CURRICULUM
FOR
LANGUAGE ARTS
GRAD E 6
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Maureen Demsey
Susan Garretson
Jerriann Litterer
Stephanie Holobinko
Stephanie Volino
Christine H. Salcito, Assistant Superintendent for Curriculum & Instruction
Subject/Course Title:
Date of Board Adoptions:
Language Arts
Grade 6
September 18, 2012
Revised - August 26, 2014
RAHWAY PUBLIC SCHOOLS CURRICULUM
GENERAL TECHNOLOGY RESOURCES
Teachers College Reading & Writing Project: Multimedia

Pathways to the Common Core: Videos from Inside Classrooms
40 clips of Common-Core aligned teaching and learning videos
http://readingandwritingproject.com/resources/video-and-e-media.html
Readworks.org (free sign up)
http://www.readworks.org/
Colorin Colorado: A bilingual site for families and educators English language learners
http://www.colorincolorado.org/
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Close reading informational text: "Girl Power"
Common Core Standards: RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.8
https://learnzillion.com/lessonsets/533-close-reading-informational-text-girl-power

Analyze key events using timeline

Analyze text structure using a flowchart

Determine the meaning of words by comparing denotative and connotative meanings

Draw inferences from the text

Determine the central idea of a text

Evaluate an argument by examining support provided in the text
Informative Writing: Learn Zillion (free sign up)
Lesson Set Videos- 6th grade research reading and writing: using resources to craft an informational text (using the text “Girl Power”)
Common Core Standards: W.6.2A, W.6.2F, W.6.7, W.6.8, W.6.9
https://learnzillion.com/lessonsets/301-6th-grade-research-reading-and-writing-using-resources-to-craft-an-informational-text

Generate research questions

Grow research by reading additional texts

Determine a research question

Write a research thesis statement

Organize an informational text

Order the information in informational writing

Write a first draft of an informational text

Write a conclusion to an informational text using the reserve funnel method

Cite research sources used in an informational text
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close reading poetry: "The Wind's Visit"
Common Core Standards: RL.6.2, RL.6.4, RL.6.5, RL.6.6
https://learnzillion.com/lessonsets/423-close-reading-poetry-the-winds-visit

Analyze descriptive words to understand characters

Explain how the author develops point of view

Determine the mood of a poem by analyzing word choice and meaning

Determine theme by analyzing repetition in a poem

Explain how theme is developed by analyzing character relationships

Analyze how a poet's use of punctuation develops the theme
Narrative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Write poetry in response to "The Wind's Visit"
Common Core Standards: W.6.3A, W.6.3C, W.6.3D, W.6.4
https://learnzillion.com/lessonsets/635-write-poetry-in-response-to-the-poem-the-winds-visit

Plan and organize events in a poem

Use precise details to describe characters and setting

Develop well-structured event sequences

Engage a reader by using descriptive words

Use transition words to signal shifts in setting



Develop action in a poem by using precise words
Revise creative writing to include descriptive details
Edit writing by analyzing punctuation
Nonfiction Texts: Newsela.com (free sign up)
https://newsela.com/
Search by grade level and reading standard:

Reading Standard 1: What the Text Says Grade 6

Reading Standard 2: Central Idea Grade 6

Reading Standard 3: People, Events & Ideas Grade 6

Reading Standard 4: Word Choice & Meaning Grade 6

Reading Standard 5: Text Structure Grade 6

Reading Standard 6: Point of View/Purpose Grade 6

Reading Standard 7: Multimedia Grade 6

Reading Standard 8: Arguments & Claims Grade 6
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Summer School (Summer Reading Unit)
Target Course/Grade Level: Grade 6
Unit Summary:
In order to prepare students for the next grade level, they will be required to complete a summer reading assignment. Each student is
required to read one book. Reading is an essential aspect of education and can only benefit them throughout their lives. Keeping students
academically engaged throughout the summer is one way to continue to ensure their success in the future.
Approximate Length of Unit: 2 weeks
Primary interdisciplinary connections: N/A
LEARNING TARGETS
Standards:
Reading:
Literature, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
RL.6.3. 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 toward a resolution.
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Writing
W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
Speaking and Listening
SL.6.2. 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.
Language
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
21st Century Life and Career Skills:
9.1.8.A.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving
skills.
Unit Understandings:
Students will understand that…
 It is essential to their education to read during the summer.
 Reading is a tool that is necessary to become a productive member of society.
Unit Essential Questions:


