ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 1: Changes in Me
May 2012
Unit Big Ideas/Understandings:
Unit Essential Questions:
 Personal change is a normal, predictable, and often positive aspect of life.
 Reading, exploring, analyzing, and interpreting texts as well as producing narrative and
expository writings, will allow an examination of changes that are inevitable.
Content/Topics
The student will know:
Concept
 Change
Academic Vocabulary
 Fluency
 Characterization
 Narrative
 Point of view
 Expository Writing
 Cause/Effect
Literary Terms/Devices
 Denotation
 Connotation
 Alliteration
 Rhyme Scheme
 Personal Narrative
 Conflict
 Metaphor
 Simile
 Conjunctive Adverb
Transitions
Grammar/Usage/Mechanics
 Parts of Speech
 Punctuation of Dialogue
 Action Verbs and Linking
Verbs
 Classification of Nouns
 Semicolon
 Clauses
 Compound Subjects
 Compound Predicates
 Parentheses
 Interjections
Skills/Competencies
The students will be able to:
1. Identify and explain how an
incident that changed (him/her)
the writer
2. Use the reflective process
(making personal connections) to
identify an important incident
3. Use dialogue in narrative writing
4. Organize a narrative with a
beginning, middle, and end
employing smooth transitions
5. Demonstrate appropriate
spelling, punctuation, and
capitalization in the writing
process
6. Identify and explain a change
and communicate the impact of
the change in speaking and
writing
7. Compare the past to the present
in reading and writing
Writing
 The Writing Process
(Writing Workshop #1)
 Personal Narrative
(Writing Workshop #4)
 Expository Writing
8. Create an introduction with a
hook and a thesis
(Writing Workshop #6)
 Quick Write
 Graphic Organizer
Page 1 of 12
9. Use specific evidence to support
 What is the relationship between change and growth?
 How do writers use different types of writing to express their ideas?
Standards
1. 1.5.6 A. Engage effectively in a
range of collaborative discussions,
on grade level topics, texts, and
issues, building on others’ ideas and
expressing their own clearly
1.5.6 F. Adapt speech to a variety of
contexts and tasks
2. 1.4.6 M. Write narratives to develop
real or imagined experiences or
events
3. 1.4.6 R. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling.
4. 1.4.6 P. Organize an event
sequence that unfolds naturally and
logically, using a variety of transition
words, phrases, and clauses to
convey sequence and signal shifts
from one time frame or setting to
another; provide a conclusion that
follows from the narrated
experiences and events
5. 1.4.6 R. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling
6.1.4.6 X. 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 audience
7. 1.4.6 X. 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 disciplinespecific tasks, purposes and
audiences
8. 1.4.6 N. Engage and orient the
reader by establishing a context and
introducing a narrator and/or
characters
9. 1.4.6. I. Use clear reasons and
Assessments
Methods for students to
demonstrate their levels of
proficiency:
Embedded Assessment #1
Writing a Narrative About an
Incident That Changed Me
 Write an organized, multiparagraph narrative about
an incident that brought
about a personal change
 Use effective dialogue,
smooth transitions,
descriptive details, and
appropriate spelling,
capitalization and
punctuation.
Embedded Assessment #2
Writing an Expository Essay
About a Change in Me
 Write a multi-paragraph
expository essay how a
change has affected your life
today, comparing the past to
the present, the impact of
the change on the future
 Create an introduction with a
hook and a thesis, using
descriptive details and
specific evidence as support,
using appropriate spelling,
punctuation, and
capitalization.
Unit Self Reflection
 Identify evidence of
learning by responding to
unit essential questions
using academic vocabulary.
 Create a portfolio page that
explains how an artifact
demonstrates personal
growth or an increase in
understanding of unit big
ideas, concepts, content,
and/or skills.
