2015-16 SAUSD Curriculum Map: ELA Grade 6 Year at a Glance
Title
Sug.
Time
Suggested
Big Idea
Unit 1: Plot and
Setting:
Building a
foundation for
understanding
4
weeks
Each part of a
story builds and
influences the
outcome.
Suggested Essential
Questions
•
•
•
Unit 2:
Characters –
The people
you’ll meet.
Revised 5/28/15
•
4
weeks
Our character
is largely
determined by
our beliefs,
experiences,
and
relationships.
•
•
Performance
Task
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 people’s actions?
Informational/
Explanatory Essay
about Bullying
Why is it important to know
the qualities of a character
and what makes them
dynamic or static?
How do characters’
actions reveal or convey
who they are?
How do characters’ traits
affect the events and
outcome of a story?
Argumentative
Essay about
homelessness
Texts
Core Texts:
• Plot and Setting (4-5) (Informational)
• “All Summer in a Day” (17-27) (Fiction)
Suggested Texts:
• Pacer Center’s Kids Against Bullying (Personal Statements)
http://bit.ly/1dIL190
• Dealing with Bullies (KidsHealth)
(Informational)
http://bit.ly/1GL5NM1
• The Bully Project (Informational)
http://bit.ly/1ceBExp
• Seasonal Affective Disorder (PubMed) (Informational)
http://1.usa.gov/1AAsJvq
Core Texts:
• “Characters” (52-53) (Informational)
• “What Do Fish Have to Do with Anything?” (347-357)(Short
Story)
• “The Sneetches” (380 -386) (Short Story)
Suggested Texts:
• “Proposed Santa Ana year-round homeless shelter raises
concerns” (OC Register, article)
http://bit.ly/1EaWkvP
• ShelterListings.org (Informational)
http://bit.ly/1GVAvov
Facts and Figures: The Homeless (PBS)
http://to.pbs.org/1E1O1DG
• “What Huntington is trying to do about homelessness” (OC
Register, article)
http://bit.ly/1R7srGK
• “The Sneetches” movie (12 min)
http://bit.ly/1Jmg6ZP
Page 1
Unit 3:
Themes and
Conclusions –
The Heart of
the Matter
2015-16 SAUSD Curriculum Map: ELA Grade 6 Year at a Glance
•
4
weeks
Lessons can
be learned
from
characters’ life
experiences.
•
•
Unit 4:
Equality
shown in
different
Forms and
Patterns
4
weeks
The road to
equality is met
with many
obstacles.
•
•
•
•
Revised 5/28/15
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?
Informational/Exp
lanatory Essay
about a theme
from selected
readings
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?
Argumentative
Essay
Art against racism
(see CCSS Unit
Booklet)
Core Texts:
• “Theme” (116-117) (Informational)
• “Wartime Mistakes, Peacetime Apologies” (78-85) (Informational)
• “Go for Broke: The Purple-Heart Team” (86-89) (Informational)
• “The Bracelet” (68-77) (Fiction)
Suggested Texts
• Angel Island Immigration Station Foundation, a place for
detainees (Informational)
http://bit.ly/1F2BK7N
• Japanese American Relocation Video 3 min.
http://bit.ly/1AAuXuM
(History.com)
• The Virtual Museum of the City of San Francisco –
“Internment of San Francisco Japanese” (Informational)
http://bit.ly/1dINr7r
Core Texts:
• “The Gold Cadillac” (175-187) (Fiction)
• “Separate but Never Equal” (190-191) (Informational)
• “Cesar Chavez and the UFW”
http://bit.ly/1bYvO2j
• “Mendez v. Westminster: Desegregating California Schools”
(Informational)
http://bit.ly/1DPQIXm
• “Eyes on the Prize” video clip
http://to.pbs.org/1zukRAv
• Video: Dream Act
http://bit.ly/1OVtf2R
• Heart Cesar Chavez Video:
http://bit.ly/1EbgTZc
• Chavez Segregation of the South video clip:
http://bit.ly/1bYwCUR
Page 2
Unit 5:
Point of
View and
Author’s
Experience
Unit 6:
Literary
Devices:
The
Author’s
Craft
2015-16 SAUSD Curriculum Map: ELA Grade 6 Year at a Glance
4
weeks
4
weeks
Several
variables
contribute to
how one views
the world.
