SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is building student’s content knowledge and
literacy skills as they develop knowledge about the world.
Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.
Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address the shifts required by CCSS.
Building
knowledge
through
content-rich
nonfiction
Reading,
writing, and
speaking
grounded in
evidence from
text, both
literary and
informational
Regular practice
with complex
text and its
academic
language
SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and
promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a
clear and explicit purpose for instruction.
• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.
• Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts
needed to craft a coherent learning progression within and among grade levels.
• The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area
standards in Science and Social Science.
SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to ask strong textdependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, to
revise and reflect on their own writing as well as their peers’ writing. It emphasizes students building expertise about a topic
and often sharing that expertise with classmates or a wider audience.
• Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based
questioning, discussions, and varied, engaging tasks.
• Students write routinely, including a balance of on-demand and process writing. Students will draw evidence from texts to
produce clear and coherent writing that informs, explains, or makes an argument in various written forms.
• All end-of-unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to
build students’ engagement by asking them to do a more real-world task.
• Performance tasks may include narratives, but emphasize informative and argumentative writing.
SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex
texts and focus on building academic language and syntax in context.
• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the appropriateness of the text
given the specific literacy standard or task.
• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.
• Curriculum directly address supports for meeting the needs of a wide range of learners in order for every student to become
a more proficient and independent reader.
• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers
might not know
• Curriculum strongly emphasize teaching students how to figure out words in context.
• Students are expected to do regular independent reading to build on concepts and ideas in each unit. Research shows that
students must read a high volume of text at their reading level in order to build a strong vocabulary.
•
•
•
•
•
Grade
Unit 1
Unit 2
Unit 3
Unit 4
SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
How to Read this Document
The purpose of this document is to provide a high-level summary of each unit and name the standards each unit addresses.
First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and subsequent units.
On the map, note the titles across the year: These show the progression of literacy skills.
Note the distinction between standards in each unit vs. central for this unit.
o Standards labeled in each unit are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.
o Standards central for this unit are the focus for that specific unit.
o Standards formally assessed are in bold.
Text: Bold indicates the core text for the unit.
6
Structures: “Building Blocks of Meaning”
This unit is the foundation of all units to come. Although the standards focus narrowly on setting and its influence, the rest of the chapter is much more holistic, proving to be more
of a general review of plot and its vital components (characters, complications, climax, resolution). The tasks, therefore, are designed with this holistic approach in mind—a
coverage and review of the dimensions of plot. Students can read any of the selections in the hard-back book or interactive reader for each of the tasks. Teachers ought to build on
TEXT COMPLEXITY as students move from text to text. Utilizing graphic organizers and Thinking Maps will provide students with ways to chart their ability to “deconstruct” fiction
as they read. Because this unit sets the stage for the rest of the year, teachers should stress a CLOSE READING approach, emphasizing a possibly “new” way that students ought to
read text. There should be an explicit teaching of HOW to read text—annotations, text dependent questions, reader response. This is a new way for many 6th graders of how to read
text from an interactive standpoint.
Characters- “The People You’ll Meet”
This unit is one of the first units that attempts to look closely at one of the elements of plot in more detail: character. The selections in the unit spotlight characters at major turning
points in their lives. Teachers need to continue using CLOSE READ strategies and emphasize how to use the text as EVIDENCE of characterization. As students read, they are
encouraged to connect the elements of character to other elements of literature. This process gives students a sense of how characters come to life in a story and the roles they play
in its conflict and plot. Throughout the unit, high-interest informational pieces also enrich each story. These pieces are used to teach students to create outlines, notes, and
summaries that further students’ understanding of how to read informational text closely and for a specific “read to learn” approach.