Resources
 Spring Board Text, Level 1
 Essential DVD
The Lion King (1994)
B00003CXB4
Rob Minkoff & Roger Allers
 Independent Reading
Resources at appropriate
reading level
(Autobiographical Writings,
Personal Narratives, Memoirs,
and Stories about True
Happenings)
 One minute, grade level
appropriate, oral reading
passages (Teacher-selected)
 Vocabulary Notebooks
 Writing Workshop #1
The Writing Process
 Writing Workshop #4
Personal Narrative
 Writing Workshop #6
Expository Writing
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 1: Changes in Me
May 2012
Unit Big Ideas/Understandings:
Unit Essential Questions:
 Personal change is a normal, predictable, and often positive aspect of life.
 Reading, exploring, analyzing, and interpreting texts as well as producing narrative and
expository writings, will allow an examination of changes that are inevitable.
Content/Topics
 Sketching Events
 Topic Sentence for an
expository paragraph
 Thesis Statement for an
essay
 AQQS
o anecdote
o question
o quote
o statement of intrigue
Reading Strategies
 Think-Pair-Share
 Skim and Scan
 Mark the Text
 Predicting
 Close reading
 Summarize/Paraphrase
 Web Graphic Organizer
 Activating Prior
Knowledge
 Diffusing
o synonym identification
Skills/Competencies
main ideas in reading and writing
10. Use descriptive details to support
main ideas
11. Use the semicolon correctly in
writing
12. Use correct spelling, punctuation,
and capitalization in writing
narrative and expository texts
 Chunking
 Visualize
 QHT
o Q=words students do not
know
o H=words students have
heard or be able to
identify
o T=words students know
well enough to teach to
their peers
Page 2 of 12
13. Demonstrate fluency when
reading orally
14. Identify and use a variety of
descriptive words and phrases in
writing
15. Recognize and apply key
elements of a narrative in writing
such as sequence of events,
setting, characters’ feelings,
dialogue, point of view,
transitions, and sensory details
16. Examine narrative openings,
identify a sequence of events,
vivid verbs and sensory
language.
 What is the relationship between change and growth?
 How do writers use different types of writing to express their ideas?
Standards
Assessments
relevant evidence to support claims,
using credible sources and
demonstrating an understanding of
the topic
10. 1.4.6. O. Use narrative techniques
such as dialogue, description, and
pacing, to develop experiences,
events, and/or characters; use
precise words and phrases, relevant
descriptive details, and sensory
language to convey experiences and
events
11. 1.4. E. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling
1.4.6.R. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling
12. 1.4.6.E. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling
1.4.6.R. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling
13.1.3.6.K. Read and comprehend
literary fiction on grade level, reading
independently and proficiently
14. 1.3.6 K. Read and comprehend
literary fiction on grade level, reading
independently and proficiently
15. 1.4.6 M. Write narratives to develop
real or imagined experiences or
events
End-of-Unit 1 Assessment
 Apply unit skills by reading
passages and answering
questions about what was
read
16. 1.4.6.N. Engage and orient the
reader by establishing a context and
introducing a narrator and/or
characters
1.4.6.P. Organize an event
sequence that unfolds naturally and
logically, using a variety of transition
.
Resources
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 1: Changes in Me
May 2012
Unit Big Ideas/Understandings:
Unit Essential Questions:
 Personal change is a normal, predictable, and often positive aspect of life.
 Reading, exploring, analyzing, and interpreting texts as well as producing narrative and
expository writings, will allow an examination of changes that are inevitable.
Content/Topics
Page 3 of 12
Skills/Competencies
17. Analyze the elements of a
nonfiction narrative
18. Record and evaluate textual
evidence to support opinions
19. Examine expository text by
comparing and contrasting
expository text based on
narrative text
20. Analyze the elements of an
expository essay and their
influence on plot development
 What is the relationship between change and growth?
 How do writers use different types of writing to express their ideas?
Standards
words, phrases, and clauses to
convey sequence and signal shifts
from one time frame or setting to
another; provide a conclusion that
follows from the narrated
experiences and events
1.4.6.R. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling
17. 1.4.6 M. Write narratives to develop
real or imagined experiences or
events
18. 1.2.6 B. Cite textual evidence to
support analysis of what the text
says explicitly as well as inferences
and/or generalizations drawn from
the text
19. 1.2.6 I. Examine how two authors
present similar information in
different types of text
20. 1.4.6 A. Write informative/
explanatory texts to examine a topic
and convey ideas, concepts, and
information clearly
Assessments
Resources
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 2: Changes in My World
May 2012
Unit Big Ideas/Understandings:
Page 4 of 12
Unit Essential Questions:
 The world around us changes and presents us with challenges.
