English 6 Literature and Strategies/Writing Composition

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English 6 Literature and Strategies/Writing Composition Curriculum for Schools Using myPerspectives as the Adopted Text

Adopted June 12, 2018

Semester 1 Semester 2

Unit 1 Unit 2 Unit 3 Unit 4

Animal Allies Exploration Imagination Childhood

Narrative Text Informational Text Informational /Research Writing

Narrative/Informational Text and Argument/Research Writing

Narrative Text and Narrative Writing

Narrative Text and Narrative Writing

9 weeks 9 weeks 9 weeks 9 weeks

Curriculum Revision Committee: Summer Ash, Victory Middle School Alexis Marcoux, Victory Middle School Kayla Rosbaugh, Victory Middle School Amy Sharp, Victory Middle School

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District Curriculum Document

Curriculum Unit: Animal Allies

Subject Area: ELA

Grade Level: 6th

Instructional Time: First Semester, first 9 weeks

Big Ideas/Essential Questions Should include standards-based EQ's!

Priority Standards Student Learning Intentions (Student Friendly Language of the Priority Standards)

I can statements. . .

Thematic Essential Question: How can people and animals relate to each other? Essential Questions: What skills do I need to be able to advance my learning and how does this help me communicate?  

How does breaking things apart help me understand the whole?  

How can I be self-aware and recognize where my skills are at in order to grow?  

How does understanding the structure of a text help me communicate?  How do I successfully and fully answer a question with evidence and reasoning?  

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.6: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

RL.6.1/RI.6.1

I can determine the difference between explicit language and inferential language.

I can cite textual evidence to support analysis of what the text says directly.

I can cite textual evidence to support inferences.

RI.6.6

I can determine an author's point of view or purpose in a text.

I can explain how an author reveals point of view or purpose in a text.

W.6.2 I can write informative/explanatory

texts. I can organize ideas using text

structures. I can organize ideas using different

text features.   I can develop the topic using facts,

definitions, concrete details,

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How do structure and organization help me understand what I am reading and share what I have learned?  

Why is it important to understand the purpose of a text as a writer and a reader?

How does information help me understand the world?

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.

  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. 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.

quotations, or other information and examples.

I can use transitional words, phrases, and clauses to show relationships among ideas.

I can use topic specific vocabulary to inform and explain the topic.

I can maintain a formal writing style.

I can develop an appropriate and formal conclusion.

W.6.8

I can gather information from multiple sources and assess the credibility of each source.

I can use my gathered information to answer a question.

I can quote and paraphrase information without plagiarizing.

I can cite textual evidence to give appropriate credit to the original author.

L.6.4.a:

I can can learn and use new vocabulary words that help us understand what we are reading and writing.

I can use context clues to determine the meaning of a word or phrase.

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Supporting Standards

Reading Literature 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 and connotative meanings; analyze the impact of a specific word choice on meaning and tone RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text 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. (if applicable) Reading Informational Text RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 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. Writing 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.) W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. 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.

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Speaking and Listening SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner 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.

SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate Language 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.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* 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. L. 6.4:

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).

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.

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Academic and Unit Vocabulary (people, ideas and vocabulary)

Reading analyze central/main idea topic cite

inference text structures compare/contrast cause/effect problem/solution pro/con organize/organization author's point of view author's intent/purpose summarize context clues key details skim/scan textual evidence informational text narrative text plot elements exposition setting conflict rising action climax falling action resolution theme

Writing analyze central/main idea controlling idea/thesis digital sources focus text structures compare/contrast cause/effect problem/solution pro/con organize/organization summarize audience connections between ideas contradict explanatory evidence elaboration

integrate information/ideas key detail paraphrase/paraphrasing quotation/quoting reference/identify sources internal citations

Language  conventions/grammar usage capitalization punctuation sentence structure parts of speech (review) nouns verbs adjectives adverbs prepositions conjunctions connotation denotation

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Recommended District Resources

Adopted Resource: myPerspectives 6 Short Stories, Articles, Poetry: myPerspectives 6 – Selections from the Animal Allies Unit Approved Novels: The Jungle Book by Rudyard Kipling (Lexile 1020) War Horse by Michael Morpurgo (Lexile 580L)

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Curriculum Unit: Exploration

Subject Area: ELA

Grade Level: 6th

Instructional Time: First Semester, Second 9 Weeks




Thematic Questions: What drives people to explore? Should kids today be encouraged to become explorers? Essential Questions: How can I determine if I can trust someone else's ideas by analyzing the author's and speaker's argument?  

How do I craft a valid argument using evidence and reasoning to support my claim?  

