6th Grade Language Arts Curriculum
Unit: 1 (Approximately 3 weeks)
Essential Questions: How does a reader determine the meaning of words and phrases in a text?
Focus Standards: RL 6.4 W6.2.d., W6.3d, L6.4.a., d., L6.5.a., b., c., L.6.6, W6.5
● 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.
● W.6.2.d: Use precise language and domain-specific vocabulary to inform about or explain the
topic.
● W.6.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to
convey experiences and events.
● 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.
● L.6.4.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.a: Interpret figures of speech (e.g. personification) in context.
● L.6.5.b: Use the relationship between particular words (e.g. cause/effect, part/whole,
item/category)
● L6.5.c: Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g. stingy, scrimping, economical, unwasteful, thrifty).
● 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.
● W.6.5: With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grade
6 on page 52).
Required Unit Objectives:
Students will understand that…
● Authors engage readers by using figurative and connotative language (RI.6.4, RL.6.4)
● Authors engage readers by the tone of the writing (RI.6.4)
● Authors use precise language and domain-specific vocabulary to inform about or explain the topic
(W.6.2.d)
● Authors use relevant descriptive details and sensory language (W.6.3.d)
● Context, and word position in a sentence are clues to the meaning of the word or phrase(L. 6.4.a)
● they can validate the meaning of a word or phrase by checking an inferred meaning in context or
in a dictionary (L. 6.4.d)
● figures of speech can be interpreted in context (L. 6.5.a)
● the relationships between particular words can be used to better understand each of the words
(L. 6.5.b)
● distinctions can be made among connotation of words with similar denotations. (L. 6.5.c)
Students will know/be able to:
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use precise language and domain-specific vocabulary to inform about or explain that topic
(W.6.2.d)
use relevant descriptive details and sensory language (W.6.3.d)
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. (L.6.6.)
Required Texts/Media:
● Esperanza Rising by Pam Munoz Ryan (novel)
Suggested Learning Activities:
● 6th grade level handouts on context clues strategies from Edhelper
● Introduce and review handout distinguishing figurative, connotative, and technical language
● Read “The Fog Horn” by Ray Bradbury for examples of :
● figurative and connotative language (RI.6.5, RL. 6.4, L6.5.a., c.) (L.6.6)
● tone (RI.6.4)
● use precise language and domain-specific vocabulary to inform about or explain the topic
(W.6.2.d) (L6.4.a., d.)
● use relevant descriptive details and sensory language (W.6.3.d)
● Provide students with an excerpt or passage where they add descriptive details, precise
language, and sensory language
● Worksheets to illustrate the impact of connotative meaning
http://www.etap.org/demo/englishhs/instruction_last.html
● Read Esperanza Rising by Pam Munoz Ryan to reinforce:
● figurative and connotative language (RI.6.5, RL. 6.4, L.6.6)
● tone (RI.6.4)
● use precise language and domain-specific vocabulary to inform about or explain the topic
(W.6.2.d) i.e. - choose a character from Esperanza Rising and describe the character.
Students can share their pieces on Google Docs and rate the effectiveness of each
description - also use word list from vocabulary.com
● use relevant descriptive details and sensory language W.6.3.d)
Unit: 2 (approximately 4 weeks)
Essential Question: How do writers structure plot to move the story towards a resolution and engage the
reader?
Focus Standards: (RL.6.3, W.6.3.a, b, c,d, e, L.6.1 a-e L.6.3, 6.3.a,d)
● 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 towards a resolution
● W.6.3.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
● W.6.3.b: Use narrative techniques, such as dialogue, pacing, and description to develop
experiences, events, and/or characters
● W.6.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another
● W.6.3.d: Maintain consistency in style and tone.
● W.6.3.e: Provide a conclusion that follows from the narrated experiences or events
● L.6.3: Use knowledge of language and its conventions when writing, reading, speaking, or
listening.
● L.6.3.a: Vary sentence patterns for meaning, reader/listener interest, and style.
● L.6.1.a-e: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
Required Unit Objectives:
Students will understand that...
● writers 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 (W6.3a)
● writers use narrative techniques, such as dialogue, pacing, and description to develop
experiences, events, and/or characters (W.6.3b)
● writers use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another (W.6.3c)
● writers provide a conclusion that follows from the narrated experiences or events (W.6.3e)
Students will know/be able to...
