GREECE CHRISTIAN SCHOOL
ELA 6 SCOPE AND SEQUENCE
Course Goals: To help each student develop strong reading, writing, speaking, and listening skills
through the use of materials that will also help build strong character.
Biblical Principles:
1. Reading of the Bible is important to growth in knowledge and understanding of life and our
responsibilities in it. The results of such reading can be obtained in no other way.
“It is by reading the Bible that we learn to fear the Lord . . . to observe all the words
of this law and these statutes, to turn not aside to the right or to the left, to continue
to be used by the Lord.”
Deuteronomy 17: 19, 20
2. To be effective, reading must include understanding. Only when we really understand can we do
what God says.
34 Give me understanding, and I shall keep your law; Indeed, I shall observe it with my
whole heart.
Psalm 119:34
3. Organized writing and speaking enable us to effectively spread the Gospel to others. God will
guide even in choice of words and the organization of what we say as we permit Him to do so.
4 The Lord God has given Me the tongue of the learned, that I should know how to speak
a word in season to him who is weary. He awakens Me morning by morning, he awakens
My ear to hear as the learned.
Isaiah 50:4
Then the Lord replied: “Write down the revelation and make it plain on tablets so that
a herald may run with it.
Habakkuk 2:2
Curriculum Materials: Lessons are taken, for the most part, from the following books:
Of America II—ABeka Book
Of People—ABeka Book
Themes in Literature—ABeka Book
Elements of Literature—Holt, Rinehart, and Winston
Literature, Red Level—McDougal-Littell
Language C—ABeka Book
Be A Better Reader, Level B and C—Globe Book Company
Vocabulary Workshop, Introductory Course—Holt, Rinehart, and Winston
Revised 10/30/2014
Methodology:
*lecture and classroom discussion
*individual study
*Group activities
*pairs work
*writing conferences
*games
*projects
*oral presentations
*video clips
Evaluation:
*Student participation
*class work
*Homework assignments
*Written quizzes and tests
*Short response questions
*Essay questions
*Oral projects
Revised 10/30/2014
Curriculum for ELA 6:
College and Career Readiness Anchor Standards for Reading
The grades 6–12 standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Responding to Literature
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read
and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide
spectrum of American and world cultures.
College and Career Readiness Anchor Standards for Writing
The grades 6–12 standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.
Text Types and Purposes*
Revised 10/30/2014
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen
details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate
with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Responding to Literature
11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts
through written, digital, and oral presentations, employing a variety of media and genres.
College and Career Readiness Anchor Standards for Speaking and
Listening
The grades 6–12 standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of
Revised 10/30/2014
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate
Language Skills:
Identifying sentence fragments—subject and predicate
Review capitalization rules
Review comma rules: used in a series, in dates, in addresses, after greeting and closing of letters
Types of sentences: declarative, interrogative, exclamatory,
Review end punctuation marks
Review parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions,
interjections
Nouns: recognizing common and proper nouns
Plural and singular nouns
Subject/verb agreement
Simple sentences vs. compound sentences
Using apostrophes in contractions
Vocabulary building
Using prefixes, synonyms, and root words to determine meaning
Using context clues to determine meaning
Building dictionary skills with vocabulary from stories read in class
Using colorful vocabulary
Synonyms
Antonyms
Writing:
Writing strong paragraphs with topic sentences and supporting details
Providing text support and thorough explanations for answers
Using transitions
Revised 10/30/2014
Proofreading and editing
Types of writing assignments:
Short-answer literature responses
Journal entries
Summary
Opinion paragraphs
Literary responses
Literature reviews