What is the importance of reading over the summer?
What is the importance of reading in general?
Knowledge and Skills:
Students will know…..
 the importance of reading over the summer
 Reading is a tool and necessary to become a productive member of society
Students will be able to …
 Complete summer reading questions pertaining to the book they read.
 Analyze and answer an open-ended question.
 Create a book jacket depicting their favorite scene from their book.
EVIDENCE OF LEARNING
Assessment:
6th Grade: Summer Reading Questions
Each of the following questions should be answered using supporting details from the book. When answering the required questions, you
must record the page numbers where you found the answers to the questions. This information will be needed when you discuss the book
in class.
·
The answers to the questions may be written on lined paper or typed.
·
You must use complete sentences.
·
All answers must be supported by details from the book, even those requiring your opinion.
Fiction: Roll of Thunder, Hear My Cry by Mildred D. Taylor
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
In what ways do the tactics of the Logan family resemble those of the Civil Rights movement in the 1960s?
How does Mildred Taylor make the conclusion of the novel more than a "black and white" issue?
Explain the extent of and motivation behind Harlan Granger's harassment of the Logan family.
How does Cassie grow over the course of the novel?
What is the role of education in the Logan family? Is it valued?
Compare the importance of education with either the importance of religion or material wealth.
Most of the violence in the novel involves men. In what ways are Mama and Big Ma also heroes?
What does Mr. Jamison do to help the Logan's and the black community? Is he a realistic character? Why or why not?
What role does family tradition play in the novel?
Does the novel stereotype either black or white behavior?
Examine the character of T. J. In what ways does he represent problems in contemporary communities? Think of peer pressure,
poverty, weapons, and drinking. Was his decline inevitable? Besides his own, whose fault were his problems?
Fiction: The Egypt Game, by Zipha Keatley Sanyder
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is the setting of the story?
What type of store does the Professor own?
Why are the children afraid of the Professor?
In what month does the Professor witness the beginning of the Egypt Game?
From where does the Professor watch the children play the Egypt Game?
Where do the children play the Egypt Game?
What does the boy who plays the Egypt Game carry?
What are the names of the girls who play the Egypt Game?
What structure is in the area where the children play the Egypt Game?
What is NOT found in the structure where the children play?
Non-Fiction: Kids at Work, by Russell Freedman
When Manuel was five years old, he was working at the shrimp and oyster cannery 10 – 12 hours a day. What were you doing when
you were five? Compare and contrast your childhood with Manuel’s.
2. How did Lewis Hine get involved with documenting school activities in 1904?
3. Describe the camera that Lewis Hine originally used.
4. What does the NCLC stand for?
5. “A boy working in a cotton mill was only half as likely to reach twenty years of age as a boy outside the mill. A girl had even less
chance.” Why was this true? What happened to these children to shorten their lives?
6. Frequently work and school overlapped for a few months. What did the children do? Did they go to school or work?
7. What is a breaker boy? What were the difficulties of being a breaker boy?
8. What job did boys and girls have at a newspaper? What did they do?
9. How did Hines’ photographs change the way people thought about child labor in this country?
10. Explain how a once successful Hine died in poverty? What happened?
1.
Learning Activities:



Essential questions
Open-ended questions
Book Jacket
RESOURCES
Teacher Resources:



The Egypt Game
Kids at Work
Roll of Thunder, Hear My Cry
Equipment Needed:

None
Technology Resources:
Teacher Resources:

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php

Creating Book Jackets
http://www.scholastic.com/content/collateral_resources/pdf/10/0439929210_e013.pdf
Student Resources:

Book Jacket Template
www.urbachc.org/BookJacketTemplate.doc

Book Cover Creator
http://www.readwritethink.org/files/resources/interactives/bookcover/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: The Long and Short of It
Target Course/Grade Level: Grade 6
Unit Summary: Students will read six short stories to review and process elements of a short story. These elements include characters,
setting, theme, plot, conflict, point of view, cause and effect, compare and contrast, figurative language and personification. Through the
use of short stories, the students will be able to identify each of these elements and the affect it has on the reader. The literary devices and
vocabulary in each of the texts will be used to enhance this unit.
Approximate Length of Unit: 4-5 weeks
Primary interdisciplinary connections: Social Studies, Science
LEARNING TARGETS
Standards:
Reading:
Literature, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
RL.6.3. 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 toward a resolution.
RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and tone.
RL.6.5. 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.
RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.
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.
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.
Writing
W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
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.
Speaking and Listening
SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Language
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,
choosing flexibly from a range of strategies.
L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
21st Century Life and Career Skills:
9.1.4 A.1
9.1.4.A.2
9.1.4.A.5
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
Evaluate available resources that can assist in solving problems.
Apply critical thinking and problem-solving skills in classroom and family settings.
Unit Understandings:








Students will know the elements of plot (exposition, rising action, climax, falling action, resolution).
Students will know the different types of conflict (man vs. man, man vs. society, man vs. self, man vs. nature).
Students will know different types of characters (round, static, flat, major, minor, protagonist, antagonist, dynamic).
Students will know that characters affect the plot of the story.
Students will know that literary elements such as figurative language, personification, etc. affect a story’s meaning as well as the
reader’s experience.
Students will know that stories are written in first person , third person and third person omniscient points of view.
Students will know that each story has a theme and it is a universal message that all readers can understand.
Students will know that a variety of literary elements affect a story’s plot and overall meaning.
Unit Essential Questions:









What are the elements of plot?
What are the types of conflict?
What are the different types of characters?
How does character affect plot?
How do literary elements affect a reader’s experience?
How do literary elements affect the meaning of a story?
What are the different points of view stories are written in?
What is the theme and how is it found?
How do different literary elements affect a story?
Knowledge and Skills:
Students will know…
 Each story has a theme and it is a universal message that all readers can understand.
 A variety of literary elements affect a stories plot and overall meaning.
 The different types of conflict.
 The different character types.
Students will be able to …
 Apply reading strategies to each short story.
 Write by comparing and contrasting characters.
 Appreciate a classic short story (fiction, historical fiction)
 Enrich reading by visualizing
 Express point of view
 Identify conflict
 Identify irony
 Develop predictions
 Identify mood
 Express understanding of a short story through various writing forms
 Extend understanding of the story though a variety of multimodal and cross curricular activities
EVIDENCE OF LEARNING
Assessment:







Character sketch.
Essay: Compare and Contrast characters and how they evolve throughout the story
Various test and quizzes (vocabulary, story details, extended understanding through writing)
NJ ASK Open-ended questions
Persuasive and explanatory essays
Journal entries
Travel Brochure: Students will create a travel brochure to advertize a specific area. Use details from the story as well as
information from a travel bureau , library, internet etc. Use persuasive writing to make your readers want to visit the island.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Provide essential questions
 Provide final task examples as well as rubrics
 Review writing processes and good practices
 Provide examples of finish written products
 Use various learning styles to target students’ individual needs.
 Think-Pair-Share
 Socratic Seminar
 Literature Circles
 Guided Reading
 Double-Entry Journals
 Independent Reading
 Class Discussions
 Post-it Note Reading
 Stations/centers
 Amistad infusion
RESOURCES
Teacher Resources:
The Language of Literature 6th grade
- Ghost of the Lagoon
- Dog of Pompeii
Supplemental stories
- Priscilla and the Wimps
- The Necklace
- The Lottery
- The Imperfect Game
- The Life and Adventures of Nat Love (In Holt McDougal Literature Book)
Equipment Needed:



LCD projector
Overhead Projector
Students Journals
Technology Resources:
Teacher Resources:
 Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html




Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/
Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/6/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
How to Create a Brochure in Word 2007
http://www.wikihow.com/Create-a-Brochure-in-Microsoft-Word-2007
Student Resources:
 Flocabulary-Five Things (Elements of a Short Story) Video
 http://www.youtube.com/watch?v=c6I24S72Jps
 Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
 Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/
 Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/
 Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
 Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
 Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
 Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
 Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
 Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
 Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28
 E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/6/
 6th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-6th-langbuilders.htm
 Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/sixth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Are You Afraid of the Dark?
Target Course/Grade Level: Grade 6
Unit Summary: Students delve deeply into language and vocabulary specific to mysteries and problem solving. They examine how
understanding these words is key to uncovering connections made in texts. Students are asked to articulate their basis for predictions,
describe why and when they revise those predictions, and share the strategies they use to solve a variety of problems. Divergent
approaches to similar problems are encouraged, followed by analysis of why students chose a particular strategy. In the culminating
activity for this unit, students write an informative/explanatory essay in response to the essential question.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Math, Science, Technology
LEARNING TARGETS
Standards:
Reading:
Reading:
Literature, 6-12
Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
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.
RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Writing
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.
Speaking and Listening
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.
Language
L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
21st Century Life and Career Skills:
9.1.8.F.3
Relate the use of new technologies at home, in the workplace, and in other settings to incidences of ethical and/or
unethical behavior.
Unit Understandings:
Students will understand that…
 what you see isn’t always what you get (or what really happened)
 fate rules people’s lives and those that interfere with it do so to their own sorrow.
 there is a comparison between solving math problems with solving mysteries
 paranormal psychology is a science
 extrasensory perception is a phenomenon that millions of people claim to possess
 there are different types of writing that depict a suspenseful mystery.
Unit Essential Questions:






Is what you see always what you get?
How does fate play a role in people’s lives?
How do strategies for solving math problems compare with strategies for solving mysteries?
How do you explain paranormal psychology?
What is extrasensory perception? Have you ever experienced it?
How is the writing of a mystery different than the writing in other genres?
Knowledge and Skills:
Students will know…..
 the difference in reading a mystery with listening to or viewing an audio, video, or live version.
 mystery stories by a variety of authors.
 passages from texts contribute to the development of a text’s plot, setting, and/or theme.
 explicit clues and inferences drawn from the text.
 strategies used when solving problems (i.e., highlighting key information) and when figuring out mysteries (i.e., refining
predictions as each chapter is read).
 different types of writing that depict a suspenseful mystery.
Students will be able to …
 compare and contrast the experience of reading a mystery with listening to or viewing an audio, video, or live version.
 compare and contrast mystery stories by a variety of authors.
 discern which passages from texts contribute to the development of a text’s plot, setting, and/or theme.
 distinguish between explicit clues and inferences drawn from the text.
 articulate strategies used when solving problems (i.e., highlighting key information) and when figuring out mysteries (i.e.,
refining predictions as each chapter is read).
 understand and appreciate different types of writing that depict a suspenseful mystery.
EVIDENCE OF LEARNING
Assessment:

Explanatory Essay: In this unit, you have read mystery books, made sense of nonsense poems, and solved riddles and math
problems. Write an informative/explanatory essay in response to the essential question: How do strategies for solving math
problems compare with strategies for solving mysteries? Cite specific examples from texts read to justify your response. Edit your
writing for varied sentence patterns and consistency in style and tone.

Select a pivotal passage or scene from the mystery you are reading. How does this scene fit into the overall structure of the text?
How does it contribute to your understanding of the plot? Write your thoughts down in your journal. Reevaluate your claim at the
end of the book. Do you still think that passage was critical to the solution? Why or why not? Talk with a partner to justify your
answer, and cite specific details from the text.