Themes and Conclusions- “The Heart of the Matter”
In this chapter, students will read stories that come from the heart—stories that carry messages to the reader. The characters –a young Chinese immigrant, a foolish emperor, a
generous old couple—all learn something about themselves and, in the process, something about what is important in life. Teachers should take note that this chapter moves from
the more “concrete” nature of plot to the “abstract” and more inferential nature of THEME. Because themes are not directly stated but are supported by events/characters within
the plot, this topic proves to be more challenging for students. Teachers should focus CLOSE READ strategies (such as text dependent questions and margin annotations) around the
skill of “inferring”. What conclusions can the reader draw from the character’s experiences, feelings, and thoughts? What might the author be suggesting about life through the
characters, conflict, and resolution? Students should be given the opportunity to first sift through appropriate and non-appropriate thematic statements before creating theme
statements on their own. Teachers should emphasize a “process” oriented approach to help students use textual evidence to draw conclusions about a story’s theme. The
informational pieces that follow the stories demonstrate direct ways—interviews and essays—to get a message across to readers.
Forms and Patterns (Genres)
In this unit, students will read from a repertoire of different forms of fiction in order to note their distinct characteristics. Short stories, fables, novellas, and
folktales are among the different forms presented throughout the unit. As students read these forms, they will realize that although fiction comes in many shapes
and sizes, it always has the same basic characteristics. With each selection, students can focus on some of these characteristics, such as theme or character. Also,
comparisons and contrast can be made as students learn different characteristics from each form of fiction. Interspersed with the fiction, are informational essays
that use a compare and contrast structure. For the main writing component, students are given the opportunity to use their knowledge of compare and contrast to
write a compare-contrast essay based on the literature in the textbook.
SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
TIMELINE
3 Weeks
3 weeks
Unit 1
TITLE
END OF
UNIT
PERFORMA
NCE TASK
BIG IDEAS
AND
ESSENTIAL
QUESTIONS
COMPLEX
TEXTS
UNIT 2
3 Weeks
3 Weeks
UNIT 3
UNIT 4
Plot- Structures: Building Blocks of
Meaning
Characters- “The People You’ll
Meet”
Themes and Conclusions- “The
Heart of the Matter”
Equality shown in different
Forms and Patterns (Genres)
•
•
•
•
•
Written Personal Narrative
“A time I Felt Different”
Write an informational essay
“ Wartime Experiences”
Argumentative Essay
“Arguing the value of a life
lesson”
•
Students will write an
argumentative essay
“Continuing the fight for
equality”
Art against racism
Big Idea: Each part of a story builds
and influences the outcome.
Essential Questions:
• How do writers of both fiction and
non-fiction use structure to guide
ideas?
•Why is the setting of a story
important? How does the setting
impact a story?
-How do past experiences shape
what people do in the future?
Big Idea: Our character is
largely determined by our
beliefs, experiences, and
relationships.
Essential Question:
• Why is it important to know
the qualities of a character?
• How do characters’ actions
reveal or convey who they
are?
• How do characters’ traits
affect the events and
outcome of a story?
Big Idea: Lessons can be learned
from characters’ life experiences.
Essential Question:
• What elements push both
characters and readers to learn
something about themselves or the
world around them?
• How does an author present a
theme in a story?
What can we learn from identifying
the author’s conclusion and point of
view? How can we apply their
perspectives to our own lives?
Big Idea: The road to equality is met
with many obstacles.
Essential Question:
• How do different people handle
inequality and what does this
show about their character?
• What segregates, or separates ,
people from one another?
• How has inequality changed over
time?
How is the theme of equality
communicated differently through
fiction vs. non-fiction?
