Pacing Guide
6th Grade Literature
August/September
August/September
Month:
Performance Objective
to be Taught
6.RI.6
Determine an author’s point
of view or purpose in a text
and explain how it is
conveyed in the text.
S3.C1.PO4.-Identify the
author’s stated or implied
purpose(s) for writing
expository text
S3C1.PO8 - Identify
organizational features of
expository text
BCESD #15 (7/2011)
Common
Assessment
Skills
Purpose
Stated
Implied
Vocabulary
“From Exploring the Titanic”
Majestically
Collision
Novelty
Watertight
Resources
Prentice Hall Text Book:
“The Strange Geometry of
Stonehenge”
“The Loch Ness Monster”
“The Shutout”
“How the Internet Works”
Chronological Order
Compare/Contrast
Cause/Effect
Logical Order
“From Titanic”
Juxtaposition
Stoicism
Abstract
“From Exploring the Titanic”
“From Lou Gehrig, The Iron Horse”
“The Shutout”
6th Grade Literature Pacing Guide – Page 1 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
August/September
The Loch Ness Monster”
Illusive
Abundant
6.RI.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.
Charts
Maps
Diagrams
Illustrations
Tables
Timelines
Graphs
August/September
S3C1.PO7 - Interpret graphic
features of expository text
6.W.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
S3C1.PO5 - Locate specific
information by using
organizational features of
expository text
BCESD #15 (7/2011)
Table of Contents
Headings
Captions
Bold Print
Italics
Glossaries
Indices
Guide Words
Topic Sentences
Concluding Sentences
“From Lou Gehrig, The Iron
Horse”
Renowned
Contemptuous
Eminent
Chronic
Concluded
Irrepressible
Prentice Hall Text Book:
“From Exploring the Titanic”
“The Shutout”
“Jackie Robinson: Justice at Last”
“The Shutout”
Anecdotes
Evolved
Diverse
Opposed
Irrational
“How the Internet Works”
Protocols
Transmission
Domain
“Jackie Robinson: Justice at
Last”
Integrate
Retaliate
Prentice Hall Text Book:
“From Exploring the Titanic”
“Jackie Robinson: Justice at Last”
“Ellis Island”
“Ellis Island”
Exhibits
Galleries
Heirlooms
6th Grade Literature Pacing Guide – Page 2 of 24
Performance Objective
to be Taught
August/September
6.RI.4
Determine the meaning of
words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings.
S3C1.PO1 - Restate the main
idea and supporting details of
expository text
August/September
Month:
6.W.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.
Common
Assessment
Skills
Vocabulary
Resources
Prentice Hall Text Book:
“From Titanic”
Locate Main Idea
Supporting Details
“How the Internet Works”
Locating specific information
using given reference source
Guide Words
Key
Supplemental Resources
S3.C.P6.-Locate
appropriate print and
electronic reference
sources (e.g. encyclopedia,
atlas, almanac, dictionary,
thesaurus, periodical,
internet) for a specific
purpose.
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 3 of 24
August/September
Month:
Performance Objective
to be Taught
6.L.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.
(continued next page)
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, gradeappropriate 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.
Common
Assessment
Skills
Common Assessment
Vocab/Plot, 6th Grade
Synonyms
Comparisons
Antonyms
Examples
Definitions
Restatements
Vocabulary
Resources
Story Vocabulary:
“Stray”
Timidly
Trudged
Grudgingly
Ignore
Exhausted
Prentice Hall Text Book:
“Jeremiah’s Song”
“Stray”
“The King of Mazy May”
S1C4.PO3 - Use context to
identify multiple meaning words
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 4 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Common Assessment
12, Persuasive Text, 6th
Grade
Resources
www.hhs.helena.k12.mt.us/techerlinks/
oconnerj/persuasion.html#activities
www.famous-speeches-and-speechtopics.info/persuasive-speeches.html
www.readwritethink.org/classroomresources/lesson-plans/persuasiveessay-environmental-issues-268.html
www.primaryresources.co.uk/english/e
nglishd10.htm
September/October
6.RI.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.