Chapter Cover Project: Students will be assigned a chapter from “Down a Dark Hall” and review it for the most important
information and events that occur in it. This chapter cover will basically give hints as to what will happen in the chapter, to make
a reader want to read your chapter.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Provide essential questions
 Provide final task examples as well as rubrics
 Review writing processes and good practices
 Provide examples of finish written products
 Use various learning styles to target students’ individual needs.
 Think-Pair-Share
 Socratic Seminar
 Literature Circles
 Guided Reading
 Double-Entry Journals
 Independent Reading
 Class Discussions
 Post-it Note Reading
 Stations/centers
 Amistad Infusion
 NJ ASK Formatted open-ended questions
RESOURCES
Teacher Resources:





Novel: Down a Dark Hall by Lois Duncan
Short Stories: The Language of Literature McDougal Littel “Shipment of Mute Fate”
“Monkey’s Paw” by W.W. Jacobs
“Lamb to the Slaughter” by Roald Dahl
Non-fiction Articles
Equipment Needed:

Books, computer, projector
Technology Resources:
Teacher Resources:
 Down a Dark Hall Teaching Resource
http://loisduncan.arquettes.com/teacher's%20guide4.htm#DOWN_A_DARK_HALL
 Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html
 Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/
 Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/6/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
 RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:
 Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
 Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/









Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/
Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/6/
6th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-6th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/sixth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Courageous Characters
Target Course/Grade Level: Grade 6
Unit Summary: Students choose from stories about varied circumstances in which people acted with tremendous courage: in times of
slavery, instances of shipwrecks, or during the days of unfair child labor practices. Students recognize that acts of courage may have
lasting effects on others. In this unit, students have the opportunity to refine their definitions of courage by examining how characters—
real and fictional—grow by overcoming obstacles. After reading about outwardly courageous people, students consider quiet acts of
courage, and class discussions reveal the importance of those people who often remain unnoticed or behind the scenes. Students examine
how language and vocabulary enhance the reader’s experience, cite specific passages of text to justify their thoughts, and critically
examine the artistic license often taken in historical fiction. In the culminating project for this unit, students write and publish their own
stories of courageous characters.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Science, Social Studies, Technology
LEARNING TARGETS
Standards:
Reading:
Reading:
Literature, 6-12
Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
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
Reading: Informational Text
RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from
personal opinions and judgments.
Writing
W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Speaking and Listening
SL.6.2: Interpret information presented in diverse formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic,
text, or issue under study.
Language
L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
21st Century Life and Career Skills
9.1.4.B.1
9.1.8.B.1
Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
Use multiple points of view to create alternative solutions.
Unit Understandings:



Characters are both outwardly and inwardly courageous.
People will do many things when they have the will to live.
People can have internal courage.
Unit Essential Questions:



What is the “will to live”?
What is courage?
What is the difference between external and internal courage?
Knowledge and Skills:
Students will know…
 what courage is.
 what makes a character/person courageous.
 characterization techniques.
 effective description.
 historical context for stories.
Students will be able to…
 define courage.
 read a variety of literature and informational text about challenging historical events and memorable experiences.
 compare and contrast stories with courageous characters.
 explore the similarities and differences in authors’ characterization techniques.
 extend understanding of the selection through a variety of multimodal and cross curricular activities.
 identify and discuss effective descriptions.
 read informational text to understand the historical context for the setting of a story with courageous characters.
 define related words and identify their parts of speech (e.g., courage, courageous, courageousness; conviction, convince, etc.).
EVIDENCE OF LEARNING
Assessment:







Express understanding of the story through character sketch.
Various test and quizzes (vocabulary, story details, extended understanding through writing) the island.)
In class and at home projects
Open-ended questions NJ ASK format
Persuasive and explanatory essays
Journal entries
Newspaper page: Students will connect different subject areas creating a newspaper page for novel “Hatchet” students will
include a feature article which ties in Hatchet in a feature article, they also have to include an interview, weather report, science
article and a current event article that can be tied into their page.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Provide essential questions
 Provide final task examples as well as rubrics

Review writing processes and good practices
 Provide examples of finish written products











Use various learning styles to target students’ individual needs.
Think-Pair-Share
Socratic Seminar
Literature Circles
Guided Reading
Double-Entry Journals
Independent Reading
Class Discussions
Post-it Note Reading
Stations/centers
Amistad Infusion
RESOURCES
Teacher Resources:


Novel: Hatchet by Gary Paulsen
Short Stories:
Nadia the Willful
Abd al-Rahman Ibrahima from Now is Your Time!
Matthew Henson at the Top of the World
From Woodsong
“Voice in the Darkness”
Poem: Casabianca
Poetry by Langston Hughes (on pages 400-404 in Holt McDougal Literature Book)
Supplemental non-fiction articles: “Triangle Shirtwaist Fire” (newpaper)
Equipment Needed:

Books, Journals, Projector
Technology Resources:
Teacher Resources:
 Hatchet Teaching Resources
http://marynabadenhorst.global2.vic.edu.au/english-literature/hatchet/
http://www.webenglishteacher.com/hatchet-lesson-plans.html
 Free Newspaper Templates
http://www.educatorstechnology.com/2013/03/wonderful-free-templates-to-create.html
 Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html
 Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/
 Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/6/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
 RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:
 Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
 Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/












Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/
Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/
Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28
E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/6/
6th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-6th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/sixth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: I Won’t Grow Up
Target Course/Grade Level: Grade 6
Unit Summary:
Students will explore the meaning of growing up. A novel titled A Lion Called Christian, depicts the relationship between an animal and
its caretakers, and will asks students to think about people or animals on their lives and how they relate or affect them. Can a person have
a meaningful relationship with an animal? Do animals share the same emotions as humans? Short Stories and non-fiction articles will
touch on this subject as well, and about growing up in general.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Social Studies, Science, Technology
LEARNING TARGETS
Standards:
Reading:
Reading:
Literature, 6-12
Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Informational Text
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading: Language
RL.6.7: Compare and contrast the experience of reading a story, poem, or drama 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.
Writing
W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
Speaking and Listening
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.1(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.
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 the proper case (subjective, objective, possessive).
L.6.1(b): Use intensive pronouns (e.g., myself, ourselves).
21st Century Life and Career Skills:
9.1.12.C.5
9.1.8.C.1
Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a
challenging task or projects.
Determine an individual’s responsibility for personal actions and contributions to group activities.
Unit Understandings:
Students will understand that…
 There are varying definitions of childhood and adulthood.
 Animals and humans can share a special bond.
 People they connect with everyday can affect their lives.
 People have different opinions about what it means to be a grown up.
 Reading non-fiction can be just as fun and interesting as a fiction piece.
Unit Essential Questions:
 What distinguishes childhood from adulthood?
 Is age just a number?
 What is the bond between animals and human?
 Who has impacted your life?
 What association do you form when thinking about growing up?
 How do human beings adjust or adapt to change?
 What are the differences between fiction and non-fiction?
Knowledge and Skills:
Students will know…..
 How to determine point of view.
 How to identify cause and effect.
 How to compare and contrast characters.
Students will be able to…
 Understand cause and effect
 Express understanding through a choice of writing forms
 Identify and understand point of view
 Read for understanding “A Lion Called Christian” (non-fiction)
 Compare and contrast the relationship between the mothers in “Eleven” and “Thanksgiving in Polynesia” and the two men in A
Lion Called Christian.
 Write about what they want to be when they grow up.
EVIDENCE OF LEARNING
Assessment:






Express understanding of the story through character comparisons.
Various test and quizzes (vocabulary, story details, extended understanding through writing) the island.)
In class and at home projects (What do you want to be when you grow up?)
Open-ended writing prompts NJ Ask format
Persuasive and explanatory essays
Journal entries
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Provide essential questions
 Provide final task examples as well as rubrics
 Review writing processes and good practices
 Provide examples of finish written products











Use various learning styles to target students’ individual needs.
Think-Pair-Share
Socratic Seminar
Literature Circles
Guided Reading
Double-Entry Journals
Independent Reading
Class Discussions
Post-it Note Reading
Stations/centers
Amistad Infusion
RESOURCES
Teacher Resources:
Novel: A Lion Called Christian by Anthony Bourke and John Rendall
Short Stories: Eleven by Sandra Cisneros
Thanksgiving in Polynesia by Susan Haven
Supplemental non-fiction articles: How do we know we’re Grown-Up? (Page 288 of Holt McDougal Literature Book)
Poetry: Life Doesn’t Frighten Me by Maya Angelou (Page 290 of Holt McDougal Literature Book)
Equipment Needed:

Books, Journals, Projector
Technology Resources:
Teacher Resources:
 A Lion Called Christian Teaching Resources
http://images.scholastic.co.uk/assets/a/27/e1/a-lion-called-christian-548331.pdf
http://www.alioncalledchristian.com.au/
https://www.google.com/?gws_rd=ssl#q=a+lion+called+christian+stream&revid=586744292
 Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html
 Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/
 Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/6/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
 RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:
 Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
 Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/
 Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/











Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/
Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28
E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/6/
6th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-6th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/sixth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Creative Writing
Target Course/Grade Level: Grade 6
Unit Summary: In this unit students will explore creative writing though mysteries as well as short stories and poetry. Students will
develop their writing with fun, entertaining prompts. Students will also use this unit as an outlet to express themselves.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: Science, Social Studies, and Technology
LEARNING TARGETS
Standards:
Reading:
Reading:
Literature, 6-12
Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Writing
W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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.
W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes, and audiences.
21st Century Life and Career Skills:
9.1.4.B.1
9.1.8.A.1
9.1.8.A.2
Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
Implement problem-solving strategies to solve a problem in school or the community.
Unit Understandings:
Students will understand that…
 writing creatively is an important skill one can possess.
 creative writing is an enjoyable way to learn.
 creative writing is a form for students to express themselves.
Unit Essential Questions:



What is creative writing?
Why is creative writing important?
How can creative writing be an outlet for tough adolescent times?
Knowledge and Skills:
Students will know…..
 new forms of creative writing.
 the art of revision as part of the writing process
 the process of interacting with other writers as a means of mutual support.
 internet technology as part of the learning process.
 writing mechanics.
 successful writing techniques through reading literary works.
 how and where to publish her/his creative writing.
Students will be able to …
 employ figurative language in her/his writing
 communicate effectively
 write consistently
 constructively critique the work of fellow students
 accept and apply constructive criticism
 use drafts and revisions as a means of producing polished works of creative fiction and poetry
 use the Internet to locate creative works of literature
 identify and produce specific poetic forms
 utilize varied sentence structure and vocabulary
 develop characters imaginatively and effectively
 incorporate dialogue in works of short fiction
 transform story ideas into effective plots
 submit works of poetry and short fiction for publication
EVIDENCE OF LEARNING
Assessment:





“Paper bag mysteries”: Place students in groups or allow them to choose partners. Distribute a bag to each student or group.
Explain that this is a "bag of evidence" from a crime scene. The students' job is to write a mystery story that includes the objects
as "clues" to solve the mystery. Each story must follow a logical pattern and address the questions who, what, where, when, and
why.
“Slightly stretched” Students will create tall tales. They will explore descriptive words and exaggerations
“Straight to the future” Students will pretend they have been transported to the future. Students will write diary entries about his
or her day in the future 3 to 4 paragraphs which would describe a typical day.
“Oh Oh, It’s an Ode” Students will write an ode. Examples: to an old sneaker, to summer, to your childhood. 3 to 4 stanza’s
Tabloid Science Fiction: Essentially using newspaper stories that would be useful in creating their own science fiction writing.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Provide essential questions
 Provide final task examples as well as rubrics
 Review writing processes and good practices
 Provide examples of finish written products
 Use various learning styles to target students’ individual needs.
 Think-Pair-Share
 Socratic Seminar
 Literature Circles







Guided Reading
Double-Entry Journals
Independent Reading
Class Discussions
Post-it Note Reading
Stations/centers
Amistad Infusion
RESOURCES
Teacher Resources:


Complete writing lessons for the middle grades (Marjorie Frank)
Supplemental writing prompts
Equipment Needed:




Construction paper
Marker, crayons
Pencils/pens
Notebooks
Technology Resources:
Teacher Resources:
 Ode Writing Worksheet
http://www.poetrysoup.com/poetry_resources_for_teachers/documents/lesson_plans_worksheetsode_poetry_writing_worksheet.p
df
 RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:
 Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
 Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/
 Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
 Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
 Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
 Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
 Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/
 Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
 E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/6/
 6th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-6th-langbuilders.htm
 Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/sixth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: “The Road Not Taken”
Target Course/Grade Level: Grade 6
Unit Summary: The stage is set by Robert Frost’s poem “The Road Not Taken.” Although students read from classic and contemporary
literature, writing and class discussions focus on how literature helps define the tension between the needs of the individual and the greater
good of society. The goal of this unit is for students not only to apply the reading, writing, speaking, and listening strategies and skills they
have learned up to this point in the year, but also to analyze how authors use allegory, symbolism, and satire to affect the reader. Students
will revisit “The Road Not Taken” as the unit concludes, in order to see how this unit led to deeper understanding of the poem. This unit
ends with an essay in response to the essential question.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Social Studies, Technology
LEARNING TARGETS
Standards:
Reading:
Reading:
Literature, 6-12
Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
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.
Writing
W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
Speaking and Listening
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.
Language
L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening
21st Century Life and Career Skills:
9.4.12.H.11 Interpret verbal and nonverbal cues/behaviors to enhance communication.
Unit Understandings:




Literature reveals, explicitly or implicitly, “the greater good.”
Poetry can be performed in a variety of styles and discuss how these changes affect its interpretation.
Particular lines of dialogue in literature propel the action and reveal aspects of a character.
Writing styles and literary techniques, such as symbolism or satire, are used and how their use affects meaning and reader
engagement.
Unit Essential Questions:








What problems or challenges does (do) the character(s) face? How does he/she overcome these challenges?
Which lines of dialogue or events are pivotal to the novel? Why?
What elements of the greater good are revealed, implicitly or explicitly, in the novel?
How is a person’s identity influenced by his/her environment?
How do authors create characters?
How can I use what I know about characters to help craft my own characters in a narrative?
How do people deal with the loss of a loved one?
How do symbols enhance reading?
Knowledge and Skills:
Students will know…
 A variety of novels that reveal, explicitly or implicitly, “the greater good.”
 How to compare and contrast characters, plots, themes, settings, and literary techniques used in the stories read.
 How particular lines of dialogue in literature propel the action and reveal aspects of a character.
 How writing styles and literary techniques, such as symbolism or satire, are used and how their use affects meaning and reader
engagement.
Students will be able to…
 Experiment with performing poetry in variety of styles and discuss how these changes affect its interpretation.
 Write a variety of responses to literature and informational text.
 Create a multimedia presentation on “the greater good,” where the message is either explicitly stated or implied.
EVIDENCE OF LEARNING
Assessment:
Read "The Road Not Taken” by Robert Frost. Talk with a classmate about what you think the poem means, both literally and figuratively.
Write your ideas down in your journal. We may revisit this poem at the end of the unit to see if our thoughts have changed.
Outsiders Gallery Walk: music, clothing, cars
Venn Diagram comparing the rich and the poor. (Cherry and Ponyboy discuss their shared love of literature, popular music, and sunsets.
Transcending – if only temporarily – the divisions that feed the feud between their respective groups.) Discuss how these shared ideas fill
in the gap between the rich and the poor.
Symbolism in The Outsiders: What important symbols are used in this novel? How is the use of symbolism integral to this novel? Begin
by outlining your ideas in your journal. Write an informative/explanatory essay explaining how these symbols are used and what they
represent. How do symbols enhance the reading of this novel?
Vocabulary: As a class, create a Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you
learn them in each unit of study. (Use throughout the year)
As you read the novels (and view the films) in this unit, take notes in your journal about particular lines of dialogue or incidents that propel
the action, reveal aspects of a character, or suggest the greater good. Be sure to note page numbers with relevant information so you can
cite the text during class discussion.



What is the setting of the novel?
Who are the major and minor characters?
What problems or challenges does(do) the character(s) face? How does he/she overcome these challenges?







