-Column Chart

Reading Log

Guiding Questions and Prompts

Cornell Notes Summary

Vocabulary Chart

Evidence Chart

Post Reading Questions

Compare and Contrast Essay

Main Idea

Supporting Details

Develop Word Meaning

Cite Textual EvidenceRI.6.2

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

RI.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI.6.8 Trace and evaluate the argument and specific

1



claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.6.2B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

SL.6.1A 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.

SL.6.1B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SL.6.1C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SL.6.1D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

2



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.

L.6.4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Skills

Steve Jobs Section 2: Lessons 6-10 Aug. 24-30, 2016*adjust as needed*


Teacher Made Tests

Central Idea Evidence Chart



Reading Log

3-Column Chart

Text Structure Handout

Vocabulary Chart

TP-CASTT for “To

Main Idea

Supporting Idea

Summarizing

Analyze Events/Ideas

Metaphor

Compare/Contrast TextRI.6.2


RI.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).


3



Failure”

TP-CASTT for “Mother to Son”

Fishbowl Preparation Handout


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).

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

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.

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

4



writing or speaking.L.6.4 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.


Skills

Steve Jobs Section 3: Lessons 11-16 Aug. 31-Sept. 7,

2016*adjust as needed*


Teacher Made Tests

Vocabulary Log



Post-Reading Questions

Summary and Point of View Handout

Soapstone

Labor Day Sept. 5th

Vocabulary Development

Summarizing

Main Idea

Supporting Details

Context Clues

Author’s Point of View

Author’s Purpose

RI.6.2



RI.6.5 Analyze how a particular sentence, paragraph,

5



chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Handout

Reading Log

Evidence Charts

Group Reflections

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.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.





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.

6




Skills

Steve Jobs Section 4: Lessons 17-22 Sept. 8-14, 2016

*adjust as needed*


Teacher Made Tests

Vocabulary Log

Summarizing Table

Vocabulary Chart

Reading Log

Claim Reason, Evidence Chart

Analyze Wilbur Wright Handbook

Soapstone Handout

Soapstone Letters

Guiding

Summarize Text

Unfamiliar Word

Central Ideas

Support Evidence

Anecdotes Text

Respond to Complex Text

RI.6.2


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).



7



Questions/Prompts

Practice Cold-Read Task Set



W.6.2A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


W.6.2C Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2D Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2E Establish and maintain a formal style.

W.6.2F Provide a concluding statement or section that follows from the information or explanation presented.


L.6.1A Ensure that pronouns are in the proper case (subjective, objective, possessive)

L.6.1B Use intensive pronouns (e.g., myself, ourselves)

8



L.6.1C Recognize and correct inappropriate shifts in pronoun number and person.*

L.6.1D Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

L.6.1E Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

L.6.2A Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

L.6.2B Spell correctly.

L.6.3A Vary sentence patterns for meaning, reader/listener interest, and style.*

L.6.3B Maintain consistency in style and tone.*



Skills

Steve Jobs Section 5: Lessons 23-27 Sept. 15-21, 2016

*adjust as needed*


Teacher Made Tests

Vocabulary Log

Describe Characters

Plot

9



Plot and Character Chart

Meaning of Words and Phrases Chart

Text-Dependent Questions

T-Chart

Rhythm/Couplet

Context Clues

Meaning of Words and Phrases

Tone

Cite Evidence

Compare and Contrast Text

Topics in Text

RI.6.2






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



L.6.5A Interpret figures of speech (e.g., personification) in context.

10




Skills

Steve Jobs Section 6: Lessons 28-29Section 7: Lessons 30-31

Sept. 22-28, 2016

*adjust as needed*


Teacher Made Tests

Debate Preparation Handouts

Cold-Read Task Item Set

Questions and Answers

Compare/Contrast Central Ideas and Themes

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






RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are

11



supported by reasons and evidence from claims that are not.



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

W.6.2A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


W.6.2C Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2D Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2E Establish and maintain a formal style.

W.6.2F Provide a concluding statement or section that follows from the information or explanation presented.


12



L.6.1A Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1B Use intensive pronouns (e.g., myself, ourselves).