Informational Text:
•
“Suit Helps Girl Enjoy
Daylight” (28-31)
• “What Will Our Towns Look
Like”(33-36)
• “Solar Systems Body: Venus”
• Nonfiction (37-40)
• Reading Info Materials (4445)
Literature Text:
• Plot and Setting (4-5)
• “All Summer in a Day” (17-27)
• “Literary Response and
Analysis” (42-43)
Informational Text:
• The Wind People (64-68)
• Wartime Mistakes,
Peacetime Apologies” (7885)
• “Go for Broke: The PurpleHeart -Team”(86-89)
Literature Text:
• “Characters” (52-53)
• “The Bracelet” (69-77)
Informational Text:
• “Everybody is Different, But
the Same Too” (130-134)
• “One Child’s Labor of Love”
(157-160)
Literature Text:
• Theme (116-117)
• “All American Slurp”(118129)
• “Baucis and Philemon”(149
155)
• Literary Response and
Analysis (162-163)
Literature Text:
Forms of Fiction (172-173)
“The Gold Cadillac” (175-187)
“Separate but Never Equal” (190191)
“The Dream Act” CCSS Unit
“Cesar Chavez” CCSS Unit
Videos ?? How to site
SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
Unit 1
READING STANDARDS ACROSS
UNITS
ADDITION
AL TEXTS
READING
STANDARDS
CENTRAL TO
THIS UNIT
WRITING
STANDARDS
ACROSS
UNITS
WRITING
Interactive Reader:
“The Martian Chronicles”(13-18)
“Tricky Science” (19-28)
“The Zoo” ( )
UNIT 2
Interactive Reader:
“Foreigners in Japan” (72-83),
“The Samurai” (83-88),
“Two Japanese Folk Tales” (8997)
UNIT 3
•
•
“Uniform Style” (144-147)
“The Emperor’s New Clothes”
(135-142)
Interactive Reader:
• “Atlanta and Hippomenes”
(113-120)
UNIT 4
•
“He Lion, Bruh Bear, and Bruh
Rabbit” (225-228)
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.6.4. 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.6.10. 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.
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.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
R6.5. Analyze how a particular
R6.3. Describe how a particular
R6.5.5. Analyze how a particular
R6.9. Compare and contrast texts in
sentence, chapter, scene, or stanza
story’s or drama’s plot unfolds
sentence, chapter, scene, or stanza
different forms or genres (e.g.,
fits into the overall structure of a
in a series of episodes as well as fits into the overall structure of a
stories and poems; historical novels
text and contributes to the
how the characters respond or
text and contributes to the
and fantasy stories) in terms of their
development of the theme, setting,
change as the plot moves toward development of the theme, setting,
approaches to similar themes and
or plot.
a resolution.
or plot.
topics.
RI6.5. Analyze how a particular
RI6.3. Describe how a particular
RI6.5. Analyze how a particular
RI6.5. Analyze how a particular
sentence, chapter, scene, or stanza
story’s or drama’s plot unfolds in a
sentence, chapter, scene, or stanza
sentence, chapter, scene, or stanza fits
fits into the overall structure of a text
series of episodes as well as how
fits into the overall structure of a text
into the overall structure of a text and
and contributes to the development of
the characters respond or change
and contributes to the development of
contributes to the development of the
the theme, setting, or plot.
as the plot moves toward a
the theme, setting, or plot.
theme, setting, or plot.
resolution.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W6.5.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.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W6.10.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.
W6.2. Write informative/explanatory
texts to examine a topic and convey
ideas, concepts, and information
through the selection, organization, and
analysis of relevant content.
W6.2. 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 or thesis
statement; organize ideas, concepts,
and information, using strategies such
W6.1. Write arguments to support claims
with clear reasons and relevant
evidence.
a. Introduce claim(s) and organize the
reasons and evidence clearly.
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources
and demonstrating an understanding of the
W6.1. Write arguments to support claims
with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the
reasons and evidence clearly.
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources
and demonstrating an understanding of the
SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
Unit 1
SPEAKING
AND
LISTENING
STANDARDS
ACROSS
UNITS
SPEAKING
AND
LISTENING
STANDARDS
CENTRAL TO
THIS UNIT
Language
Standards
Across
Units
LANGUAGE
STANDARDS
UNIT 2
UNIT 3
UNIT 4
as definition, classification,
comparison/contrast, and cause/effect;
include formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate transitions to clarify
the relationships among ideas and
concepts.
topic or text.
c. Use words, phrases, and clauses to
clarify the relationships among claim(s) and
reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from the argument
presented.
topic or text.
c. Use words, phrases, and clauses to clarify
the relationships among claim(s) and
reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from the argument presented.
SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Adapt speech to a variety of
contexts and tasks, demonstrating command of formal English when indicated or appropriate.
SL6.4. Present claims and findings
(e.g., argument, narrative,
informative, response to literature
presentations), sequencing ideas
logically and using pertinent
descriptions, facts, and details and
nonverbal elements to accentuate
main ideas or themes; use appropriate
eye contact, adequate volume, and
clear pronunciation.