Figurative
language
contributes to
the richness of
the text and
enhances the
readers’
understanding.
•
•
•
•
•
Revised 5/28/15
What is point of view?
As readers, why is it
important for us to be able to
identify a story or an article’s
point of view?
How do authors make texts
come alive?
What is the difference
between “showing” and
“telling” and how does
each type of writing
contribute to a different
purpose?
What kinds of “tools” do
authors use to make writing
vivid and enrich reader’s
experience?
Narrative Essay
about a hardship
or journey you
had to overcome
(autobiographic
al)
Core Texts:
• “First person and Third Person Narration” (242-243)
• “A Glory over Everything” (286-298) (Biographical)
• “Three Readings on Harriet Tubman” (300-314) (Biographical)
Research the
origins of
commonly used
images and
symbols in
society and
present your
findings through
a power point or
tech-based
platform (i.e.
prezi, blog,
podcast, etc.)
Core Texts:
• “Literary Devices” (328-329)
• The Cay
• Tuck Everlasting
• Esperanza Rising
Suggested Texts:
Harriet Tubman Video 2 min
(Biography.com) http://bit.ly/1zIZ4Fu
The Underground Railroad (National Geographic)
http://education.nationalgeographic.com/education/me
dia/underground-railroad-journey-freedom/?ar_a=1
The Underground Railroad (PBS) (Informational
Text) http://to.pbs.org/1btdm13
Suggested Texts:
• The Circle Of Life for Tuck Everlasting
http://bit.ly/1FLv7p3
• Natalie Babbitt bio
http://bit.ly/1ceJcjJ
• Pam Munoz Ryan
http://bit.ly/1Eb17xw
• Readers’ Theater for Esperanza Rising
http://bit.ly/1zINkTu
• Theodore Taylor Bio
http://bit.ly/1GWmSIo
• “Eleven” (328-329)
• Sandra Cisneros reading “Eleven”
https://vimeo.com/9245804
• "Ogres are like Onions (analogies)
http://www.youtube.com/watch?v=_bM cXVe8zIs
• Symbols in Paintings – “Self Portrait Between the Borderline of
Mexico and the United States” by Frida Kahlo
https://www.pbs.org/weta/fridakahlo/wo rksofart/borderline.html#
Page 3
Unit 7:
Poetry
– A person’s
expression
Unit 8:
Analyzing
Propaganda
2015-16 SAUSD Curriculum Map: ELA Grade 6 Year at a Glance
4
weeks
Poetry is the
freedom of
expression.
- How is poetry a unique form of
writing? What does it explore?
- How is poetry read and
interpreted differently than
prose?
- How does poetry help us find
hidden meaning and perspective?
- Does TV influence your
3
weeks
Emotion is a
powerful
persuader.
decisions or actions?
- Is propaganda always
negative? How can
propaganda be positive?
Scaffolding
Methods for
Research Paper
Writing
http://bit.ly/1bY
autS
TV Commercial
Storyboard
Core Texts:
• “Poetry” (378-379)
• “Ode to Mi Gato” -- In a Neighborhood in Los Angeles –
Hard on the Gas” (389-394) (Ode)
• Haiku (395-398) (Haiku)
• “Poem and Motto” (400-402) (Free Verse)
Suggested Texts:
“Power of a Smile” by Tupac (Poem)
http://bit.ly/1E21fAm
Core Texts:
Video– Can You Live with Dirty
Water? http://bit.ly/1Jm9D0V
Video: Dove “Evolution”
http://bit.ly/1R7Fgkt
“Propaganda Techniques Used on Television”
http://bit.ly/1GWrq1w
Becoming a Critical Reader (412-413)
Core Texts:
• “Literary Devices” (328-329)
Revised 5/28/15
Page 4
2015-16 SAUSD ELA Grade 6 Curriculum Map
Unit 1: Plot and Setting: Building a foundation for understanding (4 Weeks)
Suggested Big Idea
Each part of a story builds and influences the outcome
Suggested Essential Questions
•
•
•
End of the Unit Performance Task
Informational/Explanatory Essay about Bullying
CCS Standards
RL 6.1. Cite Evidence
RL.6.3. Plot and Character
RL.6.5. Structure
RL 6.9. Compare and contrast
texts in different forms and genres
RI.6.1.Cite evidence
RI.6.5. Structure
RI 6.9. Compare and contrast
SL6.4. Present claims and
Findings
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 people’s actions?