How do I verbally communicate my argument? 

How do I craft a strong literary argument using evidence and reasoning to support my claim?

 

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from 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.6.1: Write arguments to support claims with clear reasons and relevant evidence.

RL.6.1/R.I.6.1: I can

determine the difference between explicit language and inferential language.

cite textual evidence to support analysis of what the text says directly.

cite textual evidence to support inferences.

RI.6.9: I can

compare and contrast multiple styles of writing about the same topic.

W.6.1: I can

state a claim and cite evidence to support my argument.

use credible sources to develop relevant evidence and reasons to elaborate ideas.

use transitional words, phrases, and clauses to connect my claims and reasoning.

use precise language and specific vocabulary to support my argument.

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How do I use evidence from the text to make my interpretation stronger?

How do inferences inform my understanding of the theme and how it develops?

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.6.9: 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 range of strategies. 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.

establish and maintain a formal style. develop an appropriate and formal

conclusion. W.6.8: I can gather information from multiple

sources and assess the credibility of each source.

use my gathered information to answer a question.

quote and paraphrase information without plagiarizing.

cite textual evidence to give appropriate credit to the original author.

W.6.9: I can identify evidence that supports my

analysis and reflection of a literary text.

identify evidence that supports my analysis of and reflection about an informational text.

identify evidence to support my research.

identify evidence from multiple sources of informational or literary texts.

S.L.6.2: I can interpret information presented in a

variety of media formats. explain how the presentation format

conveys the topic.

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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.

SL.6.3: I can identify a speaker's argument/claim. determine if the speaker's claim is

supported with relevant evidence and sound reasoning.

SL.6.4: I can identify relevant facts and details that

support the main idea or theme in a variety of texts.

verbally present claims and findings in a logical order.

use appropriate eye contact, volume, and pronunciation when presenting.


Reading Literature 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 and connotative meanings; analyze the impact of a specific word choice on meaning and tone RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text 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. Reading Informational Text

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RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9: Compare 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). Writing 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.) W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. 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. Speaking and Listening SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner on grade 6 topics, texts, and issues, building on others‟ ideas and expressing their own clearly.




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

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

a. Vary sentence patterns for meaning, reader/listener interest, and style. L.6.4:

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 is 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)

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.


 Reading analyze central/main idea cite

inference text structures compare/contrast cause/effect problem/solution pro/con organize/organization author's point of view author's intent/purpose summarize context clues key detail skim/scan support textual evidence

Writing argument claim counterclaim refute/rebuttal textual evidence evidence/elaboration transitions in writing research credible sources trustworthy sources print/digital sources

writing process pre-write/outline draft revise edit proofread

publish

reference/identify sources relevant evidence

Language Context Clues Inferred Meaning Analogies Conventions punctuation commas parentheses capitalization punctuation Greek and Latin word parts affixes prefixes suffixes root word Pronouns

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informational text plot line conflict theme topic tone/mood

precise/specific language integrate information/ideas introduction /conclusion plagiarism/plagiarize/plagiarizing purpose for writing (explanatory, argumentative, narrative writing) quotation/quoting


Adopted Resource: myPerspectives 6 Short Stories, Articles, Poetry: myPerspectives 6 – Selections from the Exploration unit Approved Novels: Treasure Island by Robert Louis Stevenson (Lexile 1070) Peak by Roland Smith (Lexile 760L)

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Curriculum Unit: Imagination

Subject Area: ELA

Grade Level: 6th

Instructional Time: Second Semester, First 9 Weeks




Thematic Questions: Where can imagination lead? What might happen if a fictional character came into the real world? Essential Questions: What does the author want me to know after reading this story?  

How do I develop characterization through dialogue, descriptions, and figurative language?  

How do I write so people will want to read my story by effectively using literary elements?  

How do real life situations shape a story?

 

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 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.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.1/R.I.6.1: I can

determine the difference between explicit language and inferential language.

cite textual evidence to support analysis of what the text says directly.

cite textual evidence to support inferences.

RL.6.3: I can

identify the elements of plot in a story.

track the changes of a character throughout the story.

describe the main events in a story that advance the plot.

RL.6.6: I can explain how an author develops the point of view of the narrator or speaker in a text.

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W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

W.6.3: I can engage the reader by carefully

structuring a plot. move a plot a forward by establishing

exposition, conflict/inciting incident, rising action, climax, falling action, and resolution.

use narrative techniques such as effective dialogue, descriptive and sensory language, and appropriate sequencing of events.

use transitional words, phrases and clauses to move between time frames and settings.

develop an appropriate conclusion that resolves the story.