SL6.4. Present claims and findings
SL6.2. Interpret information presented
SL6.5. Include multimedia components
(e.g., argument, narrative,
in diverse media and formats (e.g.,
(e.g., graphics, images, music, sound)
informative, response to
visually, quantitatively, orally) and
and visual displays in presentations to
literature presentations),
explain how it contributes to a topic,
clarify information.
sequencing ideas logically and
text, or issue under study.
using pertinent descriptions, facts,
and details and nonverbal
elements to accentuate main ideas
or themes; use appropriate eye
contact, adequate volume, and
clear pronunciation.
L6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L6.2. 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.*
b. Spell correctly.
L6.4. 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.
L6.6. 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.
L6.3. Use knowledge of language and
its conventions when writing, speaking,
reading, or listening.
a. Vary sentence patterns for meaning,
reader/ listener interest, and style.*
L6.5. Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g.,
personification) in context.
b. Use the relationship between
particular words (e.g., cause/effect,
part/whole, item/category) to better
understand each of the words.
c. Distinguish among the
L6.3. Use knowledge of language and
its conventions when writing, speaking,
reading, or listening.
a. Vary sentence patterns for meaning,
reader/ listener interest, and style.*
L6.5. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
a. Interpret figures of speech (e.g.,
personification) in context.
b. Use the relationship between
particular words
(e.g., cause/effect, part/whole,
item/category)
to better understand each of the words.
SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
Unit 1
UNIT 2
UNIT 3
UNIT 4
Part I: Interacting in Meaningful
Ways
A. Collaborative
1. Exchanging information and ideas
with others through oral
collaborative discussions on a range
of social and academic topics
2. Interacting with others in written
English in various communicative
forms (print, communicative
technology, and multimedia)
3. Offering and justifying opinions,
negotiating with and persuading
others in communicative exchanges
4. Adapting language choices to
various contexts (based on task,
purpose, audience, and text type)
B. Interpretive
5. Listening actively to spoken
English in a range of social and
academic contexts
6. Reading closely literary and
informational texts and viewing
multimedia to determine how
meaning is conveyed explicitly and
implicitly through language
7. Evaluating how well writers and
speakers use language to support
ideas and arguments with details or
evidence depending on modality,
text type, purpose, audience, topic,
and content area
8. Analyzing how writers and
speakers use vocabulary and other
language resources for specific
Part I: Interacting in Meaningful
Ways
A. Collaborative
1. Exchanging information and ideas
with others through oral
collaborative discussions on a range
of social and academic topics
2. Interacting with others in written
English in various communicative
forms (print, communicative
technology, and multimedia)
3. Offering and justifying opinions,
negotiating with and persuading
others in communicative exchanges
4. Adapting language choices to
various contexts (based on task,
purpose, audience, and text type)
B. Interpretive
5. Listening actively to spoken
English in a range of social and
academic contexts
6. Reading closely literary and
informational texts and viewing
multimedia to determine how
meaning is conveyed explicitly and
implicitly through language
7. Evaluating how well writers and
speakers use language to support
ideas and arguments with details or
evidence depending on modality, text
type, purpose, audience, topic, and
content area
8. Analyzing how writers and
speakers use vocabulary and other
language resources for specific
connotations (associations) of
words with similar denotations
(definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
ELD
STANDARDS
Part I: Interacting in Meaningful
Ways
A. Collaborative
1. Exchanging information and ideas
with others through oral
collaborative discussions on a range
of social and academic topics
2. Interacting with others in written
English in various communicative
forms (print, communicative
technology, and multimedia)
3. Offering and justifying opinions,
negotiating with and persuading
others in communicative exchanges
4. Adapting language choices to
various contexts (based on task,
purpose, audience, and text type)
B. Interpretive
5. Listening actively to spoken
English in a range of social and
academic contexts
6. Reading closely literary and
informational texts and viewing
multimedia to determine how
meaning is conveyed explicitly and