ELD Standards
Part I: Interpretive 6: Reading
closely literary, informational,
and media texts
Part I: Collaborative 3:
Offering and justifying opinions
Part 1: Collaborative 2:
Interacting with others in written
English
Part I: Productive 10: Writing
texts to present, describe, and
explain ideas
Part II: a. Structuring
Cohesive Texts (1-structure and
2-cohesion)
Complex Texts
•
•
Core Texts
Plot and Setting (4-5)(Fiction)
“All Summer in a Day” (1727) (Fiction)
Suggested Texts
• Pacer Center’s Kids
Against Bullying
(Personal Statements)
http://bit.ly/1dIL190
• Dealing with Bullies
(KidsHealth)
(Informational)
http
://bit.ly/1GL5N
M1
• The Bully Project
(Informational)
http://bit.ly/1ceBExp
• Seasonal Affective Disorder
(PubMed)
(Informational)
http://1.usa.gov
/1AAsJvq
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Language
L.6.1. Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L.6.1.a Ensure that
pronouns are in proper
case (subjective,
objective, possessive)
L.6.1.b Use intensive
pronouns (e.g., myself,
ourselves).
Cross-Content
Connections
Social Science:
Writing Focus
W.6.2 Write
Early Humans:
Informative/
Adaptation Leads to explanatory texts
Change
(see W.6.2 a-f)
SS textbook
Ancient
Civilizations (1223)
W.6.4. Produce clear
writing with
organization.
Science: NASA,
The Planet Mars
W.6.5
Plan, revise, edit, and
rewrite.
Mathematics:
Statistics
W.6.10 Write
routinely over
extended time frames
L.6.2. b. Spell correctly
L.6.3. Use conventions
when writing, speaking,
reading, or listening.
Educational Services Revised 5.28.15
2015-16 SAUSD ELA Grade 6 Curriculum Map
Unit 2: Characters- The People You’ll Meet (4 Weeks)
Suggested Big Idea
Our character is largely determined by our beliefs, experiences, and relationships
Suggested Essential
Questions
•
Why is it important to know the qualities of a character and what makes them dynamic or static?
•
How do characters’ actions reveal or convey who they are?
•
How do characters’ traits affect the events and outcome of a story?
End of the Unit
Performance Task
CCS Standards
RL 6.1 Cite Evidence
RL.6. 3 Plot and
Character RL. 6.7
Compare and
contrast between
reading a text and
viewing media
RI.6.3 Analyze
details SL.6.1.c
Pose and respond
to specific
questions
SL 6.4
Present claims
and findings
logically
Argumentative Essay about homelessness
ELD Standards
Part I: Interpretive 6:
Reading closely literary,
informational, and media
texts
Part I: Collaborative 3:
Offering and justifying
opinions Part I:
Productive 10: Writing
texts to present, describe,
and explain ideas
Part II: a. Structuring
Cohesive Texts (1-structure
and 2-cohesion)
Part II: b. Expanding and
Enriching Ideas (5modifying to add details)
Complex Texts
•
•
•
Core Texts
“Characters” (52-53) (Informational)
“What Do Fish Have to Do with Anything?”
(347-357)(Short Story)
“The Sneetches” (380 -386) (Short Story)
Suggested Texts
•
•
•
•
•
“Proposed Santa Ana year-round homeless
shelter raises concerns” (OC Register,
article)
http://bit.ly/1EaWkvP
ShelterListings.org (Informational)
http://bit.ly/1GVAvov
Facts and Figures: The Homeless
(PBS)
http://to.pbs.org/1E1O1DG
“What Huntington is trying to do about
homelessness” (OC Register, article)
http://bit.ly/1R7srGK
“The Sneetches” movie (12 min)
http://bit.ly/1Jmg6ZP
Cross-Content
Connections
Social Science:
Civilizations
Create Social
Structures/Orders
and Conflicts
E ventually Arise
Language
L.6.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling.