L.6.1C Recognize and correct inappropriate shifts in pronoun number and person.*

L.6.1D Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

L.6.1E Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

L.6.2A Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

L.6.2B Spell correctly.

L.6.3A Vary sentence patterns for meaning, reader/listener interest, and style.*

L.6.3B Maintain consistency in style and tone.*

L.6.4A 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.


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 1 and 3 for specific expectations.)

13




Skills

Steve Jobs Section 8: 32-36 Sept. 29-Oct. 5, 2016

*adjust as needed*


Teacher Made Tests

Job Text Access

Culminating Writing Task Handout

Central Idea Evidence Charts

Culminating Writing Task

Prewriting Graphic Organizer

Evidence Charts

Central Idea

Graphic Organizer

Compare and Contrast Essay







14




W.6.1A Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1D Establish and maintain a formal style.


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 Language standards 1-3 up to and including grade 6 here.)

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.6.8 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

15

http://www.corestandards.org/ELA-Literacy/L/6/



information for sources.W.6.9B Apply grade 6 Reading standards to literary

nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

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

SL.6.1A 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.

SL.6.1B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.



L.6.4B Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4C 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

16



speech.L.6.5A Interpret figures of speech (e.g.,

personification) in context.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.


Skills

Steve Jobs Section 9: 37-42 Oct. 6-12, 2016

*adjust as needed*


Teacher Made Tests

Extension Task

Structure Handout


Extension Task Response

Google Slides

Speech Presentations

Note Taking Cards

Compare/Contrast Essay

Written Speech

Drafting/Editing

Oral Presentation


RI.6.7RI.6.10 By the end of the year, read and comprehend

literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.6.3A Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

17



W.6.3C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.3D Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

W.6.3E Provide a conclusion that follows from the narrated experiences or events.




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

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W.6.9B Apply grade 6 Reading standards to literary

18




nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").




SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.



L6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.6.4A 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

19



meaning of a word or phrase.L.6.4B Use common, grade-appropriate Greek or Latin

affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4C 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.



Skills

Hatchet Section 1: Lessons 1-3Section 2: Lesson 4-5

Oct. 13-19, 2016

*adjust as needed*

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

Teacher Made Tests

Reading Journal Handout

Accountable Talk Strategy

Summary Handout

Conversation

Annotating Text

Cite Textual Evidence

Recognize Adjectives

Note Taking/Sticking Notes

Characterization/Development

Plot/Events/Change

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

20



and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Stems Handout

Guiding Questions/Prompts

Flowchart Handout

Evidence Graphic Organizer

CER Paragraph Frame

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot

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

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.


W.6.1AW.6.1B

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

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


Skills

Hatchet Section 3: Lessons 6-9 Oct. 20-25,

21



2016*adjust as needed*


Teacher Made Tests




CER Paragraph Frame

“What Would Peter Do?” Advice Graphic Organizer

Develop Vocabulary

Note Taking/Sticky Notes

Figurative Language

Literary Elements: diction, personification

Character Development

Compare/Contrast Text

Main Idea/Supporting Details

Verbs

Making Inferences



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





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

22



topics, texts, and issues, building on others' ideas and expressing their own clearly.

W.6.1AW.6.1B

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



Skills

Hatchet Section 4: Lessons 10-13 Oct. 26-31, 2016

*adjust as needed*


Teacher Made Tests



Character Emotions Graphic Organizer

Summarizing

Annotation/Sticky Notes

Point of View

Cite Supporting Ideas

Write Narrative



RL.6.4 Determine the meaning of words and phrases

23



as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone


Point of View Exemplar Handout






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



Skills

24



Hatchet Section 5: Lessons 14-15Section 6: Lessons 16-17

Nov. 1-4, 2016

*adjust as needed*


Teacher Made Tests


Identifying Theme Graphic Organizer

Conversation Stems Handout

Speaking/Listening Tracking Sheet


Annotations/Note Taking

Developing Themes

Locate Supporting Details

Figurative Language








25



SL.6.1A-D CCSS.ELA-LITERACY.SL.6.1.ACome to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.6.1.BFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.6.1.CPose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.CCSS.ELA-LITERACY.SL.6.1.DReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

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

26





Skills

Hatchet Section 7: Lessons 18-19Section 8: Lessons 20-22

Nov. 7-15, 2016

*adjust as needed*


Teacher Made Tests


Memory Moment Graphic Organizer

Hatchet References Graphic Organizer


CER Paragraph Frame

Nov. 8th – Election DayNov. 11th – Veteran’s Day


Build Vocabulary

Figurative Language

Develop Theme






27





W.6.9A 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").