● describe how a particular story’s or drama’s plot unfolds in a series of episodes as wells as how
the characters respond or change (RL.6.3)
● engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically (W.6.3a)
● use narrative techniques, such as dialogue, pacing, and description to develop experiences,
events, and/or characters (W.6.3b)
● use a variety of transition words, phrases, and clauses to convey sequence and signal
● shifts from one time frame or setting to another (W.6.3c)
● provide a conclusion that follows from the narrated experiences or events (W.6.3e)
● use knowledge of language and its conventions when writing, reading, speaking, or listening.
(L.6.3)
● vary sentence patterns for meaning, reader/listener interest, and style. (L.6.3.a)
● maintain consistency in style and tone. (L.6.3.b)
● use pronouns in the proper case (L6.1.a)
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use intensive pronouns (L.6.1.b)
recognize and correct inappropriate shifts in pronoun number and person.(L.6.1.c)
recognize and correct vague pronouns with ambiguous antecedents (L.6.1.d)
recognize variations from standard English in their own and others’ writing and speaking, and
identify and use strategies to improve expression in conventional language (L.6.1.e.)
Required Texts/Media:
● “The Cask of Amontillado” by Edgar Allan Poe on pages 2-7 in Spotlight on Literature
● “Bragging” on pages 149-150 in the 6th Grade NJASK Coach Book..
●
Add dialogue to the previous narrative prompt.
○ use narrative techniques, such as dialogue, pacing, and description to develop
experiences, events, and/or characters (W.6.3b)
○ use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another (W.6.3c)
Suggested Learning Plan
● Read “The Twins” Poem by Henry S. Leigh on pages 46-48 n Spotlight on Plot.
● 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 (RL.6.3)
■ MODELED: Fill out Plot Outline found on page 12 of Spotlight teachers guide
● Read “There’s No Sweet Revenge” by Ruth Vinz on pages 49-50 in Daybook to:
● 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 (RL.6.3)
● Writing and literary analysis activities to review:
○ Plot structure
○ Strategies to engage a reader
○ Effective use of dialogue
○ Descriptive language to engage the reader, build suspense, and create a mood
○ Use narrative techniques, such as dialogue, pacing, and description to develop
experiences, events, and/or characters
○ Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another
○ Personal, Compound, and Possessive Pronouns
○ Interrogative and Indefinite Pronouns
○ Subject and Object Pronouns
○ Pronouns in Pairs
○ Pronoun Antecedents
Suggested Materials:
● The Twins” Poem by Henry S. Leigh on pages 46-48 Spotlight on Plot.
● “There’s No Sweet Revenge” by Ruth Vinz on pages 49-50 in Daybook 6
●
Unit: 3 (approximately 3 weeks)
Essential Questions: How does a writer use supporting evidence to develop a central idea?
How do particular sentences, paragraphs, chapters, or sections fit into the overall structure of a text and
contribute to the development of the ideas?
Focus Standards: RI.6.2, RI.6.4, RI.6.5, RI.6.6, W.6.1.b, W.6.2.b, W.6.9.b
● 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.to better understand each of the words.
● 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.
● W.6.1.b : support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text
● W.6.2.b. : Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
● W.6.9.b: The students will apply grade 6 reading standards to literary nonfiction.
Required Unit Objectives: Students will understand how a writer uses supporting evidence to develop a
central idea.
Students will know/be able to:
● how to support claims with clear reasons and relevant evidence using credible sources and
demonstrating an understanding of topic or text. (W 6.1b.)
● 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.6.5)
● differentiate between central idea and supporting detail (RI 6.2)
● summarize the development of the central idea distinct from personal opinions or judgments (RI
6.2)
● support claims with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text (W.6.1.b)
● develop the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples (W.6.2.b)
● apply grade 6 reading standards to literary nonfiction. (W.6.9.b)
Required Texts/Media:
● “Maya Angelou” by Joyce Hansen
● Through My Eyes: Ruby Bridges By Ruby Bridges (NOTE- DO NOT TEACH PGS. 15-17-USED
FOR SUMMATIVE)
● You Danger (Scope magazine article)
● “The Education of Ruby Nell” by Ruby Bridges Hall
Suggested Learning Activities:
● Students will read short, informational pieces and differentiate between central idea and
supporting details and summarize the development of the central idea distinct from personal
opinions or judgments (RI 6.2)
● summarize the development of the central idea distinct from personal opinions or judgment.
