secondaryliteracy.dmschools.orgsecondaryliteracy.dmschools.org/.../13404511/ela6_2014-2015_gui… · Web viewOrganizing Principles: This unit is the primary literature unit in the

6th Grade Language Arts 2014-2015


Unit Content Standards Reporting Cluster(s) Content Topics

Year-Long & Supporting Standards

Unit One: Exploring Evidence9 Weeks

Reading Literature 1 Reading Informational Text

1

Analyzing Textual Evidence

Questioning, Inference, and Interpretation

Applications of Language

Mastering Vocabulary

Constructing Writing

Applying Grammar and Mechanics

Comprehending Text

Writing 3 Writing Narratives[Reported year-long]

Narrative Writing

Reading Literature 6 Analyzing Character Point of View

Point of View

Unit Two:Matters of Fact9 Weeks

Reading Informational Text 2


Determining Central Idea

Central Ideas and Text Features

Writing 2 Mastering

Vocabulary Constructing

Writing Applying

Grammar and Mechanics

Comprehending Text


Integrating Multiple Texts

Rhetorical Criticism

Unit Three:Meaning and Stories12 Weeks

Reading Literature 5 Analyzing Text Structure

Text Structure Speaking & Listening

Mastering Vocabulary

Constructing Writing

Applying Grammar and Mechanics

Comprehending Text

Reading Literature 2 Reading Literature 3

Analyzing Story Elements

Themes and Story Elements

Reading Literature 9 Comparing Multiple Works

Literary Comparison and Source Material

Unit Four:Opinion and Argument


Analyzing Author Point of View

Purpose Writing 1 Mastering

Vocabulary Reading Informational Text Evaluating Argument and

6th Grade Language Arts 2014-20156 Weeks 8 Arguments in Text Reasoning Constructing

Writing Applying

Grammar and Mechanics

Comprehending Text

Grade Unit 1 Unit 2 Unit 3 Unit 4 Writing

6 3 TopicsOctober 24

2 TopicsJanuary 14

3 TopicsApril 17

2 TopicsMay 29

Units 1-3April 17

Grade Fall SRI Winter SRI Spring SRI6 September 19 January 16 May 15

Year-Long Language Arts Reporting ClustersReporting Cluster: Mastering Vocabulary

Topic RL6.4, RI6.4

Knowledge: Assessments:

Voca

bula

ry

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Determine the meaning of words and phrases as they are used in a text, including technical

meanings Analyze the impact of a specific word choice on meaning and tone in a text

2 Students demonstrate they have developed the ability to: Acquire and use accurately general academic and domain-specific words and phrases Identify specific words that have an impact on meaning and tone in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Reporting Cluster: Comprehending TextTopic RL6.10,

RI6.10Knowledge: Assessments

:

T e xt 4 Students demonstrate they have the ability to:

Read text at the 1140+ Lexile Level (Advanced)

6th Grade Language Arts 2014-2015Co

mpl

exit

y 3Proficient

Students demonstrate they have the ability to: Read text at the 955-1139 Lexile Level (Proficient)

2 Students demonstrate they have the ability to: Read text at the 790-954 Lexile Level (Basic)

1 Students demonstrate they have the ability to: Read text at the BR-789 Lexile Level (Below Basic)


Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Constructing Writing

Topic W6.4 Knowledge: Assessments:

Task

, Pur

pose

, and

Au

dien

ce


3Proficient

Students demonstrate they have the ability to: Produce clear and coherent writing in which the development, organization, and style are

appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)

2 Students demonstrate they have developed the ability to: Describe the task, purpose, and audience for a given writing task Produce writing appropriate to task, purpose, and audience using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W6.5 Knowledge: Assessments

:

Revi

se a

nd E

dit


3Proficient

Students demonstrate they have the ability to strengthen writing by: Planning Revising Editing

2 Students demonstrate they have developed the ability to: Plan writing using a template or graphic organizer Revise and edit writing based on teacher and peer feedback

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W6.6 Knowledge: Assessments

:

Tech

nolo

gy U

se


3Proficient

Students demonstrate they have the ability to use technology, including the internet, to: Produce and publish writing Interact and collaborate with others

2 Students demonstrate they have developed the ability to: Demonstrate the features of various technologies (for example, word processor, web-based

meeting/chat session)1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.



Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Applying Grammar and Mechanics

Topic L6.1 Knowledge: Assessments:

Gra

mm

ar


3Proficient

Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [Modified L5.1]

Recognize and correct inappropriate pronoun usage [Modified L6.1]2 Students demonstrate they have developed the ability to:

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences. [Modified L3.1]

Use grammar and usage in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.


Capi

taliz

atio

n an

d Pu

nctu

atio

n


3Proficient

Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements Use quotation marks to indicate dialogue

2 Students demonstrate they have developed the ability to: Use conventions in isolation Use capitalization conventions, including in proper nouns and proper adjectives


6th Grade Language Arts 2014-2015UNIT ONE: Exploring Evidence 9 weeks

Organizing Principles: A blend of fiction and non-fiction, this unit could be a place to do a novel study. The primary skills emphasized in this unit are making inferences and analyzing character point of view.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length

TextsUncommonly Used Full-

Length TextsSupplemental Material

Material is drawn from the Journeys literature anthologies.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Story-specific vocabulary from short stories and full-length texts read throughout the unit

Writing tasks that support Analyzing Textual Evidence

Writing tasks that support Writing Narratives

Writing tasks that support Analyzing Character Point of View

Revision of significant tasks

[PENDING] Fall SRI administered during this unit.


Topic Scales (3 clusters, 3 topics)Reporting Cluster: Analyzing Textual Evidence

Topic RL6.1, RI6.1

Knowledge: Notes:

Que

stio

ning

, Inf

eren

ce,

and

Inte

rpre

tati

on


3Proficient

Students demonstrate they have the ability to: Cite textual evidence to support analysis of what a text says explicitly Cite textual evidence to support inferences drawn from the text

2 Students will recognize or recall:Specific vocabulary such as:

Cite, explicit, inference, textual evidenceStudents demonstrate they have developed the ability to:

Describe what a text says explicitly When provided with an inference, support that inference with textual evidence


Reporting Cluster: Analyzing Character Point of ViewTopic RL6.6 Knowledge: Notes:

Poin

t of

Vie

w


3Proficient

Students demonstrate they have the ability to: Explain how an author develops the point of view of a character in a text


Develop, narrator, perspective, character’s point of viewStudents demonstrate they have developed the ability to:

Describe the point of view of a character in a text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

6th Grade Language Arts 2014-2015Writing Narratives

Topic W6.3 Knowledge: Notes:

Nar

rati

ve W

riti

ng


3Proficient

Students demonstrate they have the ability to write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences that:

Engage the reader by establishing a context Orient the reader by introducing a narrator and/or characters Organize an event sequence that unfolds naturally and logically Use a variety of transitions to convey sequence and signal shifts from one time frame or setting to

another Use precise and relevant sensory details to convey experiences and events Construct a conclusion that follows from the narrated experiences or events


Conclusion, dialogue, narrative, sensory detail, sequence, transitionStudents will perform basic processes, such as:

Planning and organizing a narrative Identify transitions in a sample narrative Write a brief, single-episode narrative



Supporting Scales (Not Reported)Applications of Language


Anal

yzin

g La

ngua

ge


3Proficient

Students demonstrate they have the ability to: Interpret figures of speech (examples: personification) in text Use the relationship between particular words (examples: cause/effect, part/whole, item/category) to

better understand each of the words Distinguish among the connotations/associations of words with similar denotations/definitions

(examples: stingy, scrimping, economical, unwasteful, thrifty) in text2 Students will perform basic processes, such as:

Identify figures of speech in text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.