implicitly through language
7. Evaluating how well writers and
speakers use language to support
ideas and arguments with details or
evidence depending on modality,
text type, purpose, audience, topic,
and content area
8. Analyzing how writers and
speakers use vocabulary and other
language resources for specific
Part I: Interacting in
Meaningful Ways
A. Collaborative
1. Exchanging information and
ideas with others through oral
collaborative discussions on a
range of social and academic
topics
2. Interacting with others in
written English in various
communicative forms (print,
communicative technology, and
multimedia)
3. Offering and justifying
opinions, negotiating with and
persuading others in
communicative exchanges
4. Adapting language choices to
various contexts (based on task,
purpose, audience, and text type)
B. Interpretive
5. Listening actively to spoken
English in a range of social and
academic contexts
6. Reading closely literary and
informational texts and viewing
multimedia to determine how
meaning is conveyed explicitly
and implicitly through language
7. Evaluating how well writers
and speakers use language to
support ideas and arguments
with details or evidence
depending on modality, text
type, purpose, audience, topic,
SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
Unit 1
UNIT 2
UNIT 3
UNIT 4
purposes (to explain, persuade,
entertain, etc.) depending on
modality, text type, purpose,
audience, topic, and content area
C. Productive
10. Writing literary and
informational texts to present,
describe, and explain ideas and
information, using appropriate
technology
11. Justifying own arguments and
evaluating others’ arguments in
writing
12. Selecting and applying varied
and precise vocabulary and
language structures to effectively
convey ideas
Part II: Learning About How
English Works
A. Structuring Cohesive Texts
1. Understanding text structure
2. Understanding cohesion
B. Expanding and Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details
C. Connecting and Condensing Ideas
6. Connecting ideas
7. Condensing ideas
and content area
8. Analyzing how writers and
speakers use vocabulary and
other language resources for
specific purposes (to explain,
persuade, entertain, etc.)
depending on modality, text
type, purpose, audience, topic,
and content area
C. Productive
10. Writing literary and
informational texts to present,
describe, and explain ideas and
information, using appropriate
technology
11. Justifying own arguments
and evaluating others’
arguments in writing
12. Selecting and applying varied
and precise vocabulary and
language structures to effectively
convey ideas
Part II: Learning About How
English Works
A. Structuring Cohesive Texts
1. Understanding text structure
2. Understanding cohesion
B. Expanding and Enriching
Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details
C. Connecting and Condensing
Ideas
6. Connecting ideas
7. Condensing ideas
purposes (to explain, persuade,
entertain, etc.) depending on
modality, text type, purpose,
audience, topic, and content area
C. Productive
10. Writing literary and
informational texts to present,
describe, and explain ideas and
information, using appropriate
technology
11. Justifying own arguments and
evaluating others’ arguments in
writing
12. Selecting and applying varied
and precise vocabulary and
language structures to effectively
convey ideas
Part II: Learning About How
English Works
A. Structuring Cohesive Texts
1. Understanding text structure
2. Understanding cohesion
B. Expanding and Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details
C. Connecting and Condensing Ideas
6. Connecting ideas
7. Condensing ideas
purposes (to explain, persuade,
entertain, etc.) depending on
modality, text type, purpose,
audience, topic, and content area
C. Productive
10. Writing literary and
informational texts to present,
describe, and explain ideas and
information, using appropriate
technology
11. Justifying own arguments and
evaluating others’ arguments in
writing
12. Selecting and applying varied and
precise vocabulary and language
structures to effectively convey ideas
Part II: Learning About How
English Works
A. Structuring Cohesive Texts
1. Understanding text structure
2. Understanding cohesion
B. Expanding and Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details
C. Connecting and Condensing Ideas
6. Connecting ideas
7. Condensing ideas
SAUSD Common Core Aligned Curriculum Map: 6th Grade ELA First Semester
Unit 1
CROSSCONTENT/
REAL
WORLD
CONNECTI
ONS
Science: NASA
Mathematics: Statistics
UNIT 2
Social Science: Pres. Roosevelt
The Sioux
The Kaw (Native Americans)
Science: Ecosystems
Mathematics: Powers of Three
UNIT 3
Social Science: China
UNIT 4
Math: Median family income
Social Studies: Racism in the U.S.
Southern Roots, World of the ancient
Greeks
Science: Minerals