Which lines of dialogue or events are pivotal to the novel? Why?
What elements were changed between the novel and the film version?
What elements of the greater good are revealed, implicitly or explicitly, in the novel?
Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text.
Create a facebook page for one of the characters in The Outsiders
Write a sequel to The Outsiders where you predict what comes next in their lives
Persuasive Essay on violence in The Outsiders
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Provide essential questions
 Provide final task examples as well as rubrics
 Review writing processes and good practices
 Provide examples of finish written products
 Use various learning styles to target students’ individual needs.
 Think-Pair-Share
 Socratic Seminar
 Literature Circles
 Guided Reading
 Double-Entry Journals
 Independent Reading
 Class Discussions
 Post-it Note Reading
 Stations/centers
 Amistad Infusion
 NJ ASK formatted open-ended questions
RESOURCES
Teacher Resources:




Novel: The Outsiders by S.E. Hinton
Short Stories: Nadia the Willful by Sue Alexander (The Language of Literature McDougal Littel)
Poem: “Nothing Gold Can Stay” by Robert Frost
Supplemental non-fiction
Equipment Needed:

Books, Journals, Projector
Technology Resources:
Teacher Resources:
 The Outsiders Teacher Resources
http://www.enotes.com/topics/outsiders/teacher-resources
https://www.pearsonschoolsandfecolleges.co.uk/Secondary/Drama/14-16/NewWindmillsFiction/Resources/P-T/TheOutsiders.pdf
 Digital Nonfiction Text Sets (6-8)
http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html
 Student Collections of Authentic Texts by Theme
o Sports Illustrated for Kids: http://www.sikids.com/
o IGN.com: http://www.ign.com/
o Time For Kids: http://www.timeforkids.com/
o National Geographic: http://kids.nationalgeographic.com/
o Teen Health: http://teenshealth.org/teen/
 Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/6/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg
 RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:
















FaKebook template
http://www.classtools.net/FB/home-page
Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/
Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/
Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/
Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28
E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/6/
6th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-6th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/sixth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Outside Reading
Target Course/Grade Level: Grade 6
Unit Summary: Students will read a minimum of four books independent of the in-class novels. These books may be loosely connected in
terms of their subject matter or theme to the units being studied in the classroom. The outside reading books should be enjoyable and
interesting to the students; however, they must also be at or above grade level. The purpose of this unit is for students to make choices
about reading and enjoy it.
Approximate Length of Unit: 3-4 weeks per book
Primary interdisciplinary connections: Social Studies, Science, Technology
LEARNING TARGETS
Standards:
Reading:
Reading:
Literature, 6-12
Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and tone.
RL.6.5. 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.
Reading: Informational Text
RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
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.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Speaking and Listening
SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.4. 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.
SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,
choosing flexibly from a range of strategies.
L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
21st Century Life & Career Skills
9.1.8.D.3
Use effective communication skills in face-to-face and online interactions with peers and adults from home and
from diverse cultures.
Unit Understandings
Students will understand that…
 Reading is a worthwhile hobby which can be interesting, entertaining, stimulating, relaxing or all of the above.
 Reading strengthens one’s vocabulary, deepens one’s understanding of human nature, and broadens one’s world view.
 Competent readers can communicate their understanding of literary elements and textual meaning through a variety of creative
mediums.
 Readers often develop preferences with regard to genre, author, and topic; competent readers challenge themselves with quality
literature that is outside of their comfort zone.
Unit Essential Questions



How does reading outside the classroom make one a better reader?
How does an independent reading book influence the reader’s perspective on a topic or theme being studied in class?
How can an independent reading book be both entertaining and challenging?
Knowledge and Skills
Students will know…






Fiction and non-fiction, how to recognize fiction and non-fiction reading selections and their individual preferences.
How to choose books that are appropriate to their reading and interest levels.
All works of fiction share structural elements, such as character, setting, plot, and point of view, the recognition of which bolsters
the reader’s comprehension.
There can be multiple perspectives on a scientific phenomena
Written and oral presentations about literature help deepen one’s understanding of the text.
Art and technology are creative mediums through which understanding can be communicated.
Students will be able to...

Read for an average of twenty minutes each day outside of the classroom.

Discuss the literary aspects of independent reading with their in-class reading groups.

Compare and contrast the structure and literary elements of two or more literary works.

Evaluate outside reading and make recommendations supported by references to text.

Develop a variety of creative and engaging “book reports” to demonstrate understanding of outside reading.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks (one for each book):
Book recommendations for students
 Unit 3: Choose a mystery/suspense novel
 Unit 4: Choose a biography
 Unit 5: Choose a non-fiction novel on an animals or animal relationships


 Unit 6: Choose any fiction novel
Compose a persuasive essay about the book making recommendations to fellow students, librarians. (Persuade other people to
read your book.)
Students will choose one of the following assignments and complete it for each outside reading book they read. They cannot do
the same assignment more than once.
 Design a power point presentation giving a summary of the book and persuading others to read it.
 Create a comic strip about one of the scenes from your book.
 Create a Facebook page for one of the main characters in your book.
 Design a book jacket for your book.
 Write a letter to the author of your book. Discuss your likes and dislikes about the book.
 Give an oral presentation about your book. Include the meaning of the story, main characters, and what you learned from
reading this book.
 Pretend you are the anchor of the 6:00 p.m. news and videotape yourself reporting the turning point of the story.
Other Evidence:


Essay - Compare and contrast outside and in-class books based on plot structure, character development, conflicts, setting.
Quizzes – One quiz per book on literary elements
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Review Essential Questions as well as the final task and rubrics.
 Visit that school library or the classroom library to select their outside reading book. They may refer to a teacher-suggested list
that offers a range of difficulty levels or they may choose their own.
 Choose the form of their assessment from a teacher-approved list, which offers a range of creative tasks catering to multiple
intelligences.
 Provide essential questions
 Provide final task examples as well as rubrics
 Review writing processes and good practices
 Provide examples of finish written products
 Use various learning styles to target students’ individual needs.
 Think-Pair-Share
 Socratic Seminar
 Literature Circles
 Guided Reading
 Double-Entry Journals
 Independent Reading
 Class Discussions
 Post-it Note Reading
 Stations/centers
 Amistad infusion
RESOURCES
Teacher Resources:





Book recommendations for students
 Unit 3: Choose a mystery/suspense novel
 Unit 4: Choose a biography
 Unit 5: Choose a non-fiction novel on an animals or animal relationships
 Unit 6: Choose any fiction novel
Differentiated “book report” activities
Compare and Contrast outline, template
Classroom library
School library
Equipment Needed:

Books, computer, projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Research Paper: Natural Disasters
Target Course/Grade Level: 6th Grade Language Arts
Unit Summary: During this unit, students will be introduced to the six aspects of the research process: deciding, identifying, selecting,
organizing, presenting and evaluating. The purpose of this unit is to introduce students to the research process, citation format, as well as
writing a research paper. Students will understand the importance of choosing a topic and reliable sources in order to develop a thesis
statement and investigation. Throughout the unit, students will see each of the aspects modeled and then will be able to demonstrate their
command of each. Students will be able to use this research process throughout their academic career to complete research papers and
projects.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Social Studies, Library, Technology
LEARNING TARGETS
Standards:
Reading:
Reading:
Literature, 6-12
Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Informational Text
RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments.
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the 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.
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).
Writing
W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
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.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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.
W.6.6. Use technology, including the Internet, to produce and publish writing as well as 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.
Speaking and Listening
SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.2. 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.
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.
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.
SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
21st Century Life and Career Skills:
9.1.8.B.1
9.1.8.B.2
Use multiple points of view to create alternative solutions.
Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross-cultural, gender-specific,
generational), and determine how the data can best be used to design multiple solutions.
Unit Understandings:
Students will understand that…
 the research process will be useful throughout their entire academic career.
 the research process transcends classes and grade levels.
 when choosing sources it is essential that the information is reliable and objective.
 it is always necessary to give credit to a source that information has been taken from.
 the thesis statement will set the tone for an entire paper.
 when completing research and writing a paper, voice, audience and purpose must be considered.
Unit Essential Questions:






How will the information learned in this unit be helpful to students in the future?
At what other times will the research process be needed (in both school and the real world)?
How can you determine the reliability of a source?
Why and how is credit given to a source?
What is the importance of a thesis statement?
How can the voice, audience and purpose of a paper change its meaning and/or format?
Knowledge and Skills:
Students will know…
 the six aspects of research: deciding, locating, selecting, organizing, presenting and evaluating
 primary, secondary, reliable and unreliable sources
 notecard and outline format
 audience, voice and purpose in writing
 paraphrasing and plagiarism
 MLA format for both bibliography (works cited page) and in-text citations
 format for using quotations in writing
 the construction and purpose of a thesis statement
 the process of writing a research paper
Students will be able to …
 identify the six aspects of research: deciding, locating, selecting, organizing, presenting and evaluating
 select a topic/question that they will research
 distinguish the difference between primary and secondary sources
 distinguish the difference between reliable and unreliable sources












choose sources in order to complete the research process
examine sources based on their relevance, biases, point of view, etc.
complete notecards for each of the sources
compose an outline for a source
understand how audience, purpose and voice play a part in the completion of research
distinguish the difference between paraphrasing and plagiarism
recognize the dangers of plagiarism
use MLA format to complete both a works cited page/bibliography and in-text citations
insert quotations at the appropriate place within a research paper
write a well-supported research paper
present their research paper
evaluate their research, its successes and failures
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Unit Assessment:
Throughout the unit, students will be responsible for completing various aspects of the research process. Students will be assigned
one of the following topics: Hurricanes, Tsunamis, Tornadoes, Earthquakes, Volcanoes, Avalanches and all work throughout the unit
will be related to that topic. Students will be assessed based on the following items:















Topic Selection
Comparison/Contrast of primary and secondary sources
Comparison/Contrast of reliable and unreliable sources
Selection of sources
Evaluation of sources
Notecards
Outline
Use of audience, voice and purpose
Bibliography (works cited page)
Thesis statement
Introduction paragraph
Research Paper
In-text citations and quotations
Presentation of research
Self-reflection
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Modeling
 Guided Instruction
 Conferencing
 Library Visitation
 Group Work
 Self-reflection
 Peer conferencing
RESOURCES
Equipment Needed:
Library Books on: Hurricanes, Tsunamis, Tornadoes, Earthquakes, Volcanoes, Avalanches, Computers
Technology Resources:
Teacher Resources:

Research Paper Survival Guide
http://www.fcboe.org/files/curriculum/survival_guide.pdf

Basic Steps in the Research Process
http://www.crlsresearchguide.org/

Scaffolding Methods for Research Paper Writing
http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-1155.html

Wading Through the Web: Teaching Internet Research Strategies
http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html?tab=4#tabs

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Britannica School
http://school.eb.com/