S3C3.PO1 - Determine an
author’s purpose for writing
persuasive text
www.lessonplanspage.com/lapersuasi
vewritingintroductoryunit58htm
Author’s Purpose
Persuade
Persuade
dese.mo.gov/divimprove/curriculum/m
odelcurriculum/chief_red_jacket/lesson
3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragr
aph_development.htm
www.webenglishteacher.com/argumen
t.html
BCESD #15 (7/2011)
www.greatsource.com/write/mimilesso
ns/iwrite_elem_persuasive_ml.ppt#256
6th Grade Literature Pacing Guide – Page 5 of 24
,1,persuasive
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Common Assessment
Persuasive Text, 6th
Grade
Resources
www.hhs.helena.k12.mt.us/techerlinks/
oconnerj/persuasion.html#activities
www.famous-speeches-and-speechtopics.info/persuasive-speeches.html
www.readwritethink.org/classroomresources/lesson-plans/persuasiveessay-environmental-issues-268.html
www.primaryresources.co.uk/english/e
nglishd10.htm
September/October
www.lessonplanspage.com/lapersuasi
vewritingintroductoryunit58htm
S3C3.PO2 - Evaluate the
effectiveness of the facts used
to support an author’s
argument
Author’s Purpose
Persuade
Facts to Support Argument
dese.mo.gov/divimprove/curriculum/m
odelcurriculum/chief_red_jacket/lesson
3.com
www.literacyleader.com/?9=node/468
www.ivcc.edu/ramboleng1001/paragra
ph_development.htm
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 6 of 24
www.webenglishteacher.com/argumen
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Common Assessment
Persuasive Text, 6th
Grade
Resources
www.historymatters.gmu.edu/mse/ads/
online.html
www.tjhsst.edu/~crepetsk/psych/propa
ganda/examples.php
Bandwagon
Bandwagon
Peer Pressure
September/October
Peer Pressure
Repetition
S3C3.PO3 - Describe the
intended effects of propaganda
techniques
www.classroomtools.com/proppage.ht
m
Repetition
Testimonial
Testimonial
Transfer
Transfer
www.propaganda.mrdonn.org/techniqu
es.html
Loaded Words
Loaded Words
www.business.ppst.com/advertising.ht
ml
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 7 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
www.hhs.helena.k12.mt.us/techerlinks/
oconnerj/persuasion.html#activities
www.famous-speeches-and-speechtopics.info/persuasive-speeches.html
www.readwritethink.org/classroomresources/lesson-plans/persuasiveessay-environmental-issues-268.html
www.primaryresources.co.uk/english/e
nglishd10.htm
September/October
www.lessonplanspage.com/lapersuasi
vewritingintroductoryunit58htm
S3C3.PO4 - Identify instances
of bias in persuasive text
Persuade
Persuade
Author’s Purpose
Bias
dese.mo.gov/divimprove/curriculum/m
odelcurriculum/chief_red_jacket/lesson
3.com
www.literacyleader.com/?9=node/468
www.ivcc.edu/ramboleng1001/paragra
ph_development.htm
www.webenglishteacher.com/argumen
t.html
BCESD #15 (7/2011)
6th Grade Literature
Pacing Guide – Page 8 of 24
www.greatsource.com/write/mimilesso
ns/iwrite_elem_persuasive_ml.ppt#256
,1,persuasive
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
Opinion
Facts
October/November
Feelings
6.RI.4
Determine the meaning of
words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings.
S3C1.PO1 - Restate the main
idea and supporting details of
expository text
6.RL.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.
S3C1.PO2 - Summarize main
idea of expository text
October/November
Analyze
WS3C5.PO1 - Write
Responses to Literature:
present clear ideas, support
inferences and conclusions
October/November
September/October
Interpret
6.SL.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..