6.2.2. a. Use
punctuation to set
off nonrestrictive/
parenthetical
elements
6.2.3. Use
conventions when
writing, speaking,
reading, or listening.
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Writing Focus
W.6.1 Write arguments to
support claims with clear
reasons and relevant evidence
(see
W.6.1 a-e).
SS textbook
Ancient
Civilizations
(HT23, 44, 49,
71-75, 102, 370)
W.6.4. Produce clear
writing with organization.
Science:
Marine
Ecosystems
W.6.8 Gather relevant
information from
multiple print and digital
sources
W.6.5 Plan, revise, edit, and
rewrite.
Mathematics:
Statistics
Educational Services Revised 5.28.15
2015-16 SAUSD ELA Grade 6 Curriculum Map
Unit 3: Themes and Conclusions- The Heart of the Matter (4 Weeks)
Suggested Big Idea
Lessons can be learned from characters’ life experiences.
Suggested Essential Questions
•
•
•
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?
End of Unit Performance Task
Informational/Explanatory Essay about theme from selected readings
CCS Standards
RL.6.1 Cite Evidence
RL.6.2 Determine Theme
RL.6.5 Structure
RL.6.9 Compare texts in
different forms or genres
RI.6.6 Author’s Point of
View
RI.6.10 Read and
comprehend non-fiction
texts
SL.6.2 Interpret Information
presented in diverse media
and formats
ELD Standards
Part I: Interpretive 6:
Reading closely literary,
informational, and media texts
Part I: Collaborative 2:
Interacting with others in
written English
Part I: Productive 10:
Writing texts to present,
describe, and explain ideas
Complex Texts
Core Texts
“Theme” (116-117) (Informational)
“Wartime Mistakes, Peacetime
Apologies” (78-85) (Informational)
• “Go for Broke: The Purple-Heart Team”
(86-89) (Informational)
“The Bracelet” (68-77) (Fiction)
•
•
•
Part II: a. Structuring
Cohesive Texts (1-structure
and 2-cohesion)
•
Part II: c. Connecting and
Condensing Ideas (6connecting ideas)
•
Suggested Texts
Angel Island Immigration Station
Foundation, a place for detainees
(Informational)
http://bit.ly/1F2BK7N
Japanese American Relocation
Video 3 min.
http://bit.ly/1AA
(History.com)
uXuM
The Virtual Museum of the City of
San Francisco – “Internment of
San Francisco Japanese”
(Informational)
http://bit.ly/1dINr7r
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Language
L.6.1.c. Recognize
and correct
inappropriate shifts in
pronoun number and
person.
L.6.1.d. Recognize
and correct vague
pronouns (ones with
unclear or ambiguous
antecedents)
L.6.3. Use
conventions when
writing, speaking,
reading, or listening.
L.6.4. Multiple
meaning words
Cross-Content
Connections
Social
Science:
Japanese
Internment
Camps,
WWII,
Identity and
Culture of
JapaneseAmerican
GeographyPacific Ocean,
Japan,
Hawaii, Pearl
Harbor,
California
Writing Focus
W.6.2 Write
Informative/
explanatory texts
(see W.6.2 a-f)
W.6.4. Produce clear
writing with
organization.
W.6.5. Plan, revise,
edit, and rewrite.
W.6.9 Draw evidence.
(see W.6.9. a-b)
Educational Services Revised 5.28.15
2015-16 SAUSD ELA Grade 6 Curriculum Map
Unit 4: Equality shown in different Forms and Patterns (4 Weeks)
Suggested Big Idea
The road to equality is met with many obstacles.
Suggested Essential
Questions
• 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 has inequality changed over time? How is the theme of equality communicated differently through fiction vs. non-fiction?
- Argumentative Essay
- Art against racism
ELD Standards
Complex Texts
Language
Writing Focus
Cross-Content
Connections
Part I: Interpretive 6: Reading
L.6.3. Use conventions
Core Texts
Social Science: W.6.1 Write arguments
closely literary, informational,
when writing, speaking,
to support claims with
Racism; Civil
• The Gold Cadillac” (175-187) (Fiction) reading, or listening.
and media texts
clear reasons and
Rights in the
• “Separate but Never Equal” (190-191)
relevant evidence (see
Part I: Collaborative 3:
U.S.