Skills

Hatchet Section 9: Lessons 23Section 10: Lessons 24-29

Nov. 16-Dec.1, 2016

*adjust as needed*


Teacher Made Tests


Cumulative

Draft Essay

Using Transition Words

Conjunctions

Edit Drafted EssayRL.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

28



plot moves toward a resolution. Writing Task Brainstorming HandoutRL.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







W.6.1A-B Introduce claim(s) and organize the reasons and evidence clearly.Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.2C/F Use appropriate transitions to clarify the relationships among ideas and concepts.Provide a concluding statement or section that

29



follows from the information or explanation presented.





Skills

Hatchet Section 11: Coming Soon!!! Dec.2-13, 2016

Christmas Break begins Dec. 16th

*adjust as needed*

RI.6.2 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.

Teacher Made Tests

Compare/Contrast Complex “Survival” Text


Character Traits

Summarizing

Determine Credible W.6.7 Determine the meaning of words and phrases

as they are used in a text, including figurative and connotative meanings; analyze the impact

30




of a specific word choice on meaning and tone Cold-Read Task

Extension Task Handout

Multimedia Presentation

Presentation Evaluation Handout

Slide Presentation

Oral Presentation

Sources

Cite Bibliographic Information

Create Multimedia Presentation

W.6.8 Explain how an author develops the point of view of the narrator or speaker in a text.

W.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.

SL.6.1 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.






Skills

Out of the Dust

Section 1: Lessons 1-5Section 2: Lessons 6-9

Jan. 2-6, 2017

31



End of 3rd 6-weeks-Jan.

6th

*adjust as needed*

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

Teacher Made Tests

Split-Page Notes

Reading Log

Guiding Questions/Promts

Character Evidence Chart

Character Analysis Chart

Figurative Language Analysis

TP-CASTT Fields of Flashing Light

3-Text Chart

Vocabulary Log

“Summary of the Drought” FormExcerpts of Encyclopedia Handout

Dust Bowl

Figurative Language

Character Analysis

Develop Themes

Write Argumentative Essay

Proper Nouns

Verse/Prose Structure

Explore Setting

Vocabulary Development

Summarize with Main Idea

Create Timeline

Note Taking

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

RL.6.3

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

RL.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

RL.6.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.


RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

32



Timelines

Index Note Cards

Information Structure Handout








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

33



as needed at the high end of the range.W.6.1A-D CCSS.ELA-LITERACY.W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.CCSS.ELA-LITERACY.W.6.1.BSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.CCSS.ELA-LITERACY.W.6.1.CUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.CCSS.ELA-LITERACY.W.6.1.DEstablish and maintain a formal style.CCSS.ELA-LITERACY.W.6.1.EProvide a concluding statement or section that follows from the argument presented.

W.6.2A-E CCSS.ELA-LITERACY.W.6.2.AIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,

34



headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.CCSS.ELA-LITERACY.W.6.2.BDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.CCSS.ELA-LITERACY.W.6.2.CUse appropriate transitions to clarify the relationships among ideas and concepts.CCSS.ELA-LITERACY.W.6.2.DUse precise language and domain-specific vocabulary to inform about or explain the topic.CCSS.ELA-LITERACY.W.6.2.EEstablish and maintain a formal style.


W.6.9A-B 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

35



their approaches to similar themes and topics").Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").


SL.6.1A-D CCSS.ELA-LITERACY.SL.6.1.ACome to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-LITERACY.SL.6.1.BFollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.CCSS.ELA-LITERACY.SL.6.1.CPose and respond to specific questions with

36



elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.CCSS.ELA-LITERACY.SL.6.1.DReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.




