Groton Public Schools
Curriculum Map
INTRODUCTION
Course Title: Grade 6 Language Arts
Curriculum Area and Grade: Language Arts: Grade 6
Course Purpose:
To meet the literacy demands of the 21st century, Grade 6 students will be able to read, write, speak, view, and listen at grade level and meet district
and state standards for Language Arts. Our goal is to instill a love of learning by providing students a world class education which develops lifelong readers and writers.
Major Learning Goals and Understandings:
Students will:
Read, write, speak, listen, and view to build an understanding of written, visual, and oral texts.
Experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.
Apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of
purposes and audiences.
Create works using visual, written, oral, performance, and technological formats.
Employ the language arts for life-long learning, work, and enjoyment.
21st Century Learning Expectation(s): www.p21.org
All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem
solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication,
including: the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation
of embedded literacy across the content areas, and the strengthening of personal responsibility.
Units/Theme/Concept and # of Weeks
Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks
2. Unit 2 Making Connections (Walk Two Moons)
1. Unit 1 Yearlong Goals (Seedfolks)
3. Unit 3 Author’s Purpose (Walk Two Moons)
4. Unit 4 Research (The Breadwinner)
5. Unit 5 Literary Techniques (True Confessions of Charlotte Doyle)
6. Unit 6 Poetry (Poems – American Themes)
Mappers/Authors: Betzy Farsnworth, Leslie Forbes, Terry Lathrop, and Laura Olsen, Andrea Davis, Secondary Curriculum
Coordinator
Date Approved: 6/12/2012
Unit 1 Yearlong Goals (Seedfolks)
Part 1 – Unit 1 - Yearlong Goals (Seedfolks)
Grade:
6
Subject:
Language Arts
Course:
6 Grade Language Arts
th
Length of Unit:
7 weeks
Common Core State Standards
(From CCSS available online)
RL 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn.
RL 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.
RIT.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RIT.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.
RIT.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RIT.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of
the ideas.
RIT.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
W.1 Write arguments to support claims with clear reasons and relevant evidence.
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Supporting Standards
W.6* Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; and demonstrate
sufficient command of keyboarding skills.
RL 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 – 8 text complexity band
proficiently, with scaffolding as needed at the end of the high range.
L.1e Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve
expression in conventional language.
* To be introduced
Connecticut State Standards
See above
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
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that text-based evidence is essential
in evaluating an argument.
how to utilize appropriate reading
strategies for fiction and non-fiction
text.
transition words.
how to construct a paragraph
how to effectively use the identified
General Academic Vocabulary.
Use text-based evidence in creating a response to non-fiction text.
Identify text features–such as titles, headings, captions, maps, etc.
Use transition words effectively in their writing.
Identify text structures – compare & contrast, cause & effect, etc.
Use the grade level General Academic Vocabulary in their writing.
Big Idea and Essential Questions

Big Idea:
The ability to read, write, and comprehend non-fiction text is key to academic and workplace success.

Essential Questions:
How is reading and understanding non-fiction text different from reading fiction?
How is the ability to read non-fiction text an essential life skill?
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
Will be addressed in a
recursive manner.
Part 3 – Common Unit Assessments
Reading Strategies for Informational Text (Non-fiction)
Students will construct a response to an open-ended question that is text-dependent. The response will be evaluated based on content and
writing conventions.
The response will be scored 0, 1, or 2 using the CT state rubric for content. The conventions will be scored based on a CT state sixth gradelevel rubric.
Vocabulary Acquisition and Usage
Students will use orally and in writing ten words from the Generic Academic Vocabulary List. (See attached).
Students will construct a well-developed paragraph that includes a topic sentence, supporting detail sentences, transition words, and a
concluding sentence.
Students will write an expository essay on one of the following: nutrition, diet, and local foods.
Part 4 – Common/Assured Learning Experiences
Central text – Seedfolks by Paul Fleischman
Heroes unit ( see Leslie Forbes)
Daybook of Critical Reading and Writing
Part 5-Teacher Notes
RESOURCES:
Seedfolks by Paul Fleishman
Quickwrites by Linda Rief
Storyworks magazine by Scholastic
Daybook of Critical Reading and Writing
Teacher’s Manual – Daybook of Critical Reading and Writing
Lawrence & Memorial nutritionist
Fiddleheads Co-op in New London, CT
Groton Family Farm
McQuade’s Marketplace
Portion Size Me = A Kid Driven Plan to a Healthier Family by Marshall Reid
Terra Firma Farm – Grimes family
Unit 2: Making Connections (Walk Two Moons)
Part 1 – Unit 2 - Making Connections (Walk Two Moons)
Grade:
Sixth
Subject:
Language Arts
Course:
6th Grade Language Arts
Length of Unit:
7 weeks
Common Core State Standards
W1 Write arguments to support claims with clear reasons and relevant evidence. (a-e)
W3 a – e: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, re-writing, or
trying a new approach. (Editing for conventions should demonstrate command of language standards up to and including grade 6.)
RL5: Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of the text and contributes to the development of the
theme, setting, or plot.
RL10: By the end of the year, read and comprehend literature in grade 6 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Supporting Standards
W6: 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.
L5, a,b, and c: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L6: 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.
Connecticut State Standards
See above
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:




Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will be able to:
Will be addressed in a recursive
narrative techniques, such Writing
manner.
as dialogue and

compose
a
narrative
(Personal
memoir/personal
narrative)
through
the
writing
description, to develop
process: Brainstorming, rough draft, peer/teacher conferencing, editing,
experiences, events,
revising, and a typed final copy.
and/or characters.
 use transitional words and phrases in the personal memoir/personal narrative.
how to recognize
 use descriptive details and sensory language.
transitional words and
 compose a coherent and effective conclusion.
phrases.
how to use descriptive
Reading
details and sensory
language.
 read Walk Two Moons by Sharon Creech and use as a model for narrative
how to understand the
techniques.
significance of a
 make text-to-text, text-to-self, and text-to-world connections orally and in
conclusion in the writing
writing.
process.
 articulate the theme of all texts read.
Big Idea and Essential Questions

Big Ideas
Reading about the lives of others helps us to understand the world in a new way.
Non-fiction texts prepare us for 21st Century Skills.

Essential Questions
What can we learn about the world by reading literature about the lives of others?
How can I make my writing clear and interesting for readers?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit.
Respond to narrative samples by making text –to-self, text-to-text, and text-to-world connections.
Compose a personal narrative which has been developed through the writing process. (Drafting, peer/teacher conferencing, editing, revising,
and typed final paper.)
Identify the contents and structure of a narrative
Performance assessment of Walk Two Moons - students will write a two page essay about a journey – either physical or emotional.
Part 4 – Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide.
Use the writing process to publish a piece of narrative writing.
Read Walk Two Moons to broaden an understanding of the narrative genre.
Integrate literary devices (metaphor, simile, figurative language, and onomatopoeia) in a narrative to enhance the quality of narrative pieces.
Use grade-appropriate conventions (grammar, spelling, punctuation, penmanship) to achieve clarity of meaning.
Part 5-Teacher Notes
http://www.readwritethink.org
http://www.freerice.com
www.ala.org (Newbury Medal Winners)
http://sharoncreech.com
Unit 3: Author’s Purpose (Walk Two Moons, continued)
Part 1 – Unit 3 Author’s Purpose (Walk Two Moons, continued)
Grade:
Sixth
Subject:
Language Arts
Course:
6th Grade Language Arts
Length of Unit:
7 weeks
Common Core State Standards
RI 5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of
ideas.
RI 2: Determine essential idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.
SL 1: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL 5: Include multimedia components and visual displays in presentations to clarify information.
W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10: Write routinely over extended timeframes (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Supporting Standards
RI 7: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage or technology’s
capacity to link to other information and to display information flexibly and dynamically.
L1 – L6: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will:
The students will be able to:
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Recognize text structures.
Identify the author’s purpose.
Understand the difference between
non-fiction and fiction text.
Show an awareness of the styles of
conclusions.
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Comprehend non-fiction text through the identification of text
structures.
Write expository texts.
State author’s purpose relative to her/his text.
Write effective conclusions in non-fiction texts.
Big Idea and Essential Questions

Big Ideas
Understanding author’s purpose is essential to comprehension.
Successful writers are aware of their audience.

Essential Questions
How is comprehension improved through understanding the author’s purpose?
Why is it important to identify my audience?
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
Will be addressed in a
recursive manner
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit.
Write a variety of non-fiction texts – summaries, a letter, descriptive paragraph, written response, essay
(From the Daybook of Critical Reading and Writing)
Read a diverse number of non-fiction texts and identify a variety of text structures.
Part 4 – Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide.
Read a variety of non-fiction written from different points of view to broaden an understanding of point of view.
Daybook of Critical Reading and Writing
Use grade-appropriate conventions (grammar, spelling, punctuation, and penmanship) to achieve clarity of meaning.
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Time for Kids (online)
Storyworks
Daybook of Critical Reading and Writing
www.literacyleader.com (For text structures)
Unit 4: Research (The Breadwinner)
Part 1 – Unit 4 – Research (The Breadwinner)
Grade:
Sixth
Subject:
Language Arts
Course:
6th Grade Language Arts
Length of Unit:
7 weeks
Common Core State Standards
W1 Write arguments to support claims with clear reasons and relevant evidence (a-e).
W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content (a-e).
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, re-writing, or
trying a new approach. (Editing for conventions should demonstrate command of language standards up to and including grade 6.)
W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W8: 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.
L6: 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.
RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
SL: 4 Present claims and findings, sequencing ideas logically and pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
Supporting Standards
RI4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings.
W6: 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.
Connecticut State Standards
See above
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will:
The students will be able to:
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
be exposed to the research
process.
understand the difference
between paraphrasing and
plagiarism.
know the importance of citing
their sources.
practice using a variety of
research techniques.
identify and refine their research topic.
research and write a two page paper about a self-selected topic.
understand that plagiarism is unacceptable.
paraphrase and cite their sources correctly.
create a Works Cited page.
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
Will be addressed in a
recursive manner.
Big Idea and Essential Questions

Big Ideas
Research is an essential life skill.
Reading about other peoples’ lives can lead to a better global understanding.