 We make choices to deal with life’s challenges.
 We can learn how others have dealt with the choices and opportunities that change
 How are people influenced by changes in their worlds?
 How does a writer effectively craft a story?
presents through fiction, nonfiction, print and non-print texts.
Content/Topics
The student will know:
Concept
 Change
Academic Vocabulary
 Short Story
 Figurative Language
Literary Terms/Devices
 Monologue
 Plot (exposition, rising action,
climax, falling action,
resolution)
 Theme
 Folk Tales
 Paraphrasing and
Summarizing
 Myths
 Hyperbole
 Characterization
 Conflict (internal and
Skills/Competencies
The student will be able to:
1. Analyze words that describe a
character’s feelings and write in
the voice of a character using
descriptive words
2. Relate the concept of change to
personal experiences and
identify elements of conflict, both
internal and external, and
conflict resolution
3. Examine and generate effective
dialogue and conflict in writing
4. Evaluate character, conflict
(internal and external), and
elements of plot
5. Analyze characters and explain
the connection between conflict
and resolution
external)
 Dialogue
Grammar/Usage/Mechanics
 Indefinite Pronouns
 Adjectives and Predicate
Adjectives
 Adverbs
 Punctuating Dialogue
 Prepositions and
Prepositional Phrases
 Personal Pronouns
 Regular and Irregular
Verbs
 Complete/Simple
Sentences
 Active and Passive Voice
 Subject/Verb Agreement
 Commonly Confused
Words
Writing
 Short Story
6. Develop and refine effective
dialogue in writing
7. Choose and integrate precise
adjectives and adverbs correctly
and effectively in writing
Standards
1. 1.4.6.Q. Write with an awareness
of the stylistic aspects of writing
2. 1.3.6.H. Compare and contrast
texts in different forms or genres in
terms of their approaches to similar
themes and topics as well as their
use of additional literary elements
3. 1.4.6.Q. Write with an awareness of
the stylistic aspects of writing
4. 1.3.6 B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
5. 1.3.6.B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
6. 1.4.6.R. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling
7. 1.4.6.O. Use narrative techniques
such as dialogue, description, and
pacing, to develop experiences,
events, and/or characters; use
precise words and phrases, relevant
descriptive details, and sensory
language to convey experiences and
events
1.4.6.P. Organize an event
sequence that unfolds naturally and
logically, using a variety of transition
words, phrases, and clauses to
convey sequence and signal shifts
from one time frame or setting to
another; provide a conclusion that
follows from the narrated
experiences and events
1.4.6.Q. Write with an awareness of
Assessments
Resources
Methods for students to
demonstrate their levels of
proficiency:
Embedded Assessment #1
Creating a Short Story
 Write a short story,
incorporating all elements of
a story
 Describe characters and
setting
 Include a plot structure that
resolves a conflict relating to
the concept of change
 Employ smooth transitions.
 Incorporate dialogue with
correct punctuation.
 Use descriptive details
 Demonstrate accurate
spelling, punctuation, and
capitalization
 Demonstrate the writing
process
 Spring Board Text, Level 1
Embedded Assessment #2
Producing a TV News Story
 Create an engaging
introduction
 Communicate a clear
message to an audience
 Include significant facts and
details
 Incorporate an interview
 Employ smooth transitions
 Reflect on the larger effect of
change
 Incorporate visual
images/graphics
 Collaborate to design, plan,
and rehearse
 Include an effective headline
 Demonstrate accurate
spelling, punctuation and
capitalization
 Essential DVD
Toy Story(1995)
786936294507
John Lasseter
 Essential DVD
The Lion King (1994)
B00003CXB4
Rob Minkoff & Roger
Allers
 Independent Reading
Resources at appropriate
reading levels
Authors: Christopher Paul
Curtis, Wendelin van
Draanen, Judith Viorst, and
Elizabeth Montgomery
 Vocabulary Notebooks
 Writing Workshop #2
Short Story
 Writing Workshop #8
Persuasive Writing
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 2: Changes in My World
May 2012
Unit Big Ideas/Understandings:
Page 5 of 12
Unit Essential Questions:
 The world around us changes and presents us with challenges.