S3C1.PO9 - Draw valid
conclusions about expository
text
BCESD #15 (7/2011)
Prentice Hall Text Book:
“From Titanic”
Locate Main Idea
Supporting Details
“How the Internet Works”
Common Assessment,
Expository Text, 6th
Grade
Summarize
Paraphrase
Academic
Expository
Main Idea
Supporting Details
Summarize
Paraphrase
Fact
Opinion
Author’s Purpose
Organizational Features
Conclusion
Common Assessment
Expository Text, 6th
Grade
Draw conclusions
Text Evidence
“How to Write a Letter”
Confidence
Anonymity
Obligatory
Episode
Sibling
Prentice Hall Text Book:
“How to Write a Letter”
“The Shutout”
“Hw the Internet Works”
Prentice Hall Text Book:
“How to Write a Letter”
“The Loch Ness Monster”
“From Lou Gehrig, The Iron Horse”
“Jackie Robinson: Justice at Last”
6th Grade Literature Pacing Guide – Page 9 of 24
November/December
October/November
Month:
Performance Objective
to be Taught
Common
Assessment
6.RI.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.
S3C1.PO3 - Distinguish fact
from opinion in expository text
6.RI.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.
AZ.6.RI.10
a. By the end of the year,
read and comprehend
informational and functional
text, including history/social
studies, science, and
technical texts, in the grades
6–8 text complexity band
proficiently, with scaffolding
as needed at the high end of
the range.
S3C2.PO1 - Use information
from text to determine
sequence of activities to carry
out a procedure
Common Assessment
Expository Text, 6th
Grade
BCESD #15 (7/2011)
Skills
Vocabulary
Proven Facts
Supporting Text Evidence
“The Strange Geometry of
Stonehenge”
Immemorial
Colossal
Inscrutable
Eradicate
Orientation
Successive
Resources
Prentice Hall Text Book:
“The Strange Geometry of
Stonehenge”
“From Exploring the Titanic”
“The Loch Ness Monster”
Common Assessment
Functional Text, 6th
Grade
www.cooks.com
http://alsnetbiz.com/homeimprovement
/proced.html
Procedure
Sequence
Functional Text
http://www.integritycoatings.com/howto
.htm
http://amby.com/educate/math/fracdiv.html
6th Grade Literature Pacing Guide – Page 10 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Common Assessment
Functional Text, 6th
Grade
www.mapquest
Steps in Directions
November/December
Resources
www.googleimages.com (world maps)
Legends
S3C2.PO2 - Determine what
information is extraneous in
functional text
Supplies Needed
Functional Text
Illustrations
Extraneous Information
Diagrams
www.factmonster.com
www.wikipedia.com (diagrams)
Sequence
www.azdeq.gov/environ/water/assess
ment/download/hohave.pdf
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 11 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
http://www.sun.com/service/warranty/p
roduct_warranty_chart.xml
http://www.stainmaster.com/warranty/p
roduct_warranties.jsp
November/December
http://genet.gelighting.com/LightProdu
cts/html/warranties.htm
S3C2.PO3 - Interpret details
from a variety of functional text
Common Assessment
Functional Text, 6th
Grade
Warranties
Warranties
http://www.consumer-reports.ca/
Product Information
Product Information
Technical manuals
Technical manuals
http://www.consumersearch.com/
Instruction Manuals
Instruction Manuals
Consumer Safety publications
Consumer Safety publications
http://www.shopdawg.com/navman.ht
m
http://the-manuals.com/
http://www.usersmanualguide.com/
http://instructionsmanuals.com/lista51-en-Sanders.htm
http://tv.manualsonline.com/manuals/
mfg/one_for_all/106.html
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 12 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
www.cooks.com
November/December
www.almanac.com
Functional Text
S3C2.PO4 - Evaluate the
adequacy of details and facts
from functional text to achieve
a specific purpose
Survey facts and details-achieve
a specific purpose
http://www.usersmanualguide.com/
Facts
Details
http://instructionsmanuals.com/lista51-en-Sanders.htm
Purpose
http://tv.manualsonline.com/manuals/
mfg/one_for_all/106.html
Predict
January/February
6.RL.1
Cite textual evidence to
support analysis of what the
text says explicitly as well
as inferences drawn from
the text.