Poetry and figurative language
Reading skills:
Developing the seven habits of effective readers: making connections, visualizing, predicting, asking
questions, determining importance, rereading to clarify; using look backs to locate details
Identifying reading purpose—skimming, scanning, reading for information, reading for entertainment,
reading to learn: identifying different approaches to reading that meet purpose
Identifying main idea and supporting details in a selection
Fact vs. opinion—identifying facts and opinions
Cause and effect—recognizing cause and effect relationships
Reading graphs and charts
Recognizing Character Traits and supporting them with details
Reading-- Genre Study: Each genre will include, but are not limited to, the stories listed below:
Biography—Short biographical pieces and an independent project
“A Precious Gift: The Work of Dr. Charles Drew” by Rhoda Truax
“Lou Gehrig’s Epic of Courage” by Paul Gallico
“The Lone Eagle” by Irving Crump
“I’m Not Running on a Sunday” by Sally Magnusson
Revised 10/30/2014
“The Boy from Northfield” by Harry J. Albus
Autobiography—
“from Through the Gates of Splendor” by Elisabeth Elliot
“Jungle Pilot” by Russell T. Hitt
“Homesick” by Jean Fritz
“Wolf the Faithful Collie” by Albert Terhune
“Three Days to See” by Hellen Keller
Realistic Fiction—Various short stories and an independent project
“Welcome to Success” by Colleen La Fon
“Charles” by Shirley Jackson
“from Where the Red Fern Grows” by Wilson Rawls
“Anne of Green Gables” by Lucy Maud Montgomery
“Snobber” by Edwin Way Teale
Historical Fiction—
Fever 1793 by Laurie Halse Anderson
“Jo’s Sacrifice” by Louisa May Alcott
“Pepe the Lamplighter”
Mystery—Various short stories and an independent project
“Two Minute Mysteries” by Donald J. Sobol
“The Adventure of the Norwood Builder” by Sir Arthur Conan Doyle; adapted by Jeff Placek
“The Adventure of the Speckled Band” by Sir Arthur Conan Doyle; adapted by Jerry Silva
Suspense—
Among the Hidden by Margaret Peterson Haddix
“Two Were Left”
“From Quest for Courage” by Armstrong
“The Open Window” by Saki
Revised 10/30/2014
Poetry—various poems and an independent project
Love That Dog by Sharon Creech
Drama—
“Abe Lincoln Buys a Barrel” by Mary Nygaard Peterson
“A Merry Christmas”—Adapted from Louisa May Alcott’s Little Women by Walter Hackett
Folktales—various folk tales, myths, fairy tales, fables, tall tales; legends including, but not limited to the
following:
“Axe Porridge” Russian Folk Tale
“Stone Soup” by Ebenezer Cobham Brewer
“The Origin of Fire” Native American Myth
“How the Bear Lost His Tail” Native American Myth
“The Elves and the Shoemaker” Grimm
“The Rocking Donkey” by Joan Aiken
“The Ugly Duckling” by Hans Christian Anderson
“The Princess and the Pea” by Hans Christian Anderson
“The Spider and the Fly” by Mary Howitt
“The Lion and the Mouse” Aesop’s Fables
“Brer Possums’s Dilemma” retold by Jackie Torrence
“The Milkmaid and Her Pail” Aesop
“The Town Mouse and the Country Mouse” Aesop
“The Ant and the Grasshopper” Aesop
“The Fox and The Crow” Aesop
“The Fox and the Grapes” Aesop
“The Blind Men and the Elephant” Aesop
“The Tortoise and the Hare” James Thurber
“Paul Bunyan ” retold by Adrien Stoutenburg
“Pecos Bill Invents Modern Cowpunching” by James Cloyd Bowman
Revised 10/30/2014
“Davy Crockett, the Yaller Blossom O’ the Forest” by Irwin Shapiro
“The Legend of William Tell” by Olive Beaupre Miller
“Don Quixote and the Lion” by Miguel de Cervantes
“The Legend of Kate Shelley” by Freeman H. Hubbard
“The Legend of Durer’s Praying Hands” Author Unknown
“A Song of Sherwood” by Alfred Noyes
Action/Adventure—
Hatchet by Gary Paulsen and an independent project
“The Fight with the Windmills” by Miguel de Cervantes
“The Cat and the Pain Killer” by Mark Twain
“From Robinson Crusoe” by Daniel Defoe
“From Survive the Savage Sea” by Dougal Robertson
Science fiction—
“All Summer in a Day” by Ray Bradbury
“The Fun They Had” by Isaac Asimov
Fantasy—
“Who Stole the Tarts?” by Lewis Carrol
“Pooh Goes Visiting” by A. A. Milne
“The Knights of the Silver Shield” by Raymond MacDonald Alden
“Ulysses and the Cyclops” by Charles Lamb
Speaking and Listening:
Giving oral presentations— identifying audience, identifying purpose , eye contact, posture, body
language, word choice, enunciation, volume and speed
Listening vs. hearing—active listening
Revised 10/30/2014