Read “Fire at a New York Shirtwaist Factory” by W.G. Shepherd (pgs. 93-95 in Reader’s
Handbook Student Application Book).
○ Before reading, complete pre-reading (pg. 92 in Reader’s Handbook Student Application
Book)
○ Complete sequence notes (pg. 96 in Reader’s Handbook Student Application Book).
○ Complete Funnel Organizer (pg. 97 in Reader’s Handbook Student Application Book)
○ Complete Connect and Pause and Reflect (pg. 98 in Reader’s Handbook Student
Application Book)
○ Complete Summary Notes (pg. 99 in Reader’s Handbook Student Application Book)
○ Find direct quotes which are examples of the author’s opinion
○ Find direct quotes which are examples of facts that support the author’s opinion
● In a well-constructed paragraph, use appropriate facts, direct quotes, and concrete details from
“Fire at a New York Shirtwaist Factory” to prove that the fire was the result of unsafe working
conditions.
● Read Through My Eyes: Ruby Bridges. Students will use evidence from the book to support the
following claim: “Ruby Bridges’ struggles were the result of the racial stereotypes that existed at
that time.”
● Students will write a short narrative piece about a time when they were treated unfairly.
● Articles in Read for Real (Ghandi, Rachel Carlson, etc)
Suggested Texts/Media:
● “Fire at a New York Shirtwaist Factory” by W.G. Shepherd
● Read for Real Series
Unit 4 (approximately 3 weeks)
Essential Question: [1]How do readers effectively evaluate a claim or argument?
Focus Standards: RI 6.1, RI 6.3, RI 6.8, SL 6.3
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RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text.
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.
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.
Required Unit Objectives:
Required Texts/Media:
● Students will read “Beauty and Body Image in the Media” http://www.mediaawareness.ca/english/issues/stereotyping/women_and_girls/women_beauty.cfm
● Male Body Image Article <http://www.cnn.com/2012/03/23/living/male-ideal-body-image>
● SCOPE (Jan 14th?) Teenager Takes on Seventeen Magazine
● The Birthmark (Dramatized Version) SCOPE Magazine
● Beauty Commercial (Kathy Cayan)
● “Does This My Tiara Make Me Look Fat?” (Tom has copy)
Suggested Texts/Media:
Suggested Learning Activities:
http://filmandmedia12.wikispaces.com/Gender+Roles+and+Stereotypes+Found+in+Disney+Films
http://prezi.com/hsu_c-bvhcc9/stereotypes-in-disney-movies/
http://universe.byu.edu/2013/04/09/stereotypes-in-disney1/
Unit: 5 (approximately 3 weeks)
Essential Questions: How should a reader use textual evidence to support his or her interpretation of
the central idea?
Focus Standards: RL.6.1
● RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Required Unit Objectives:
● The students will use textual evidence to support their interpretation of the central idea. (RL. 6.1)
● There is a difference between explicit vs. implicit details. (RL.6.1)
Students will know/be able to:
● How a reader should use textual evidence to support their interpretation of the central idea.
(RL.6.1)
● Use textual evidence to support their interpretation of the central idea. (RL.6.1)
Required Texts/Media:
● “Forgive My Guilt” by Robert P. Tristram Coffin (from Making Sense Blue Book)
● “Mother to Son” by Langston Hughes
Suggested Texts/Media:
● “The Future Doesn’t Belong to the Fainthearted” by: Ronald Reagan (p. 259 in The Reader’s
Handbook)
● Freak the Mighty by Rodman Phillbrick or The Cay by Theodore Taylor
Suggested Learning Activities:
Unit: 6 (approximately 3 weeks)
Essential Questions: How do readers evaluate arguments and specific claims in a text?
Focus Standards: W.6.2, W.6.2.f, W.6.7, W.6.8, W.6.9, SL.6.2,
● 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.