 We make choices to deal with life’s challenges.
 We can learn how others have dealt with the choices and opportunities that change
 How are people influenced by changes in their worlds?
 How does a writer effectively craft a story?
presents through fiction, nonfiction, print and non-print texts.
Content/Topics
Skills/Competencies
(Writing Workshop #2)
 Persuasive Writing
(Writing Workshop #8)
 Prewriting
 Quick write
 Graphic Organizer
Reading Strategies
 Think-Pair-Share
 Summarize
 Diffusing
 Visualize/Sketch
 Marking the Text
 Scan
 Metacognitive Markers
8. Apply reading strategies of
prediction and visualization
when reading fiction and
nonfiction
9. Use context clues to determine
meaning of unfamiliar words
10.
11.
12.
13.
14.
15.
16.
Standards
Assessments
the stylistic aspects of writing
8. 1.3.6.K. Read and comprehend
literary fiction on grade level, reading
independently and proficiently
Unit Self Reflection
 Identify evidence of learning
by responding to unit
essential questions using
academic vocabulary
 Create a portfolio page that
explains how an artifact
demonstrates personal
growth or an increase in
understanding of the big
ideas, concepts, content, and
/or skills of the unit.
9.1.2.6.K. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade level reading and content,
choosing flexibly from a range of
strategies and tools
Analyze description of setting
10.1.4.6.O. Use narrative techniques
and produce descriptive details
such as dialogue, description, and
pacing, to develop experiences,
events, and/or characters; use
precise words and phrases, relevant
descriptive details, and sensory
language to convey experiences and
events
Evaluate multiple perspectives
11. 1.2.6 D. Determine an author’s
in literature and consider two
point of view or purpose in a text and
sides of a personal story
explain how it is conveyed in the text
Evaluate and interpret
12. 1.3.6 B. Describe how a particular
characterization through
story or drama’s plot unfolds in a
dialogue and physical
series of episodes, as well as how
description
the characters respond or change as
the plot moves toward a resolution
Apply the elements of a short
13. 1.4.6 M. Write narratives to develop
story in an original narrative
real or imagined experiences or
events
Develop characters, and setting 14. 1.4.6 O. Use narrative techniques
in story writing
such as dialogue, description, and
pacing, to develop experiences,
events, and/or characters; use
precise words and phrases, relevant
descriptive details, and sensory
language to convey experiences and
events
Compare and contrast opinions
15. 1.5.6 B. Interpret information
about the news, identify the
presented in diverse media and
purposes of watching TV news,
formats (e.g. visually, quantitatively,
and describe elements of TV
orally) and explain how it contributes
newscasts
to a topic, text, or issue under study
Examine graphics and other
16. 1.5.6 B. Interpret information
visuals in a newscast, and
presented in diverse media and
analyze how facts are supported
formats (e.g. visually, quantitatively,
End-of-Unit 2 Assessment
 Apply unit skills by reading
passages and answering
questions about what was
read
Resources
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 2: Changes in My World
May 2012
Unit Big Ideas/Understandings:
Page 6 of 12
Unit Essential Questions:
 The world around us changes and presents us with challenges.
 We make choices to deal with life’s challenges.
 We can learn how others have dealt with the choices and opportunities that change
 How are people influenced by changes in their worlds?
 How does a writer effectively craft a story?
presents through fiction, nonfiction, print and non-print texts.
Content/Topics
Skills/Competencies
by visuals in a news story
17. Design interview and openended questions with answers
18. Identify a problem, or conflict,
and the solution or resolution
19. Identify the essential events of a
story, construct a headline and
an interview report
20. Apply strategies for accessing
nonfiction, articulate problems
and solutions in nonfiction, and
recognize text-to-text
connections transforming a text
21. Identify and examine internal
and external conflicts,
understanding the effect of point
of view in a story
22. Evaluate the use of dialogue in
writing and revise dialogue in
writing
Standards
orally) and explain how it contributes
to a topic, text, or issue under study.