L.6.4A-C CCSS.ELA-LITERACY.L.6.4.AUse context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the

37



meaning of a word or phrase.CCSS.ELA-LITERACY.L.6.4.BUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).CCSS.ELA-LITERACY.L.6.4.CConsult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.




Skills

Out of the Dust


Jan. 9-17, 2017

*adjust as needed*

38




Teacher Made Tests

Argument Sentence Stems Handouts


Reading Log


Tone and Mood in “On the Road with Arley” Handout

Vocabulary Log Handout

Comprehension Questions “Letters From the Dust Bowl” blank

Professional

Development Jan. 13th;

MLK Jan. 16th

Character Analysis

Adjectives

Textual Evidence

Imagery/Tone/MoodRL.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


RL.6.4






39













40



W.6.1A-D 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.

W.6.2A-E A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.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

41



vocabulary to inform about or explain the topic.E. Establish and maintain a formal style.


W.6.9A-B Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").


SL.6.1A-D A. Come to discussions prepared, having read or studied required material; explicitly draw on

42



that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.



SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See

43



grade 6 Language standards 1 and 3 for specific expectations.)

L.6.4A-C 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.




Skills

Out of the Dust

Section 5: Lessons 18-24 Jan. 18-24, 2017

44



*adjust as needed*


Teacher Made Tests



Argument Structure Organizer Handout

Reading Log

Argument Sentence Stems and Transition Words and Phrases

Argument Revision Checklist

TP-CASTT: “Hope” Handout

Compare/Contrast

Tone

Supporting Details

Capitalization/Punctuation

Build Vocabulary

Essay Writing/Argumentative

Transition Words

Draft/Edit

Summarize

Author’s Word Choice

Theme


RL.6.3


RL.6.4





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

45



high end of the range.W.6.1A-D 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.

W.6.2A-E A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.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

46



vocabulary to inform about or explain the topic.E. Establish and maintain a formal style.

W.6.3A-E A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.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.


47






SL.6.1A-B A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the

48



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.

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.





L.6.4A-C 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.

49



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.




Skills

Out of the Dust


Jan. 25-31, 2017

*adjust as needed*


Teacher Made Tests

Guided Questions and Prompts

Theme

Tone

Compare/Contrast Determine a theme or central idea of a text and how it is conveyed through particular details;

50



RL.6.2 provide a summary of the text distinct from personal opinions or judgments. Reading Log


TP-CASTT Handout

Oral Presentation

Themes

Make Predictions

RL.6.3


RL.6.4







RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

51



inferences drawn from the text.RI.6.2 Determine a central idea of a text and how it is

conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.









W.6.1A-D A. Introduce claim(s) and organize the reasons

52



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.

W.6.2A-E A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.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.

53



E. Establish and maintain a formal style.



W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,

54



or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)





55



SL.6.1A-B 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.




SL.6.5 Include multimedia components (e.g., graphics, images, music, sound ) and visual displays in presentations to clarify information.


L.6.4A-C A. Use context (e.g., the overall meaning of a

56



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.




Skills

Out of the Dust

Section 8: Culminating Writing TaskSection 9: Extension Task

Feb. 1-7, 2017

*adjust as needed*

57




Teacher Made Tests

Culminating Writing Task Brainstorming Chart

Reading Log

Argument Structure Organizer Handout

Extension Task Research Notes Handout


Write Draft/Edit

Supporting Details

Transition Words

Grade-Level Writing Mechanics

Create a News Page

Create Bibliography


RL.6.3


RL.6.4






RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and

58



poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.










RI.6.10 By the end of the year, read and comprehend

59



literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


W.6.2A-E A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.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.

60



D. Use precise language and domain-specific vocabulary to inform about or explain the topic.E. Establish and maintain a formal style.



61







W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and

62



shorter time frames (a single sitting 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. (See grade 6 Language standards 1 and 3 for

63



specific expectations.)L.6.4A-C 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.




Skills

Out of the Section 10: Cold-Read Task Feb. 8-14,

64



Dust 2017*adjust as needed*










RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text

65



complexity band proficiently, with scaffolding as needed at the high end of the range.


