LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 6
Topic: Informative/Explanatory Writing
Key Learning: Students write for different purposes and audiences. Students write clear and focused
text to convey a well-defined perspective and appropriate content.
Unit Essential Question: How do I write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information clearly?
Concept:
1 Informative/Explanatory
Concept:
2 Informative/Explanatory
Concept:
3 Informative/Explanatory
Focus
Content
Organization
CC.1.4.6.A, CC.1.4.6.B
CC.1.4.6.C
CC.1.4.6.D
Lesson Essential Question:
Lesson Essential Questions:
Lesson Essential Questions:
How do I identify and introduce the
topic for the intended audience?
How do I develop and analyze the
topic to aid comprehension using:
 facts?
 definitions?
 concrete details?
 quotations?
 other information and
examples?
 graphics?
 multimedia?
How do I organize ideas, concepts,
and information using strategies such
as:
 definition?
 classification?
 compare/contrast?
 cause/effect?
How do I use appropriate transitions to
clarify relationships among ideas and
concepts?
How do I provide a concluding
statement or section?
How do I include formatting to aid
comprehension?
Vocabulary:
Vocabulary:
Vocabulary:
intended audience
relevant facts, graphics, multimedia
definition, classification,
compare/contrast, cause/effect,
transitions, formatting
8/8/2014
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 6
4 Informative/Explanatory
Concept:
Concept:
5 Informative/Explanatory
Style
Conventions of Language
CC.1.4.6.E
CC.1.4.6.F
Concept:
6 Informative/Explanatory
Production & Distribution of
Writing
CC.1.4.6.S, CC.1.4.6.T, CC.1.4.6.U,
CC.1.4.6.V, CC.1.4.6.W
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How do I write with an awareness of
the stylistic aspects of composition
using:
 precise language and domain
specific vocabulary to inform
about or explain the topic?
 sentences of varying lengths
and complexities?
How do I demonstrate gradeappropriate command of the
conventions of:
 standard English grammar?
 usage?
 capitalization?
 punctuation?

spelling?
How do I draw evidence from literary
or informational texts to support
analysis, reflection, and research?
How do I use technology to produce
and publish writing as well as to
interact and collaborate with others?
How do I write with an awareness of
the stylistic aspects of composition to:


How do I develop and strengthen
writing through planning, revising,
editing, rewriting, or trying a new
approach?
develop and maintain a
consistent voice?
establish and maintain a
formal style?
Can I demonstrate sufficient command
of keyboarding skills to type a
minimum of three pages in a single
sitting?
How do I gather relevant information in
multiple print and digital sources?
How do I assess the credibility of each
source?
How do I quote or paraphrase the data
and conclusions of others while
avoiding plagiarism and providing
basic bibliographic information for
sources?
How do I conduct short research
projects to answer a question, drawing
on several sources and refocusing the
inquiry when appropriate?
Can I write routinely over extended
time frames and shorter time frames
for a range of discipline-specific tasks,
purposes, and audiences?
Vocabulary:
Vocabulary:
domain specific, voice, stylistic
aspects
quotations, pronouns (subjective,
objective, and possessive), intensive
pronouns, antecedents, verb tense,
fragments, run-ons,
nonrestrictive/parenthetical elements
8/8/2014
Vocabulary:
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 6
8/8/2014
Page 3