communication arts-grade 6€¦ · instructional unit 01learning to read independently grade 6...

Grade 6 Communication Arts

Instructional Unit 01Learning to Read Independently


Unit Content Objective Performance Indicator Performance Task State Standards Code:

In sixth grade communication arts, the The students will be - Make connections Discussions 1.1.8.Fstudents will have the opportunity to able to understand the between vocabulary, text Reading Responseexperience literature through independent meaning of and apply and background Spellingreading that is accompanied by various key vocabulary across knowledge. Practice/Quizzesextension projects/assignments. In class, the various subject - Write or explain the New Word Liststrade books will be used in an effort to areas. meanings of key Word Study Formsdevelop increased understanding of the vocabulary. Quizzesstory elements, students' comprehensionskills, and appreciation of literature. Othergenres in the sixth grade include shortstories, drama, non-fiction, poetry, andoral tradition.

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In sixth grade communication arts, the After reading, the - Answer questions Reading Response 1.1.8.Gstudents will have the opportunity to students will be able to pertaining to fiction and Discussionsexperience literature through independent demonstrate non-fiction text. Graphic/Writtenreading that is accompanied by various understanding and - Analyze the content and Organizersextension projects/assignments. In class, interpretation of both purpose of a text. Story Mapstrade books will be used in an effort to fiction and nonfiction - Make extensions to related Visual Representationdevelop increased understanding of the text, including public ideas.story elements, students' comprehension documents. - Compare and contrastskills, and appreciation of literature. Other using theme, setting,genres in the sixth grade include short character and plot.stories, drama, non-fiction, poetry, andoral tradition.

In sixth grade communication arts, the The students will be - Perform oral readings Peer Evaluations 1.1.8.Hstudents will have the opportunity to able to demonstrate using appropriate pace, Oral Presentationsexperience literature through independent fluency and pausing for punctuation Oralreading that is accompanied by various comprehension in and pronunciation. Readings/Read-Aloudextension projects/assignments. In class, reading. - Answer comprehension Reading Responsetrade books will be used in an effort to questions for a selected Graphic/Writtendevelop increased understanding of the text. Organizersstory elements, students' comprehension - Elaborate on theskills, and appreciation of literature. Other sequence/details of text.genres in the sixth grade include short - Read variety of genres.stories, drama, non-fiction, poetry, and - Self-correct mistakes.oral tradition.





In sixth grade communication arts, the The students will be - Recognize the content of Library Scavenger Hunt 1.1.8.Astudents will have the opportunity to able to locate a text. Teacher Guided Orientationexperience literature through independent appropriate texts for - Differentiate between factreading that is accompanied by various an assigned purpose and fiction and opinion.extension projects/assignments. In class, before reading. - Choose the appropriatetrade books will be used in an effort to text for an assigneddevelop increased understanding of the purpose.story elements, students' comprehension - Use OPAC, POWERskills, and appreciation of literature. Other library, and the Internet.genres in the sixth grade include shortstories, drama, non-fiction, poetry, andoral tradition.

In sixth grade communication arts, the The students will be - Identify and understand Reading Response 1.1.8.Estudents will have the opportunity to able to expand a figurative language [similes, Visual Representationexperience literature through independent reading vocabulary by metaphors, Discussionsreading that is accompanied by various identifying and personification, hyperbole, Quizzesextension projects/assignments. In class, correctly using idioms onomatopoeia, idioms]trade books will be used in an effort to and words with literal - Use a dictionary or otherdevelop increased understanding of the and figurative related reference material.story elements, students' comprehension meanings. They willskills, and appreciation of literature. Other also be able to use agenres in the sixth grade include short dictionary or relatedstories, drama, non-fiction, poetry, and reference.oral tradition.





In sixth grade communication arts, the The students will be - Identify a variety of Graphic and Written 1.1.8.Bstudents will have the opportunity to able to identify and use organizational structures Organizersexperience literature through independent common organizational within a text. [such as Outlines/Note Sheetsreading that is accompanied by various structures and graphic compare and contrast, Study Guidesextension projects/assignments. In class, features to main ideas and supporting Concept Mapstrade books will be used in an effort to comprehend details] Story Mapsdevelop increased understanding of the information. - Use graphic organizers to Venn Diagramstory elements, students' comprehension aid comprehension.skills, and appreciation of literature. Other genres in the sixth grade include shortstories, drama, non-fiction, poetry, andoral tradition.

In sixth grade communication arts, the The students will be - Decode specific root Charts 1.1.8.Cstudents will have the opportunity to able to use knowledge words, suffixes and Word Study Formsexperience literature through independent of root words as well prefixes. New Word Listsreading that is accompanied by various as context clues and - Use context clues and Spellingextension projects/assignments. In class, glossaries to glossaries to assist Practice/Quizzestrade books will be used in an effort to understand specialized understanding ofdevelop increased understanding of the vocabulary in the vocabulary.story elements, students' comprehension content areas duringskills, and appreciation of literature. Other reading. They will alsogenres in the sixth grade include short be able to use thesestories, drama, non-fiction, poetry, and words accurately inoral tradition. speaking and writing.