Essential Questions
Why is it important to use multiple sources in research?
Why is it unacceptable to use the work of others without proper acknowledgement?
Why is it important to read about the lives of others?
Part 3 – Common Unit Assessments
Students will research and write a two page paper on an appropriate topic of their choice.
Students will compose a Works Cited page with a minimum of three sources which must include a database, one approved website,
and a hardcopy text (Non-fiction texts, magazines, etc.).
Students will write journal entries from the point of view of character(s) from The Breadwinner.
Part 4 – Common/Assured Learning Experiences
Interaction and cooperation in creating lessons with the Media Specialist.
All students will write a research paper with a Works Cited page.
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
www.betterlessons.com
www.prometheanplanet.com
www.readwritethink.org
www.purdue.edu
www.noodletools.com
District databases
Unit 5: Literary Devices (The True Confessions of Charlotte Doyle)
Part 1 – Unit 5 - Literary Devices
Grade:
Subject:
Course:
th
6
LA
6 Grade Language Arts
Length of Unit:
7 weeks
Common Core State Standards
RL 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.
RIT 3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text(e.g., through examples or anecdotes)
SL 2 Interpret information presented in diverse media and formats and explains how it contributes to a topic, text, or issue under study.
SL3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL 5 Include multimedia components and visual displays in presentations to clarify information.
L1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
L6 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.
W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event structures.
Supporting Standards
RL 6 Explain how an author develops the point of view of the narrator or speaker in a text
SL 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Connecticut State Standards
See above
Part 2 unit 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
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





a variety of literary devices.
how and when to use literary
devices.
know the difference between a
denotation and connotation.
Identify specific literary devices
Use specific literary devices depending on purpose
Understand the difference between denotation and connotation
Use a thesaurus appropriately
Understand how an author uses literary devices
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
All levels will be addressed in
a recursive manner.
Big Idea and Essential Questions

Big Ideas:
Authors use a variety of literary devices to achieve a particular purpose – setting, tone, imagery, mood, and characterization.
Authors are DELIBERATE in their use of literary devices.
Authors understand that word choice and connotations are deliberate.

Essential Questions:
How can effective use of literary devices make my writing more powerful?
How can word choice make a difference?
Part 3 – Common Unit Assessments
Students will create a multi-media advertisement / commercial
Students will keep a ship’s log similar to Charlotte Doyle’s from The True Confessions of Charlotte Doyle
Part 4 – Common/Assured Learning Experiences
Central text – The True Confessions of Charlotte Doyle
Ship’s log
Advertisement/Commercial
Daybook of Critical Reading and Writing
Part 5-Teacher Notes
Mystic Seaport
The U.S. Coast Guard Academy (The Eagle)
www.avi.com
Daybook of Critical Reading and Writing
Unit 6: Poetry (Poems: American Themes)
Part 1 – Unit 6 - Poetry ( Poems: American Themes)
Grade:
Sixth
Subject:
Language Arts
Course:
6 Grade Language Arts
th
Length of Unit:
7 weeks
Common Core State Standards
RL4: 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.
RL5: Analyze how a particular sentence, chapter, scene or stanza, fits into the overall structure of a text and contributes to the overall development
to the theme, setting, or plot.
RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
RIT 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RIT 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).
W3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
L5 (a-c): With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, or trying
a new approach.
Supporting Standards
L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 6 reading and content, choosing
flexibility from a range of strategies.
L4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in the
dictionary).
W4: Produce clear, coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, revising,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Connecticut State Standards
See above
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:





Poetic forms
Lines and stanzas
Literary techniques used in
poetry


Read and write a variety of poems in multiple styles.
Understand how they are used in poetry, and how they can shift the focus of a
poem.
Examine how literary techniques can be used to enhance a poem.
The effect of word choice in understanding a poem.
Big Idea and Essential Questions

Big Ideas
Poetry is one way we can express our thoughts, feeling, emotions, and memories.
There are numerous ways to structure a poem.
Poetry can be written on any topic.
Poetry transcends time, race, religion, and ethnicity.

Essential Questions
How can I use poetry to express myself?
How can we relate to poetry?
How can poetry that was written years or even centuries ago be relevant?
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
All levels will be addressed
in a recursive manner.
Part 3 – Common Unit Assessments
Using the text, Poems: American Themes:
Students will identify a variety of literary techniques used within a poem.
Students will be able to respond to a poem, substantiating their points with specific details from the text.
Students will write a variety of poems, experimenting with different styles and topics.
Part 4 – Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide.
Students will read a variety of poems on a wide-range of topics.
Students will have the opportunity to find poems on their own which resonate with them.
Students will respond in a variety of ways to poems they have read, commenting on what thoughts, images or feelings the poem elicited in them.
Students will select a poem to respond to and recite from memory.
Students will discuss and examine how literary techniques such as metaphor, allusion, onomatopoeia, alliteration, etc. can add meaning to a
poem.
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
www.poetry.org
www.poetry180.org
www.poetryfoundation.org