1.5.6.G. Demonstrate command of
the conventions of standard English
when speaking based on grade 6
level and content
17. 1.4.6.V. Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate
18. 1.4.6.C. Develop and analyze the
topic with relevant facts, definitions,
concrete details, quotations, or other
information and examples; include
graphics and multimedia when
useful to aiding comprehension
19. 1.4.6.V. Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate
20. 1.2.6.I. Examine how two authors
present similar information in
different types of text
1.2.6.L. Read and comprehend
literary non-fiction and informational
text on grade level, reading
independently and proficiently
21. 1.3.6.B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change as
the plot moves toward a resolution
1.3.6.D. Determine an author’s point
of view or purpose in a text and
explain how it is conveyed in the text
22. 1.4.6 Q, R. Write with an
awareness of the stylistic aspects of
writing
1.4.6.R. Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling.
Assessments
Resources
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 3: Changes in Self-Perception
May 2012
Unit Big Ideas/Understandings:
 Individuals experience many changes throughout a lifetime.
Content/Topics
The student will know:
Concept
 Change
Academic Vocabulary
 Internal/External
 Diction
 Voice
 Literary Analysis
 Personal Letter
 Setting
 Subplot
Literary Terms/Devices
 Subjective/Objective
o camera point of view
 Point of View
 Topic Sentence
 Perspective
 Essay
 Novel
 Omniscient
 Subplot
 Flashback
 Symbol
 Tone
 Textual Evidence
Grammar/Usage/Mechanics
 Commas
 Adverbs
 Book Titles
 Action Verbs
 Transitions of
Comparison/Contrast
 Present Tense
 Context Clues
 Parallel Structure
 Quotations from a Text
 Coherence
 Action verbs
Writing
 Procedural texts: Informal
Letters
Skills/Competencies
The students will be able to:
1. Compose sentences using
parallel structure
2. Analyze and evaluate characters
by inferring character traits
3. Make and support inferences
4. Analyze and evaluate characters
using precise adjectives,
adverbs, and action verbs
5. Write in the voice of a character
6. Identify and explain textual
support for an opinion and
compose a body paragraph
7. Compose text using voice
appropriate for an identified
audience and purpose
8. Recognize the effect of setting
on mood or atmosphere
Page 7 of 12
Unit Essential Questions:
 How do internal and external factors influence one’s self-perception?
 How does voice relate to audience and purpose?
Standards
1. 1.4.6.Q. Write with an awareness
of the stylistic aspects of writing
1.4.6.S. Draw evidence from
literary or informational texts to
support analysis, reflection, and
research, applying grade level
reading standards for literature and
literary non-fiction
2. 1.3.. B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
3. 1.3.6.A. Cite textual evidence to
support analysis of what the text
says explicitly as well as inferences
and/or generalizations drawn from
the text
4. 1.3.6.B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
5. 1.4.6.Q. Write with an awareness
of the stylistic aspects of writing
6. 1.2.6.B. Cite textual evidence to
support analysis of what the text
says explicitly as well as inferences
and/or generalizations drawn from
the text
1.4.6.C. Develop and analyze the
topic with relevant facts, definitions,
concrete details, quotations, or
other information and examples;
include graphics and multimedia
when useful to aiding
comprehension
7. 1.4.6.F. Write with an awareness of
the stylistic aspects of composition
8. 1.3.6.B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
Assessments
Methods for students to
demonstrate their levels of
proficiency:
Embedded Assessment #1
Writing Letters in the Voice of
Characters
 Identify and apply the
components of a distinct
voice
 Analyze characters
 Apply RAFT
 Use the letter format
 Craft two letters about a
common incident in Holes in
two different character
voices
 Write a reflective piece
explaining the difference in
diction and character
perspective between the two
letters
Embedded Assessment #2
Writing a Character Analysis
Essay
 Craft a multi-paragraph
literacy analysis essay using
concrete details from the
novel
 Write a strong introduction
with a hook and thesis
 Use textual evidence to
support a thesis statement
 Incorporate direct quotations.