● W.6.2.f: Provide a concluding statement or section that follows from the information or
explanation presented.
● W.6.6: Use technology, including the internet, to produce and publish writing, as well 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.6.8: 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.
● SL.6.2: Interpret information presented in diverse media and formats and explain how it
contributes to a topic, text, or issue under study.
Required Unit Objectives:
Students will understand that…
● When writing informative/explanatory texts to examine a topic and convey ideas, concepts, and
information they must select, organize, and analyze relevant content. (W.6.2)
● Effective concluding statements must be an extension of the argument and supporting
evidence presented by the author. (W.6.2.f)
● When conducting a short research project to answer a question, they will have to draw on several
sources and refocus the inquiry when appropriate and to support analysis, reflection, and
research. (W.6.7, 9)
● When gathering relevant information from multiple print and digital sources, they will have to
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.6.8)
Students will know/be able to:
● Conduct short research projects drawing from several print and digital resources to gather
relevant information. (W.6.7)
● Draw evidence from literary or informational texts to support analysis, reflection, and research.
(W.6.9)
● 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.6.8)
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●
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Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information by selecting, organizing, and analyzing relevant content. (W.6.2)
Write effective concluding statements that are an extension of the argument and supporting
evidence presented by the author. (W.6.2.f)
Interpret information presented in diverse media and formats and explain how it contributes to a
topic, text, or issue under study. (SL.6.2)
Required Texts/Media:
● Biography.com articles on Frank Sinatra, Bruce Springsteen, Whitney Houston, Jon Bon Jovi, or
Joe Pesci
● Articles about video games which address violence, socialization, work habits, time management,
brain function, developmental progress, exposure to information.
Suggested Texts/Media:
● “Parents, Not Cash Can Enrich a School” By: Mike Royko (p. 250 in Reader’s Hand Book)
● The Clone Age video (United Streaming)
● Jamie Oliver’s Food Revolution: S01E02 (Hulu or other streaming video source)
Suggested Learning Activities:
● Students will view the United Streaming video “The Clone Age,” and read the Word Generation
article on Cloning. Using evidence from these pieces, students will construct an argument for or
against cloning.
● Students will participate in a peer-revision activity which focuses on the effectiveness of their
conclusions. Focus on creating conclusions which are opinions or directives based on the
information presented. Use a handout with examples of conclusions to
avoid.
● The peer-revision activity will also focus on analyzing how the students supported their claims.
Unit: 7 (approximately 4 weeks)
Essential Question: How can readers use information from different formats (visual or quantitative) as
well as in words to develop a coherent understanding of a topic or issue? (RI.6.7)
Essential Question: What are the similarities and differences between a text and another medium
(audio, video, or multimedia version) portrayal of the subject? (RL. 6.7.)
Focus Standards: RI.6.7, RL.6.7, SL.6.4, SL.6.5, SL.6.6
● 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.
● 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.
● 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.
● SL6.5: Include multimedia components (e.g. graphics, images, music, sound) and visual displays
in presentations to clarify information.
● SL6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (see grade 6 Language standards 1 and 3 on page 52 for
specific expectations).
Students will understand that...
● information can be presented in a variety of formats (RI.6.7, RL. 6.7)
● there are similarities and differences between a text and another medium’s portrayal of the
subject(RL. 6.7)
● readers can create different images when reading a story ,drama, or poem than those they have
when viewing or listening to the same work in a different medium (RL 6.7)
Students will know/be able to:
● that information can be presented in different formats (visual or quantitative) to aid in
understanding of a topic or issue.
● that similarities/differences exist between text and other medium (audio, video, or multimedia
version) portrayals.
● 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.6.4)
● Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information. (SL.6.5)
● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (SL.6.6)
Required Text/Media:
○ Hoot by Carl Hiassen
○ Movie version of Hoot
○ http://sites.google.com/site/amysprojectssite/home/uopx-ced-515-secondary-methods-ofteaching-technology/hoot-webquest
○ http://www.defenders.org
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○
www.wolfcenter.org
Frankenstein Play from Scope
Required Bog Turtle article
Required Bog Turtle video
Learning Activities:
○ Students will read “Riki, Tiki, Tavi”. After reading, students will be asked to describe the
major characters/scenes in the story (verbally and/or pictorally).