L.6.6. Acquire and use
Offering and justifying opinions
W.6.1 a-e).
(Informational)
academic vocabulary.
Part I: Productive11: Justify
• “Cesar Chavez and the UFW”
Science:
own arguments and evaluate
http://bit.ly/1bYvO2j
W.6.4. Produce clear
Agriculture
other's arguments
writing with
• “Mendez v. Westminster:
Part II: a. Structuring
organization.
Desegregating California Schools”
Math: Median
Cohesive Texts (1-structure and
(Informational)
2-cohesion)
family income
http://bit.ly/1DPQIXm
W.6.5 Plan, revise, edit,
• “Eyes on the Prize” video clip
and rewrite.
http://to.pbs.org/1zukRAv
• Video: Dream Act
W.6.8 Gather relevant
http://bit.ly/1OVtf2R
information from
• Heart Cesar Chavez
multiple print and
Video:
digital sources
http://bit.ly/1EbgTZc
• Chavez Segregation of
the South video
clip:
http://bit.ly/1bYwCUR
End of Unit
Performance Task
CCS Standards
RL.6.1 Cite Evidence
RL.6.9 Compare and
Contrast Texts in
Different Forms and
Genres
RI.6.5 Analyze the
Use of Text Features
SL.6.1 Engage
Effectively in
Collaborative
Conversations
SL.6.1.b Follow rules
for collegial
discussions
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5.28.15
SAUSD English Grade 6 Curriculum 2014-2015
Unit 5: Point of View and Author’s Experience (4 Weeks)
Suggested Big Idea
Several variables contribute to how one views the world.
Suggested Essential
Questions
•
•
•
•
What is point of view?
As readers, why is it important for us to be able to identify a story or an article’s point of view?
What are the two types of point of view that we will study in 6th grade and how are they different?
What makes an autobiography different from a biography?
End of Unit Performance
Task
CCS Standards
•
Narrative Essay about a hardship or journey you had to overcome (autobiographical)
RL.6.1 Cite Evidence
RL.6.6 POV of Narrator
RL.6.9 Compare and
Contrast Texts in
Different Forms and
Genres
RI.6.3 Analyze How an
Individual, Event, or Idea
is Introduced
SL.6.1.d. Review and
understand multiple
perspectives
SL.6.2 Interpret
information from Diverse
Media
Part I: Interpretive 6: Reading closely
literary, informational, and media texts
Part I: Collaborative 3: Offering and
justifying opinions
Part 1: Collaborative 2: Interacting with
others in written English
Part I: Productive 10: Writing texts to
present, describe, and explain ideas
Part II: a. Structuring Cohesive Texts
(1-structure and 2-cohesion)
ELD Standards
Complex Texts
Language
Core Texts
“First person and Third Person
Narration” (242-243)
• “A Glory over Everything” (286298) (Biographical)
“Three Readings on Harriet Tubman”
(300-314) (Biographical)
Suggested Texts
L.6.1.e.
Recognize
variations from
standard
English
•
•
Harriet Tubman Video 2 min
(Biography.com)
http://to.pbs.org/1btdm13
•
The Underground Railroad
(National Geographic)
http://education.nation
algeographic.com/educatio
n/media/undergroundrailroad-journeyfreedom/?ar_a=1
•
The Underground Railroad
(PBS)
http://to.pbs.org/1btdm13
L.6.3. Use
conventions
when writing,
speaking,
reading, or
listening.
Cross-Content
Connections
Social Science:
Slavery; Belief
Systems and
Religions
Affect Social
Structures/Orders
W.6.3 Write narratives to
develop real or imagined
experiences. (See W.6.3 ae)
SS textbook
Ancient
Civilizations
(HT23, 44, 49,
102, 370)
W.6.5 Plan, revise, edit, and
rewrite.
Writing Focus
W.6.4. Produce clear
writing with organization.
GeographyUnited States,
the South, the
North, Canada
L.6.3.a. Vary
sentence
patterns for
meaning and
style.
L.6.3.b.
Maintain
consistency in
style and tone.
Science:
Astronomy
L.6.4.a.