W.6.2A-E A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.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.

66



D. Use precise language and domain-specific vocabulary to inform about or explain the topic.E. Establish and maintain a formal style.






W.6.9A-B Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different

67



forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").



SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it

68



contributes to a topic, text, or issue under study.





L.6.4A-C 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

69



part of speech.




Skills

The Witch of Blackbird Pond


Feb. 15-22, 2017

*adjust as needed*


Reading Logs


Setting Handout

Episodes and Responses

Semantic Map Graphic Organizer

Charting Kit’s Choices Graphic

President’s Day –Feb. 20th

Context Clues

Figurative Language

Poetry – Literal/Figurative

Elements of Setting

Inference

Main Idea

Supporting Details

Plot



70



Organizer

Historical Context Graphic Organizer

Conflict

RL.6.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone







RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in

71



a text (e.g., through examples or anecdotes).





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.

L.6.4A-C 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.,

72



dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


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



Skills


Section 3: Lessons 9-14 Feb. 23-Mar. 1 2017

*adjust as needed*



Compare and Contrast Handout

Charting Kit’s

Parent/Teacher

Conference-Feb. 24th

Analyze Historical Context

Annotate

Context CluesRL.6.3 Describe how a particular story's or drama's

plot unfolds in a series of episodes as well as

73



how the characters respond or change as the plot moves toward a resolution.

Choice Graphic Organizer

Evidence Chart Handout

CER Handout


Supporting Details








74




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.

L.6.4A Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or

W.6.1A-B 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.


Standard Objective Description How to Assess Time Frame Skills

75



for TeachingThe Witch of Blackbird Pond


Mar. 2-8, 2017

*adjust as needed*


CER Handout

Reading Logs


Conversation Stem Handout

Charting Kit’s Choices Graphic Organizer

Spring Break-Mar. 13-17th

Plot

Character

Setting

ResolutionRL.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.6.9 Compare and contrast texts in different forms

76



or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.





SL.6.1A-D 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

77



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.


W.6.1A-C 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.


78




Skills


Section 6: Lessons 21-32 Mar. 9-10 thru Mar.

21st *adjust as needed*


Conversation Stem Handout

Reading Log


Summary Handout

Historical Context Influence Graphic Organizer

Evidence Chart Handout

Narrative Writing Task Handout Student Direction

Charting Kit’s Choices Graphic Organizer

TP-CASTT Handout

Spring Break-Mar. 13-17th

Plot

Foreshadowing

Make Predictions

Context Clues

Greek/Latin Roots

Main Idea

Author’s Purpose

Write Narrative

Draft/Edit

Sensory Language




79











80






L.6.4A/B/D 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).D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking

81



the inferred meaning in context or in a dictionary).


W.6.1A-C 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.

W.6.3A-E A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to

82



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.




83





Skills


Section: 7 Lesson 33 – Coming Soon!Section: 8 Lesson 34-37

Mar. 22-28, 2017

RL.6.3


Timed Writing

Guided Questions and Prompts

Complex Grade-Level Text


Plan/Draft/Write and Essay


Produce clear and coherent writing in which the development, organization, and style are

84



W.6.4appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.6.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)

L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Skills


Section 9: Lessons 38-43 Mar. 29-Apr. 3, 2017

RL.6.3


Teach Made Tests

Witch of Blackbird Assessment Overview

Cornell Notes

Cite Credible Sources

Write Collaborative Research Report

W.6.1A-DA. Introduce claim(s) and organize the reasons and evidence clearly.B. Support claim(s) with clear reasons

85



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.

Handout

W.6.2A/B A. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Produce clear and coherent writing in

86



W. 6.4 which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)




L.6.2 Demonstrate command of the conventions of standard English

87



capitalization, punctuation, and spelling when writing.



Skills

If Stones Could Speak

Available Early 2017

88



89

Documents

ELA-… · Web viewDemonstrate command of the conventions of standard English grammar and usage when writing or speaking. ... Time Frame for Teaching. Skills. Steve ... of a word