Lang

uage

Co

nven

tion

s


3Proficient

Students use knowledge of language and its conventions when writing, speaking, reading, or listening to:

Vary sentence patterns for meaning, reader/listener interest, and style Maintain consistency in tone and style

2 Students demonstrate they have developed the ability to: Vary sentence patterns and maintain consistency in style and tone based on peer and teacher

feedback1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

6th Grade Language Arts 2014-2015UNIT TWO: Matters of Fact 9 weeks

Organizing Principles: A non-fiction intensive unit focused on analysis of how and why author’s construct informational texts in particular ways. Summary and informative writing also figure prominently in this unit.










Story-specific vocabulary from short stories and full-length texts read throughout the unit

Writing tasks that support Determining Central Idea

Writing tasks that support Integrating Multiple Texts


[PENDING] Winter SRI administered by the end of this unit.


Topic Scales (2 clusters, 2 topics)Reporting Cluster: Determining Central Idea

Topic RI6.2, RI6.5

Knowledge: Notes:

Cent

ral I

deas

and

Tex

t Fe

atur

es


3Proficient

Students demonstrate they have the ability to: Describe how a central idea of a text is conveyed through particular details Provide a summary of a text distinct from personal opinions and judgments Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a

text and contributes to the development of the central idea2 Students will recognize or recall:

Specific vocabulary such as: Central idea, summarize, develop, text structure

Students demonstrate they have developed the ability to: Determine the central idea of a non-fiction text Identify particular details that convey the given central idea of a text Identify the text structure used in a text


Reporting Cluster: Integrating Multiple TextsTopic RI6.9 Knowledge: Notes:

Rhet

oric

al C

riti

cism


3Proficient

Students demonstrate they have the ability to: Compare and contrast one author’s presentation of events with that of another (examples: a memoir

written by and a biography on the same person)2 Students will recognize or recall:

Specific vocabulary such as: Autobiography, biography, memoir

Students demonstrate they have developed the ability to: Identify key events provided by two authors on the same topic



Supporting Scales (Not Reported)Writing 2


Info

rmat

ive

Wri

ting


3Proficient

Students demonstrate they have the ability to write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. These texts:

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

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

Use appropriate transitions to clarify the relationships among ideas and concepts Use precise language and domain-specific vocabulary to inform about or explain the topic Establish and maintain a formal style Provide a concluding statement or section that follows from the information or explanation

presented2 Students will perform basic processes, such as:

Identify the characteristics of a model informative/explanatory writing piece Generate a list of details from relevant information related to a topic


6th Grade Language Arts 2014-2015UNIT THREE: Meaning and Stories 12 weeks

Organizing Principles: This unit is the primary literature unit in the course. Opportunities for deep reading and analysis of long or short literature exist throughout the unit, as well as reasons to expand and revise narrative writing opportunities from earlier in the year.










Article-specific vocabulary from short passages and full-length texts read throughout the unit

Writing tasks that support Analyzing Text Structure

Writing tasks that support Analyzing Story Elements

Writing tasks that support Comparing Multiple Works


[PENDING] Any student without 2 SRI scores by this point should take the test between February 15th and March 15th



Topic Scales (3 clusters, 3 topics)Reporting Cluster: Analyzing Text Structure

Topic RL6.5 Knowledge: Notes:

Text

Str

uctu

re


3Proficient

Students demonstrate they have the ability to: Analyze how a particular sentence, event, or episode contributes to the development of the theme,

setting, or plot2 Students will recognize or recall:

Specific vocabulary such as: Setting

Students demonstrate they have developed the ability to: Describe the plot (setting, conflict, and resolution) of a story


Reporting Cluster: Analyzing Story ElementsTopic RL6.2,

RL6.3Knowledge: Notes:

Them

es a

nd S

tory

El

emen

ts


3Proficient

Students demonstrate they have the ability to: Describe how a theme of a story is conveyed through particular details Describe how a particular story’s or drama’s plot unfolds in a series of episodes Describe how the characters in a story respond or change as the plot moves toward a resolution


Episode, plot, resolution, conflict, trait, themeStudents demonstrate they have developed the ability to:

Determine them of a fiction text Identify character traits of major characters in a story or drama List the episodes/events of a story in the order in which they occur