L.6.4: I can

use context clues to determine the meaning of a word or phrase.

use word parts to determine the meaning of a word.

use both print and digital reference materials to both pronounce and understand the precise meaning of a word or phrase.

L.6.5: I can

interpret figurative language in context.

better understand the meaning of words by examining their relationship to one another.

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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.

tell the difference between the connotations (associations) of words with similar denotations (definitions).

SL.6.2: I can

interpret information presented in a variety of media formats.

explain how the presentation format conveys the topic.


Reading Literature 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.6.7: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. (if applicable) 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. 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. Reading Informational Text RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. 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.6.9: 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).

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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. Writing 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 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.

W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. 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. Speaking and Listening SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner on grade 6 topics, texts, and issues, building on others‟ ideas and expressing their own clearly.




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

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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.

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.


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). 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.

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


Reading narrative/narrative short story narrator/point of view plot elements exposition rising action climax falling action resolution sequence of events conflict setting characters protagonist antagonist flat/static round/dynamic

convey summarize central/main idea Foreshadowing Writing plot elements exposition rising action climax falling action resolution conflict setting dialogue concrete/realistic details describe/description/details

Language Conventions punctuation commas parentheses capitalization punctuation figurative language similes metaphor personification hyperbole onomatopoeia alliteration idioms sensory language/imagery

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dialogue flashback theme tone mood imaginary infer/inferences

key event

draft effective beginnings/endings narrative/narrative writing central/main idea

Greek and Latin word parts affixes prefixes Suffixes root word

connotation denotation


Adopted Resource: myPerspectives 6 Short Stories, Articles, Poetry: myPerspectives 6 – Selections from the Imagination Unit Pages 272-399

Approved Novels: The Lightning Thief by Rick Riordan (Lexile 740) Charlie and the Chocolate Factory (Lexile 810)

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Curriculum Unit: Childhood

Subject Area: ELA

Grade Level: 6th

Instructional Time: Second Semester, Second 9 Weeks




Thematic Questions: What are some of the challenges and triumphs of growing up? When did a challenge lead to a triumph? Essential Questions: How do I reflect and demonstrate what I learned in sixth grade through an independent project?  

How have I improved as a reader, writer, speaker, and listener?  

How can I determine the skills I have not yet mastered?

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

RL.6.2: I can determine the theme or central idea of

a text. cite the details that demonstrate the

theme or central idea. objectively summarize what the text

says. RL.6.3: I can

identify the elements of plot in a story.

track the changes of a character throughout the story.

describe the main events in a story that advance the plot.

RL.6.4: I can identify figurative language in a literary

text. interpret figurative language in a

literary text to determine what an author is communicating.

identify and interpret connotative meaning in a literary text and

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RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text. W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

determine what the author is trying to communicate through using it.

RL.6.6: I can explain how an author develops the point of view of the narrator or speaker in a text. W.6.3: I can

engage the reader by carefully structuring a plot.

move a plot a forward by establishing exposition, conflict/inciting incident, rising action, climax, falling action, and resolution.

use narrative techniques such as effective dialogue, descriptive and sensory language, and appropriate sequencing of events.

use transitional words, phrases and clauses to move between time frames and settings.

develop an appropriate conclusion that resolves the story.

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Reading Literature RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL.6.5: 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.6.7: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. (if applicable) 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. 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. Reading Informational Text RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. 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.6.9: 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). 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. Writing 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 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.

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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.

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.) W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. 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. Language 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.

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


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). L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partner 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.

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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.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 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. 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.


Reading narrator/point of view plot elements exposition rising action climax falling action resolution sequence of events conflict setting characters protagonist antagonist flat/static round/dynamic dialogue flashback foreshadowing

infer/inferences

key event convey central/main idea Writing conflict setting dialogue point of view

concrete/realistic details prewriting/brainstorm rough draft final draft effective beginnings/endings introduction thesis conclusion narrative/narrative essay

Language Conventions punctuation commas parentheses capitalization punctuation figurative language similes metaphor personification hyperbole onomatopoeia alliteration idioms sensory language/imagery Greek and Latin word parts affixes prefixes

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theme tone mood imaginary

central/main idea

Suffixes root word connotation denotation


Adopted Resource: myPerspectives 6 Short Stories, Articles, Poetry: myPerspectives 6 – Selections from the Childhood Unit, pp. 2-89

Approved Novels: Savvy by Ingrid Law (Lexile 1070) Maniac Magee by Jerry Spinelli (Lexile 820)

Documents

English 6 Literature and Strategies/Writing Composition