○ Students will the watch video of “Riki, Tiki, Tavi”. Students will then compare their
visualization to that presented in the video. Task will be accomplished via the use of a
Venn diagram (RL6.7)
Unit: 8 (approximately 3 weeks)
Essential Questions: How can writers produce clear and coherent writing in which the content
development, organization, and style are appropriate to task, purpose, and audience?
Focus Standards: W.6.1., W.6.1.a., W6.1.c., W.6.1.d., W.6.1.e., W.6.2.c, W.6.2.e, W.6.4, L.6.2,
L.6.2.a., L.6.2.b.
● W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
● W.6.1.a.: Introduce claim(s) and organize the reasons and evidence clearly
● W.6.1.c.: Use words, phrases, and clauses to clarify the relationships among claims and
reasons
● W.6.1.d.: Establish and maintain a formal style
● W.6.1.e.: Provide a concluding statement or section that follows from the argument presented
● W.6.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts
W.6.2.e: Establish and maintain a formal style
● W.6.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
● L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
● L.6.2.a: Use punctuation to set off nonrestrictive/parenthetical elements.
● L.6.2.b: Spell correctly.
Required Unit Objectives:
Students will understand that…
● Claims need to be supported by arguments which include clear reasons and relevant evidence.
(W.6.1.a, 4)
● They need to maintain a formal style when writing an argument/claim. (W.6.1.d, 2.e)
● Clear and coherent writing requires that development, organization, and style are appropriate to
task, purpose, and audience. (W.6.1.c, 2.c, 4)
Students will know/be able to:
● Write arguments to support claims with clear reasons and relevant evidence. (W.6.1.a,c,d,e)
○ Introduce claim(s) and organize the reasons and evidence clearly
○ 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
● Use appropriate transitions to clarify the relationships among ideas and concepts(W.6.2.c)
● Establish and maintain a formal style (W.6.2.e)
● Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (W.6.4)
● Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (L.6.2)
● Use punctuation to set off nonrestrictive/parenthetical elements. (L.6.2.a)
● Spell correctly. (L.6.2.b)
Suggested Learning Activities:
● Review format for thesis statements in a persuasive essay - evaluate effective and ineffective
thesis statements
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●
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Review format for introduction in a persuasive essay - evaluate effective and ineffective
introductory paragraphs
Review format for body paragraphs in a persuasive essay - evaluate effective and ineffective
body paragraphs
Review function and characteristics of effective transitions in a persuasive essay
Review format for the conclusion in a persuasive essay - evaluate effective and ineffective
conclusion paragraphs
Students receive a random card listing Task, Audience, and Purpose (i.e. Task: to give a speech
about SMS, Purpose: to help the 5th graders feel more comfortable, Audience: 5th graders
entering SMS in September) and complete the assigned writing activity
Suggested Texts/Media:
● None
Unit: 9 (approximately 4 weeks)
Essential Questions:
How does an author develop a theme or central idea through particular details?
Focus Standards: RL.6.2, RL.6.5, SL.6.1, SL.6.1.a., SL.6.1.b.,SL.6.1.c.,SL.6.1.d
● R.L. 6.2: To 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.6.5: 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.
● SL.6.1: Engage effectively in a range of collaborative discussions with diverse partners on Grade
6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
● SL.6.1.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.
● SL.6.1.b: Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
● SL.6.1.c: Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
● SL.6.1.d: Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Required Unit Objectives:
Students will understand that…
● An author develops a theme or central idea through particular details. (RL.6.2)
● There is a difference between a summary and the theme of a text. (RL.6.2)
● A particular sentence, chapter, scene or stanza can contribute to the development or the theme,
setting, or plot. (RL.6.5)
Students will know/be able to:
● Identify and explain how an author develops a theme or central idea through particular details.