S1C6.PO7 - Use reading
strategies to comprehend text
Cause/effect
“Jeremiah’s Song”
Compare/contrast
Diagnosis
Sequence
Disinfect
Drawing conclusions
Precocious
Foreshadowing
Uninspired
Questions while reading
Perpetual
Prentice Hall Text Book:
“Zlateh the Goat”
Common Assessment
Vocab/Plot, 6th Grade
“Jeremiah’s Song”
“Lob’s Girl”
“Stray”
Inferences
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 13 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
“The King of Mazy May”
January/February
6.RL.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.
S2C1.PO1 - Describe plot and
its components
Conflict
Toil
Exposition/Introduction
Endure
Rising action
Prospectors
Climax
Liable
Falling action
Poising
Resolution
Declined
Prentice Hall Text Book:
“Zlateh the Goat”
“Lob’s Girl”
“Stray”
“Thunder Butte”
“The King of Mazy May”
January/Febr
uary
Summit
WS3C5.PO1 - Write
Responses to Literature:
present clear ideas, support
inferences and conclusions
Interpret
Analyze
Opinion
Facts
Feelings
All Stories
January/February
6.RL.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.
S2C1.PO1 - Describe plot and
its components
BCESD #15 (7/2011)
Prentice Hall Text Book:
“Aaron’s Gift”
Conflict
Exposition/Introduction
Rising action
Climax
Falling action
Resolution
“The All-American Slurp”
Emigrate
Mortified
Etiquette
Consumption
“Dragon, Dragon”
“The Southpaw”
“The Friends of Kwan Ming”
“The Wounded Wolf”
“Breaker’s Bridge”
“The Phantom Toll Booth”
6th Grade Literature Pacing Guide – Page 14 of 24
January/February
Month:
Performance Objective
to be Taught
6.RL.9
(continued)
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.
Common
Assessment
Skills
Author’s message
Central/main idea
Relate to life
Directly/indirectly stated
Vocabulary
Resources
“Dragon, Dragon”
Plague
Ravage
Tyrant
Reflecting
Crane
“The Stone”
“The All-American Slurp”
“The Fun They Had”
“Grandpa and the Statue”
January/February
January/Febr
uary
January/February
S2C1.PO2 - Identify theme in
short stories
Prentice Hall Text Book:
“Dragon, Dragon”
S1C6.PO4 - Use graphic
organizers to clarify meaning of
text
Compare/contrast
Cause/Effect
Plot Pyramid
Venn Diagram
“Aaron’s Gift”
“The Wounded Wolf”
“Breaker’s Bridge”
S6C5.PO5 - Connect
information and events to
experience
6.RL.1
Cite textual evidence to
support analysis of what the
text says explicitly as well
as inferences drawn from
the text.
S1C6.PO6 - Apply knowledge
of organizational structures to
aid in comprehension
BCESD #15 (7/2011)
Connect text to personal
experience
Prentice Hall Text Book:
“Grandpa and the Statue”
“The All American Slurp”
Chronological Order
Time Sequence
Cause/Effect
Prentice Hall Text Book:
“Dragon, Dragon”
“Aaron’s Gift”
6th Grade Literature Pacing Guide – Page 15 of 24
Performance Objective
to be Taught
January/February
6.RL.1
Cite textual evidence to
support analysis of what the
text says explicitly as well
as inferences drawn from
the text.