 Analyze character change
 Employ third-person point of
view
 Write an insightful conclusion
discussing the larger ideas of
change than expressed in
the novel
 Apply smooth transitions,
parallel structure, and
appropriate descriptive
diction
Resources
 Spring Board Text, Level 1
 Essential DVD
Holes( 2003)
786936225495
Andrew Davis
 Essential DVD
The Mighty (1998)
6305428247
Peter Chelsom
 Essential Text
Holes(2003)
044040414806
Andrew Davis
 Independent Reading
Resources at appropriate
reading levels
Suggested Authors:
o Small Steps-Louis Sachar
Chasing Vermeer-Blue
Balliet
o Hoot-Carl Hiassen
o Maniac Magee-Jerry
Spineli,
o The Westing Game-Ellen
Raskin
o The Outcasts of 19
Schuyler Place- E.L.
Konigsburg
 Vocabulary Notebooks
 Writing Workshop #7
Procedural Texts: Informal
Letters
 Writing Workshop #9
Response to Literary or
Expository Texts
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 3: Changes in Self-Perception
May 2012
Unit Big Ideas/Understandings:
 Individuals experience many changes throughout a lifetime.
Content/Topics
Skills/Competencies
(Writing Workshop #7)
 Response to Literary or
Expository Texts
9.
(Writing Workshop #9)
 Looping
 Double-entry journals
 Quick writes
Reading Strategies
 Skim and scan
 Make predictions
 Summarize/Paraphrase
 Think-Pair-Share
 Close Reading
 Mark the text
 Visualize
 RAFT (role, audience,
10.
format, topic)
 Reread
 Scanning
11.
12.
13.
14.
15.
Page 8 of 12
Unit Essential Questions:
 How do internal and external factors influence one’s self-perception?
 How does voice relate to audience and purpose?
Standards
resolution
9. 1.4.6.O. Use narrative techniques
Write descriptively in first person
such as dialogue, description, and
pacing, to develop experiences,
events, and/or characters; use
precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events
10.1.3.6.A. Cite textual evidence to
Visualize, predict, and generate
support analysis of what the text
inferences about text
says explicitly as well as inferences
and/or generalizations drawn from
the text
1.3.6.B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
11. 1.3.6.B. Describe how a particular
Make connections between plot
story or drama’s plot unfolds in a
and subplot
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
Use context clues to determine
12.1.3.6.F. Determine the meaning of
word meaning
words and phrases as they are
used in grade level reading and
content, including interpretation of
figurative language in context
Reflect through writing
13. 1.4.6.X. 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
Identify and evaluate a
14. 1.3.6.B. Describe how a particular
character’s development through
story or drama’s plot unfolds in a
an extended text development
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
Evaluate character relationships 15. 1.3.6.B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
Assessments
Unit Self Reflection
 Identify evidence of learning
by responding to unit
essential questions using
academic vocabulary
 Create a portfolio page that
explains how an artifact
demonstrates personal
growth or an increase in
understanding of the unit’s
big ideas, concepts, content,
and/or skills
End-of-Unit 3 Assessment
 Apply unit skills by reading
passages and answering
questions about what was
read
Resources
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit 3: Changes in Self-Perception
May 2012
Unit Big Ideas/Understandings:
 Individuals experience many changes throughout a lifetime.
Content/Topics
Skills/Competencies
16. Explain traditional devices in film
17. Compare film and novel
treatments of the same text
18. Use context clues to derive
meaning of unfamiliar words
19. Compose an introduction with a
quotation and a thesis statement
20. Use precise adjectives to
describe characters and to
create transitions
Page 9 of 12
Unit Essential Questions:
 How do internal and external factors influence one’s self-perception?
 How does voice relate to audience and purpose?