(R.L. 6.2)
● 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.6.5)
● Provide a summary of the text, distinct from personal opinions or judgments (R.L. 6.2)
● Engage effectively in a range of collaborative discussions with diverse partners on Grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.6.1)
● Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion. (SL.6.1.a)
● Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles
as needed. (SL.6.1.b)
● Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion. (SL.6.1.c)
● Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing. (SL.6.1.d)
Required Texts/Media:
● Papa’s Parrot
● The Scholarship Jacket
● Tangerine By Edward Bloor
Suggested Texts/Media:
- The Mighty film
· - Freak the Mighty By: Rodman Philbrick
Suggested Learning Activities:
● Review definition of theme and apply it to a common fable, such as: “The Tortoise and the Hare”
or any other fable.
● Introduce the universal theme of “Appearance VS Reality”. Students will read the first three
chapters of Freak the Mighty for context. Students will view the film “The Mighty” and complete
the thematic organizer (p. 55 in Daybook). Teacher will guide a whole class analysis of the
theme.
Unit: 10 (approximately 3 weeks)
Essential Questions: What are the similarities and differences between one writer’s presentation of
events with that of another writer’s?
Focus Standards: RL 6.9, RI 6.9, W.6.9.a
● 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.
● 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.6.9.a: Apply grade 6 reading standards to literature.
Required Unit Objectives:
Students will understand that...
● Texts in different forms or genres approach similar themes and topics differently. (RL 6.9)
● There are similarities and differences between one author’s presentation of events and another
author’s presentation of the same events (RI 6.9)
● Grade 6 reading standards can be applied to the analysis of literature. (W.6.9.a)
Students will know/be able to...
● Explain how texts in different forms or genres approach similar themes and topics differently.
(RL.6.9)
● Analyze literature by applying the Grade 6 reading standards. (W.6.9.a)
● Identify the similarities and differences between one author’s presentation of events and another
author’s presentation of the same events (RI.6.9)
Required Texts/Media:
“Abuelita Invents the Zero” Sandra Cisneros (Daybook)
“Count that Day Lost” George Eliot
YouTube Video about Pearl Harbor (watch first 24 minutes)
http://www.youtube.com/watch?v=CZFKPLxjq8c.
Pearl Harbor Article 1
http://www.eyewitnesstohistory.com/pfpearl2.htm
Pearl Harbor Article 2
http://www.eyewitnesstohistory.com/pfpearl.htm
Suggested Texts/Media:
“The End and the Beginning” by: Wislawa Szymborska
“A Summer to Die” by: Lois Lowry (pages 85-87 in Daybook)
Suggested Learning Activities:
● Lessons on various genres (i.e. poetry, short stories, drama, mystery) of literature and how genre
affects approaches to topics
● Students will read the extended informational piece, “Eyewitness Account of Hiroshima” to
provide context for the summative assessment and the narrative piece.
●
Students will write a narrative piece from first person point of view describing their experience
witnessing the atomic bomb dropped on Hiroshima.
Unit: 11 (approximately 3 weeks)
Essential Question: How does a writer structure a text to aid in conveying understanding for the
reader?
Focus Standard: W6.2.a,
● W.6.2.a: Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.
headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
Required Unit Objectives:
● Students will be able to organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; including formatting (e.g.
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension
(W 6.2a).
Required Texts/Media:
● Daybook by Great Source, Edition 6
Suggested Learning Activities:
● Give students handout on different organizational strategies as referenced in the standards with
examples
● Unit 9-Interacting with Text/Daybook (p. 131-146)
○ Lesson 41, Reading Graphs, Famous Pyramids, p. 132
■ Students will read passage and complete pictograph, bar graph, KWL chart
○ Lesson 42, Reading Diagrams, The Pyramid Builders (p. 135)
■ Students will read passage, complete a diagram, and write a summary on the
topic
○ Lesson 43, Taking Notes, The Ancient Egyptians, p. 138
■ Students will read selection (information text), take notes using a sequence map
○ Lesson 44, Reading an Illustration, Cat Mummies (p. 142)
■ Students will study an illustration and compare their observations with the
information they find in the text
○ Lesson 45, Reading a Website, The Kittens of Egypt, p. 144
■ Students will read a sample website to understand how pictures relate to a topic
and create their own visual to coordinate with informational text in the unit
● Students will use the Unit 9 reading selections as research sources to prove that the Egyptians
showed great respect for the dead.
Suggested Learning Activities:
● Read various short texts following the structures in the standard (definition, classification,
comparison/contrast, and cause/effect) and analyze the structure.