S1C6.PO7 - Use reading
strategies to comprehend text
6.RL.3
January/February
Month:
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
January/February
January/February
S2C1.PO3 - Character
motivations
6.RL.6
Explain how an author
develops the point of view of
the narrator or speaker in a text.
6.RL.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
S2C1.PO5 - Analyze the
influence of setting
BCESD #15 (7/2011)
Common
Assessment
Skills
Vocabulary
Prentice Hall Text Book:
“Aaron’s Gift”
Drawing conclusions
Determining cause/effect
Making inferences
Sequencing
Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires
1st person
2nd person
3rd person
3rd person limited
Omniscient
Limited omniscient
Perspective
Time
Place
Mood
Environment
Influence on plot
Resources
“The Stone”
“Grandpa and the Statue”
Prentice Hall Text Book:
“Aaron’s Gift”
“The Southpaw”
Former
Terrific
Laughing Stock
Sprained
Permanent
Unreasonable
“The Stone”
“The Southpaw”
“Breaker’s Bridge”
“Grandpa and the Statue”
“The Phantom Toll Booth”
“The Friends of Kwan Ming”
Meager
Retorted
Wearily
Stingy
Prentice Hall Text Book:
“The All-American Slurp”
“The Southpaw”
“The Wounded Wolf”
“The Phantom Toll Booth”
Ignorance
Precautionary
Misapprehension
Dissonance
Admonish
Iridescent
Malicious
The Wounded Wolf”
Massive
Stoic
Gnashes
Prentice Hall Text Book:
“Dragon, Dragon”
“The Friends of Kwan Ming”
“The Wounded Wolf”
“Grandpa and the Statue”
“The Phantom Toll Booth”
6th Grade Literature Pacing Guide – Page 16 of 24
Performance Objective
to be Taught
6.W.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.
S2C1.PO6 - Draw conclusions
about mood based on authors’
word choice
6.RL.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.
S2C1.PO8 - Identify various
genres of fiction and their
characteristics
January/February
January/February
January/February
Month:
BCESD #15 (7/2011)
Common
Assessment
Skills
Atmosphere
Readers’ feeling toward text
Mystery
Science Fiction
Fantasy
Historical Fiction
Drama
Realistic Fiction
Comedy
Tragedy
Horror
Thriller
Fairy Tales
Tall Tales
Mythology
Fables
Vocabulary
Breaker’s Bridge
Obstacle
Writhing
Piers
Executioner
Immortal
The Fun They Had
Calculate
Loftily
Dispute
Nonchalantly
Resources
Prentice Hall Text Book:
“The Wounded Wolf”
Prentice Hall Text Book:
“Aaron’s Gift”
“The Stone”
“Dragon, Dragon”
“The Friends of Kwan Ming”
“The Wounded Wolf”
Grandpa and the Statue
Stingy
Subscribe
Peeved
Uncomprehending
Tempest
6th Grade Literature Pacing Guide – Page 17 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
January/February
Common Assessment
Myths, Legends…, 6th
Grade
Specific genre
Setting
Era
Character Analysis
Natural Occurrences
S2C2.PO1 & PO2 - Describe
and identify common structures
and stylistic elements of