Standards
as the plot moves toward a
resolution
16.1.5.6.B. Interpret information
presented in diverse media and
formats (e.g. visually, quantitatively,
orally) and explain how it
contributes to a topic, text, or issue
under study
17. 1.3.6.G. Compare and contrast the
experiences of reading a story,
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what is “seen” and
“heard” when reading the text to
what is perceived when listening or
watching
18. 1.2.6.K. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade level reading and content,
choosing flexibly from a range of
strategies and tools
19. 1.4.6.B. Identify and introduce the
topic for the intended audience.
20. 1.4.6.C. Develop and analyze the
topic with relevant facts, definitions,
concrete details, quotations, or
other information and examples;
include graphics and multimedia
when useful to aiding
comprehension
Assessments
Resources
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Unit 4: Measuring Changes in Me
Course: Grade 6 Accelerated – English Language Arts
May 2012
Unit Big Ideas/Understandings:

Unit Essential Questions:
Reflecting on changes in our lives helps us to recognize personal growth and
provides information to help us set goals for the future.
Content/Topics
Students will know:
Concept:
 Change
Skills/Competencies
Students will be able to:
1. Demonstrate fluency when
reading
Academic Vocabulary
 Local/Global Revision
 Reflection
Literary Terms/Devices
 Genre
Grammar/Usage/Mechanics
 Topic Sentences
 Compound Sentences
 Independent Clause
 Non count Nouns
 Ellipsis Points
 Subordinating
Conjunctions
Writing:
 Personal Narrative
(Writing Workshop #4)
 Persuasive Writing
 Revision Strategies
o Adding
o replacing
o deleting
Reading Strategies
 Skim and Scan
 Predict
 Summarize/Paraphrase
Page 10 of 12
2. Write a paragraph with a strong
topic sentence
3. Demonstrate comprehension of
non-fiction and fiction text
4. Analyze nonfiction text
5. Identify and apply one or more
strategies to a new piece of writing
 Why is it important to reflect on personal change and growth?
 Why does successful writing require revision?
Standards
1. 1.2.6.L. Read and comprehend
literary non-fiction and informational
text on grade level, reading
independently and proficiently
1.3.6.K. Read and comprehend
literary fiction on grade level,
reading independently and
proficiently
2. 1.4.6.N. Engage and orient the
reader by establishing a context
and introducing a narrator and/or
characters
3. 1.2.6.F. Determine the meaning of
words and phrases as they are
used in grade level reading and
content, including interpretation of
figurative language in context
1.3.6 F. Determine the meaning of
words and phrases as they are
used in grade level reading and
content, including interpretation of
figurative language in context
4. 1.2.6 L. Read and comprehend
literary non-fiction and informational
text on grade level, reading
independently and proficiently
5. 1.4.6.D. Organize ideas, concepts,
and information using strategies
Assessments
Methods for students to
demonstrate their levels of
proficiency:
Embedded Assessment #1
Revising, Reflecting, and
Publishing
 Identify areas in need of
revision and describe
strategies that will aid in the
revision process
 Deeply revise a text by
adding, replacing, and
deleting content.
 Explain how revisions
improve the original text
Unit Self-Reflection
 Identify evidence of learning
by responding to unit
essential questions using
academic vocabulary
 Create a portfolio page that
explains how an artifact
demonstrates personal
growth or an increase in
understanding of unit big
ideas, concepts, content,
and/or skills
End of Unit Four Assessment
 Apply unit skills by reading
passages and answering
questions about what was
read
Resources
 Spring Board Text, Level 1
 Independent Reading
Resources
(Biography and Autobiography)
 One minute, grade level
appropriate, oral reading
passages (teacher-selected)
 Vocabulary Notebooks
 Writing Workshop #4
Personal Narrative
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit: 5 – Changing Times and Places
May 2012
Unit Big Ideas/Understandings:

Unit Essential Questions:
By applying the conventions to an original text we can transform it into something
new.