Context Clues
L.6.4.d. Verify
word meanings
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5.28.15
SAUSD English Grade 6 Curriculum 2014-2015
Unit 6: Literary Devices: The Author’s Craft (4 Weeks)
Suggested Big
Idea
Suggested
Essential
Questions
End of Unit
Performance Task
CCS Standards
RL. 6.1 Cite
Evidence
RL.6. 3 Plot
RL.6.10 Read and
comprehend
literature
RI. 6.9 Compare
and contrast
SL.6.1 Engage
effectively in a
range of
collaborative
discussions
Figurative language contributes to the richness of the text and enhances the readers’ understanding.
•
•
•
How do authors make texts come alive?
What is the difference between “showing” and “telling” and how does each type of writing contribute to a different purpose?
What kinds of “tools” do authors use to make writing vivid and enrich reader’s experience?
•
Research the origins of commonly used images and symbols in society and present your findings through a power point or tech-based platform (i.e.
prezi, blog, podcast, etc.)
ELD Standards
Part I: Interpretive 5: Listening actively
in social and academic contexts
Part I: Interpretive 6: Reading
closely literary, informational, and
media texts
Part I: Interpretive 8: Analyzing how
writers and speakers use vocabulary
Part I: Collaborative 3: Offering
and justifying opinions
Complex Texts
Core Texts
• “Literary Devices” (328-329)
• The Cay
• Tuck Everlasting
• Esperanza Rising
Suggested Texts
• The Circle Of Life for Tuck Everlasting
http://youtu.be/8zLx_JtcQVI
• Natalie Babbitt bio
http://bit.ly/1ceJcjJ
•
Pam Munoz Ryan
http://bit.ly/1Eb17xw
• Readers’ Theater for Esperanza Rising
http://bit.ly/1zINkTu
• Theodore Taylor Bio
http://theodoretaylor.com/bio.htm
•
“Eleven” (328-329)
• Sandra Cisneros reading “Eleven”
http://bit.ly/1GZHRHi
• "Ogres are like Onions (analogies)
http://bit.ly/1IOHLVd
• Symbols in Paintings – “Self Portrait
Between the Borderline of Mexico and
the United States” by Frida Kahlo
http://to.pbs.org/1FPUUfS
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Language
CrossContent
Connections
L.6.3. Use
Social Science:
conventions Civilizations/Soci
when
eties Are in a
writing,
Constant State of
speaking,
Flux
reading, or
listening.
GeographyCuracao,
Caribbean Sea,
L.6.4.b.
Aguascalientes,
Greek and
Latin affixes Mexico, Arvin,
California,
and roots
Oklahoma
L.6.4.c.
Art: Visual
Use
interpretation
dictionaries
and
reference
materials.
Writing Focus
W.6.6 Use technology to
produce and publish
writing.
W.6.7 Conduct short
research projects to
answer a question.
Educational Services Revised 5.28.15
SAUSD English Grade 6 Curriculum 2014-2015
Unit 7: Poetry – A person’s expression (4 Weeks)
Suggested Big Idea
Poetry is the freedom of expression.
Suggested Essential
Questions
•
•
•
How is poetry a unique form of writing? What does it explore?
How is poetry read and interpreted differently than prose?
How does poetry help us find hidden meaning and perspective?
•
Write a multi-genre research paper
Scaffolding Methods for Research Paper Writing
http://bit.ly/1bYautS
End of Unit
Performance Task
CCS Standards
RL.6.1. Cite
Evidence
RL 6.4 Determine
figurative and
connotative
meanings of words
SL.6.4 Present
Claims and Findings
sequencing Ideas
Logically
ELD Standards
Part I: Interpretive 6: Reading closely
literary, informational, and media texts
Part I: Interpretive 8: Analyzing how
writers and speakers use vocabulary
Complex Texts
•
•
•
Part I: Collaborative 2: Interacting with
others in written English
Part I: Collaborative 3: Offering and
justifying opinions
•
•
Core Texts
Core Texts:
“Poetry” (378-379)
“Ode to Mi Gato” -In a Neighborhood
in Los Angeles –
Hard on the Gas”
(389-394) (Ode)
Haiku (395-398)
(Haiku)
“Poem and Motto”
(400-402) (Free
Verse)
Language
Cross-Content
Connections
L.6.3. Use conventions when
writing, speaking, reading, or
listening.