literature, folklore, and myths
Vocabulary
Academic Vocabulary
Myth
Mythology
Folktale
Culture
A Crippled Boy”
Foliage
Amuse
Pity
Demonstrate
January/February
S2C1.PO1 - Describe plot and
its components
Conflict
Prentice Hall Text Book:
“Orpheus”
“The Gorgon’s Head”
“Arachne”
“Why the Tortoise’s
Shell is Not Smooth”
“The Ant and the Dove”
“Orpheus”
Inspiration
Preside
Fierce
“The Gorgon’s Head”
Evade
Perilous
Venomous
Abash
Valorous
Rivulets
Common Assessment
Myths, Legends…, 6th
Grade
Resources
“Why Monkey’s Live In Trees”
Satisfied
Disturbing
Semicircle
Astonished
Sturdy
He Lion, Bruh Bear, and Bruh
Rabbit”
Liar
Cordial
“He Lion, Bruh Bear, and Bruh Rabbit”
“Senor Coyote”
“Why Monkey’s Live In Trees”
“A Crippled Boy”
“The Three Wishes”
“Loo-Wit, The Fire-Keeper”
Prentice Hall Text Book:
“Orpheus”
“The Gorgon’s Head”
“Arachne”
“The Emperor’s New Clothes”
“The Ant and the Dove”
“He Lion, Bruh Bear,
and Bruh Rabbit”
“Senor Coyote”
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 18 of 24
January/February
Month:
Performance Objective
to be Taught
S2C1.PO2 - Identify theme in
short stories
Common
Assessment
Skills
Author’s message
Central/main idea
Relate to life
Directly/indirectly stated
Vocabulary
Resources
“The Emperor’s New Clothes”
Exquisite
Property
Dreadful
Rogues
Becoming
Prentice Hall Text Book:
“Arachne”
“Why the Tortoise’s Shell is Not
Smooth”
“The Emperor’s New Clothes”
“Why the Tortoise’s Shell is Not
Smooth”
Famine
Orator
Eloquent
“The Ant and the Dove”
“He Lion, Bruh Bear, and Bruh Rabbit”
“The Ant and the Dove”
Startled
“Why Monkey’s Live In Trees”
“Senor Coyote”
Gnaw
Ungrateful
Reproachfully
Indignantly
“Senor Coyote”
“A Crippled Boy”
“The Three Wishes”
“Loo-Wit, The Fire-Keeper”
Prentice Hall Text Book:
“Orpheus”
January/February
“Arachne”
S2C1.PO3 - Character
motivations
Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires
“Arachne”
Obscure
Immortal
Mortal
Obstinacy
The Three Wishes”
Embrace
Covetous
Content
Custom
Lodge
“Why the Tortoise’s Shell is Not Smooth”
“The Emperor’s New Clothes”
“The Ant and the Dove”
“He Lion, Bruh Bear, and Bruh Rabbit”
“Senor Coyote”
“Why Monkey’s Live In Trees”
“A Crippled Boy”
“The Three Wishes”
“Loo-Wit, The Fire-Keeper”
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 19 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
Prentice Hall Text Book:
“Orpheus”
“The Gorgon’s Head”
January/February
“Arachne”
“Why the Tortoise’s
Shell is Not Smooth”
“The Ant and the Dove”
Myth
Legend
Folk Tale
S2C1.PO8 - Identify various
genres of fiction
“He Lion, Bruh Bear, and Bruh Rabbit”
“Senor Coyote”
“Why Monkey’s Live In Trees”
“A Crippled Boy”
“The Three Wishes”
January/February
Common Assessment
Poetry, 6th Grade
6.RL.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.