6th Grade Language Arts 2014-2015Reporting Cluster: Comparing Multiple Works

Topic RL6.9 Knowledge: Notes:

Lite

rary

Com

pari

son

and

Sour

ce M

ater

ial 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that

go beyond the target.3Proficient

Students demonstrate they have the ability to: Compare and contrast texts in different genres (examples: stories and poems, historical novels and

fantasy stories) in terms of their approaches to similar themes and topics2 Students will recognize or recall:

Specific vocabulary such as: Compare, contrast, genre

Students demonstrate they have developed the ability to: Identify details that support the given theme or topic of a text



Supporting Scales (Not Reported)Speaking & Listening

Topic S6.2, S6.3

Knowledge: Assessments:

Eval

uate

Pre

sent

ed

Info

rmat

ion


3Proficient

Students demonstrate they have the ability to: Explain how information presented in diverse media and formats (examples: visually, quantitatively,

orally) contributes to a topic, text, or issue under study Distinguish claims made by a speaker that are supported by reasons and evidence from claims that

are not2 Students will perform basic processes, such as:

Interpret information presented in diverse media and formats Identify a speaker’s claims and specific evidence

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic S6.4 Knowledge: Assessment

s:

Spee

ch W

riti

ng


3Proficient

Students demonstrate they have the ability to: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and

details to accentuate main ideas or themes

2 Students will perform basic processes, such as: Write a speech

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic S6.5 Knowledge: Assessment

s:

Pres

enta

tion

and

D

eliv

ery


3Proficient

Students demonstrate they have the ability to use proper oral presentation techniques: Use appropriate eye contact, adequate volume, and clear pronunciation Include multimedia components and visual displays in presentations to clarify information

2 Students will perform basic processes, such as: Use visual aids for presentation Identify the elements of effective presentations



6th Grade Language Arts 2014-2015UNIT FOUR: Opinion and Argument 6 weeks

Organizing Principles: A brief introduction to the topics of argument that will recur throughout middle school. Students should be given at least one opportunity to craft an argument of their own, complete with claims and evidence, as part of this unit.










Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

Writing tasks that support Analyzing Author Point of View

Writing tasks that support Evaluating Arguments in Text


[PENDING] Spring SRI administered during this unit.


Topic Scales (2 clusters, 2 topics)Reporting Cluster: Analyzing Author Point of View

Topic RI6.6 Knowledge: Notes:

Purp

ose


3Proficient

Students demonstrate they have the ability to: Explain how an author’s point of view is conveyed in a text Explain how an author’s purpose is conveyed in a text


Bias, author’s point of view, purposeStudents demonstrate they have developed the ability to:

Identify an author’s point of view in a text Identify an author’s purpose in a text


Reporting Cluster: Evaluating Arguments in TextTopic RI6.8 Knowledge: Notes:

Argu

men

t an

d Re

ason

ing


3Proficient

Students demonstrate they have the ability to: Evaluate the argument and specific claims in a text Distinguish claims that are supported by reasons and evidence from claims that are not


Argument, claim, opinion, supportStudents demonstrate they have developed the ability to:

Trace the arguments and specific claims used to support the argument in a text Identify examples of opinion in a text and the words that signal an opinion



Supporting Scales (Not Reported)Writing 1


Argu

men

tati

ve W

riti

ng


3Proficient

Students demonstrate they have the ability to write arguments to support claims with clear reasons and relevant evidence that:

Introduce claims and organize the reasons and evidence clearly Support claims with clear reasons and relevant evidence, using credible sources and demonstrating

an understanding of the topic or text Use words, phrases, and clauses to clarify the relationships among claims and reasons Establish and maintain a formal style Provide a concluding statement or section that follows from the argument presented

2 Students will perform basic processes, such as: Identify the characteristics of a model argument


Documents

secondaryliteracy.dmschools.orgsecondaryliteracy.dmschools.org/.../13404511/ela6_2014-2015_gui… · Web viewOrganizing Principles: This unit is the primary literature unit in the