L.6.5. Figurative language
Social Science:
GeographyMexico, China,
Korea, Los
Angeles, California
L.6.5.a. Figures of Speech
Suggested Texts
Identity and Culture
of Immigrant,
MexicanAmerican, ChinesAmerican, KoreanAmerican
Writing Focus
W.6.6 Use technology
to produce and publish
writing.
W.6.7 Conduct short
research projects to
answer a question.
W.6.8 Gather
relevant information
from multiple print
and digital sources.
Science: Weather
Patterns
•
“Power of a Smile”
by Tupac
http://bit.ly/1AFFmoS
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5.28.15
SAUSD English Grade 6 Curriculum 2014-2015
Unit 8 Analyzing Propaganda (3 Weeks)
Suggested Big Idea
Emotion is a powerful persuader
Suggested Essential Questions
•
•
•
Does TV influence your decisions or actions?
Is propaganda always negative?
How can propaganda be positive?
End of Unit Performance Task
CCS Standards
•
TV Commercial Storyboard
ELD Standards
RI.6.1 Cite textual evidence
RI.6.2 Determine a central idea
RI.6.4 Determine the meaning of
words and phrases
RI.6.6 Determine an author’s point of
view
RI.6.7 Integrate information presented
in different media or formats
RI.6.8 Trace and evaluate the argument
and specific claims in a text
SL.6.1 Engage effectively in a range of
collaborative
discussions
SL.6.1.a- Come to discussions
prepared and refer to text
SL.6.2 Interpret information presented
in diverse media and formats
SL.6.3 Delineate a speaker’s argument
and specific claims
SL.6.4 Present claims and findings,
sequencing ideas logically
SL.6.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
Part I: Interpretive 6: Reading closely
literary, informational, and media texts
Part 1: Collaborative 2: Interacting
with others in written English
Part I: Collaborative 3: Offering and
justifying opinions
Complex Texts
Core Texts
•
Video– Can You Live
with Dirty Water?
http://bit.ly/1Kirr
dv
• Video: Dove
“Evolution”
http://bit.ly/1Jrw6tN
• “Propaganda
Techniques Used on
Television”
http://bit.ly/1EXLSg4
• Becoming a Critical
Reader (412-413)
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Language
CrossContent
Connections
L.6.3. Use
conventions when
writing, speaking,
reading, or
listening.
Social
Science:
Modern
Culture
L.6.5.b. Use the
relationship
between particular
words.
Math:
PercentagesKids with
poor selfimage
L.6.5.c.
Distinguish among
the connotations
and denotations of
words
Writing Focus
W.6.1 Write
arguments (see
W.6.1. a – e)
W.6.4 Produce
clear and coherent
writing
W.6.8 Gather
relevant information
from multiple print
and digital sources.
W.6.9 Draw
evidence. (see
W.6.9. a – b)
Educational Services Revised 5.28.15
Best Practices for Novel Units
What Good Instruction Looks Like
Preparing the Learner
KWL
Gallery Walk
Preview and Predict
Big Ideas and Essential Questions
Author bio and historical background
Book Trailers
Anticipation Guides
Book Reviews
Interacting w/ the Text
Vocabulary Notebook
Double-entry journal
Text-dependent ques. w/ annotations
Collaborative annotation chart
Socratic seminar
Paired Reading
Thinking maps
Collaborative conversations (Placemat)
Grammar in Context
Character analysis
Text-based prompts (writing)
Pairing current/ historical events with the themes of the novel
Extending Understanding
Socratic Seminar
Response to Literature
Performance Tasks (PSA, Digital presentation, brochures,
Sound track for the novel, etc.)
Selected Response (Exams, quizzes, chapter tests)
What Good Instruction Does Not Look Like
Reading without a purpose
No collaborative activities
No introductory/background information
No big ideas or essential ques.
Mult. Choice ques. only
Novel is the focus instead of the standards
Lack of planning (winging it)
No accountability
Random quizzes and assessments with no regard to the novel
Focusing only on plot
Teacher not pre-reading the novel
No summative task
Not Reading