S2C1.PO2 - Identify the theme
in works of poetry
BCESD #15 (7/2011)
Common Assessment
Poetry, 6th Grade
Author’s Message
Academic
Figurative Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
Point of View
Onomatopoeia
“Loo-Wit, The Fire-Keeper”
Prentice Hall Text Book:
“Books Fall Open”
“Change”
“Wilderness Rivers”
“Life Doesn’t Frighten Me”
“The Open Road”
“Jimmy Jet and His TV Set”
“The Geese”
“The Circle of Life”
6th Grade Literature Pacing Guide – Page 20 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Common Assessment
VI, Poetry, 6th Grade
Vocabulary
Resources
“Books Fall Open”
Delver
Venture
Prentice Hall Text Book:
“Change”
Crimson
“I’ll Tell You How the Sun Rose”
Amethyst
January/February
“Wilderness Rivers”
Staid
Relentless
Exalted
6.RL.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
S2C1.PO7 - Identify the
characteristics and structural
elements of poetry
Figurative Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
“Alone in the Nets”
Opposition
Evaporate
“Adventures of Isabelle”
Cavernous
Ravenous
Rancor
“Change”
Simile, personification
“I’ll Tell You How the Sun Rose”
Simile, personification, mood, rhyme
“Wilderness Rivers”
Rhyme, personification, mood
“The World is Not a Pleasant lace to
Be”
Personification
“Alone in the Nets”
Concrete form
“Adventures of Isabelle”
Rhyme, personification, stanza, rhythm
“Was Worm”
Mosaic
Saffron
Weaned
Metamorphosis
“Life Doesn’t Frighten Me”
Rhyme
“The Open Road”
Henceforth
Whimper
Querulous
‘Was Worm”
Alliteration
“Someone”
Naught
“Jimmy Jet and His TV Set”
Lean
Antennae
BCESD #15 (7/2011)
“Books Fall Open”
Rhyme, personification
“Arithmetic”
Simile
“The Open Road”
Free verse, mood
“Someone”
Repetition, rhyme, personification
“Jimmy Jet and His TV Set”
Hyperbole, rhyme
6th Grade Literature Pacing Guide – Page 21 of 24
Month:
Performance Objective
to be Taught
Common
Assessment
Skills
Vocabulary
Resources
Prentice Hall Text Book:
“The Geese”
Stanza, mood
“The Circle of Life”
Rhyme
January/Febr
uary
January/February
‘The Sidewalk Racer’
Skimming
(Continued)
S2C1.PO7 - Identify the
characteristics and structural
elements of poetry
WS3C5.PO1 - Write
Responses to Literature:
present clear ideas, support
inferences and conclusions
BCESD #15 (7/2011)
Figurative Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
“Two Limericks”
Flue
Flea
Flaw
“Parade”
Gilded
Leisurely
“The Kitten at Play”
Withered
Prey
Feats
“The Sidewalk Racer”
Concrete form, rhyme
“Concrete Cat”
Concrete form
“Haiku” by Basho
Poem form, rhythm
“Haiku” by MusoSoseki
Poem form, rhythm
“Two Limericks”
Rhythm, rhyme, alliteration
“Parade”
Alliteration, personification,
consonance
“April Rain Song”
Personification
“The Kitten at Play”
Rhyme, rhythm, assonance, simile
“The Shark”
Personification
Interpret
Analyze
Opinion
Facts
Feelings
6th Grade Literature Pacing Guide – Page 22 of 24
Performance Objective
to be Taught
Mar. 7
Month:
Common
Assessment
Skills
Vocabulary
Resources
Mar. 14
Galileo
Galileo Benchmark Review:
Use data based on Galileo Benchmark #3 to review areas of need
Galileo Benchmark Review:
Use data based on Galileo Benchmark #3 to review areas of need
Apr. 4
Mar. 21
Break
Mar. 28
Spring Break
AIMS
Apr. 25
Apr. 18
Apr. 11
AIMS TESTING
AIMS
6.W.7
Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate.
WS3C6PO1; Write a summary
of information from sources
Paraphrase
Summarize
Main Idea
WS3C6PO2: Write an
informational report
Topic
Facts
Sequence
Conclusion
Sources
BCESD #15 (7/2011)
Paraphrase
Summarize
Main Idea
Supporting Details
Prentice Hall Silver Level
Chapter 11, Research pgs. 222-241
Prentice Hall Silver Level
Chapter 11, Research pgs. 222-241
6th Grade Literature Pacing Guide – Page 23 of 24
Performance Objective
to be Taught
May 2
Research Continued
Common
Assessment
Skills
Vocabulary
Resources
May 23
May 16
May 9
Month:
Monthly Logic Problems/Problem Solving Skills
August: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution.
September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
October: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
November: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning
December: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informational and formal mathematical
language
January: S5C2.PO11 – Identify simple valid arguments using if…then statements
February: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problem
March: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context
BCESD #15 (7/2011)
6th Grade Literature Pacing Guide – Page 24 of 24