Content/Topics
Students will know:
Concept:
 Change
Skills/Competencies
Students will be able to:
1. Describe chronological order
through the identification of
objects that have changed over
time and through transitions
Academic Vocabulary
 Research
 Tone
 Presentation
 Drama
 Parenthetical Credit
Literary Terms/Devices
 Science Fiction/Fantasy
 Fable
 Interpretation/Oral
Interpretation
 Limerick
 Rhythm
 Quatrain
 Free Verse
Grammar/Usage/Mechanics:
 Subordinate Clauses
 Complex Sentences
2. Develop a rationale for giving
credit when using the words or
ideas of others
 Why do objects change over time, and how does this change affect society?
 How does setting affect characterization and plot?
Standards
1. 1.4.6 D. Organize ideas, concepts,
and information using strategies
such as definition, classification,
comparison/contrast, and
cause/effect; use appropriate
transitions to clarify the
relationships among ideas and
concepts; provide a concluding
statement or section; include
formatting when useful to aiding
comprehension
2. 1.4.6.W. 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
3. Assess predictions and
summarize texts
3. 1.3.6.B. Describe how a particular
story or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution
4. Interpret tone found in text
4. 1.3.6.F. Determine the meaning of
words and phrases as they are
used in grade level reading and
content, including interpretation of
figurative language in context
5. Apply memorization techniques in
poetry
5. 1.3.6.F. Determine the meaning of
words and phrases as they are
used in grade level reading and
content, including interpretation of
figurative language in context
6. Apply and evaluate character
action, pantomime, and write and
speak dialogue when writing
6. 1.4.6.Q. Write with an awareness
of the stylistic aspects of writing
7. Compare elements of a dramatic
voice
7. 1.5.6.F. Adapt speech to a variety
of contexts and tasks
Writing:
 Research
(Writing Workshop #10)
 Script Writing
(Writing Workshop #5)
 Prewriting
Reading Strategies:
 Think-Pair-Share
 Skim/Scan
 Marking the Text
 Summarizing
 Paraphrasing
 Prediction
Page 11 of 12
Assessments
Resources
Methods for students to
demonstrate their levels of
proficiency:
 Spring Board Text, Level 1
Embedded Assessment #1
 Essential DVD
Big (1988)
B00000)K3CR
Researching and Presenting an Item
That Has Changed Over Time






Research an item that has
changed over time
Use details, examples, and
commentary to explain an
item’s development over
time
Use visual images to
enhance text
Demonstrate accurate
spelling, punctuation, and
capitalization
Collaborate to design, plan,
rehearse, and present
Employ effective transitions
in presentation
Embedded Assessment #2
Transforming and Performing a
Scene from a Play
 Read text closely for
historical context
 Identify setting, plot,
characterization, and theme
 Transform the setting, voice,
and tone of a text
 Write a dramatic script.
 Produce a plan for design
and rehearsal through
collaboration
 Prepare props, sound, and
costumes to enhance
performance
 Memorize lines and express
a convincing tone
Unit Self-Reflection:
 Identify evidence of learning
by responding to unit
essential questions using
academic vocabulary
 Create a portfolio page that
 Essential DVD
Back to the Future
B000006AL1E
 Non Fiction books about
inventors or inventions
 Vocabulary Notebooks
 Writing Workshop #10
Research
 Writing Workshop #5
Script Writing
ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED
Course: Grade 6 Accelerated – English Language Arts
Unit: 5 – Changing Times and Places
May 2012
Unit Big Ideas/Understandings:

Unit Essential Questions:
By applying the conventions to an original text we can transform it into something
new.
Content/Topics
Page 12 of 12
Skills/Competencies
 Why do objects change over time, and how does this change affect society?
 How does setting affect characterization and plot?
Standards
1.5.6.G. Demonstrate command of
the conventions of standard English
when speaking based on grade 6
level and content
8. Justify how movement, teamwork,
role playing, and precision
contribute to a performance
8. 1.5.6.F. Adapt speech to a variety
of contexts and tasks
1.5.6.G. Demonstrate command of
the conventions of standard English
when speaking based on grade 6
level and content
Assessments
explains how an artifact
demonstrates personal
growth or an increase in
understanding of unit big
ideas, concepts, content,
and/or skills
End of Unit Five Assessment
 Apply unit skills by reading
passages and answering
questions about what was
read
Resources