In sixth grade communication arts, the The students will be - Identify the main idea of a Organizational Tools 1.1.8.Dstudents will have the opportunity to able to identify basic text. and Graphic Organizersexperience literature through independent facts and ideas in text - Locate basic facts that Story Mapsreading that is accompanied by various using specific support the main idea. Outlinesextension projects/assignments. In class, strategies. - Use active reading Concept Mapstrade books will be used in an effort to strategies: predict, develop increased understanding of the question, visualize,story elements, students' comprehension connect and respond.skills, and appreciation of literature. Other - Summarize facts.genres in the sixth grade include short - Use organizational tools tostories, drama, non-fiction, poetry, and aid comprehension.oral tradition.


Instructional Unit 02Reading Critically



Students will read and understand The students will be - Produce writing that Autobiographies 1.2.8.Ccontent from a variety of fiction and able to produce work follows the conventions of Short Storiesnonfiction resources, distinguishing in at least one literary a specific genre. Poemsbetween fact, opinion, essential and genre that follows the Essaysnonessential information, as well as conventions of the Friendly Letterdrawing inferences. They will evaluate genre. Expository Essay/text organization and content to determine Speechthe author's purpose. Students will Compare/Contrastexplore and assess different types of Essaymedia, and analyze a variety of techniquesthat target a specific audience. Studentswill produce work from at least oneliterary genre.

Students will read and understand The students will be - Identify a variety of Advertisements 1.2.8.Bcontent from a variety of fiction and able to use and advertising techniques and Commercialsnonfiction resources, distinguishing understand a variety of evaluate the purpose of Discussionsbetween fact, opinion, essential and media and evaluate each.nonessential information, as well as the quality of materialdrawing inferences. They will evaluate produced.text organization and content to determinethe author's purpose. Students willexplore and assess different types ofmedia, and analyze a variety of techniquesthat target a specific audience. Studentswill produce work from at least oneliterary genre.


Instructional Unit 02Reading Critically



Students will read and understand The students will be - Identify key points by Graphic Organizer 1.2.8.Acontent from a variety of fiction and able to read and listing, outlining, Note Takingnonfiction resources, distinguishing understand essential summarizing, paraphrasing, Summarybetween fact, opinion, essential and content of informational and using graphic Book Reviewnonessential information, as well as texts and documents organizers. Research Presentationdrawing inferences. They will evaluate in all academic areas. - Differentiate fact fromtext organization and content to determine opinion through reliablethe author's purpose. Students will source analysis.explore and assess different types of - Identify essential andmedia, and analyze a variety of techniques nonessential information inthat target a specific audience. Students a text.will produce work from at least one - Draw conclusions basedliterary genre. on a variety of texts.

- Identify the author's purpose through text organization and content.


Instructional Unit 03Reading, Analyzing and Interpreting Literature



Students will read, understand and The students will be - Use literature discussions Reading Response 1.3.8.Frespond to various works of literature, able read and respond in response to text. Discussionsanalyze the use of literary elements and to nonfiction and - Use reader response to Graphic Organizersthe effect of various literary devices. fiction, including poetry understand works of Story Maps

and drama. literature. Read-AloudPoster DisplaysIllustrationsSummaries

Students will read, understand and The students will be - Read from a variety of Reading Response 1.3.8.Arespond to various works of literature, able to read and genres of literature. Discussionsanalyze the use of literary elements and understand works of - Respond to the literature. Double-Entry Journalsthe effect of various literary devices. literature. Oral Presentations

Story MapsConcept MapsPoster Displays

Students will read, understand and The students will be - Identify different poetic Oral Readings 1.3.8.Drespond to various works of literature, able to identify poetic forms such as cinquain, Cinquainanalyze the use of literary elements and forms. diamante, haiku, limerick Diamantethe effect of various literary devices. and free verse. Haiku

- Identify poetry versus Free Verse prose. Limerick





Students will read, understand and The students will be - Identify the literary Reading Response 1.3.8.Brespond to various works of literature, able to analyze the use elements used by an Discussionsanalyze the use of literary elements and of literary elements by author. Double-Entry Journalsthe effect of various literary devices. an author including - Compare and contrast the Illustrations

characterization, literary elements within a Story Mapssetting, plot, theme, variety of texts. Graphic Organizerspoint of view, tone and - Identify and understandstyle. characterization:

major/minor- Identify and understand setting: time and place- Identify and understand plot: conflict, climax, resolution- Identify and identify theme, point of view, tone and style.





Students will read, understand and The students will be - Identify various literary Oral Readings 1.3.8.Crespond to various works of literature, able to analyze the devices including Reading Responseanalyze the use of literary elements and effect of various flashback, foreshadowing, Venn Diagramsthe effect of various literary devices. literary devices. mood and imagery. (Compare/Contrast)

- Recognize the effect of Double-Entry Journals sound techniques including alliteration, rhyme, rhythm, repetition and onomatopoeia.- Define and understand forms of figurative language: simile, metaphor, personification and idiom.- Read and respond to non-fiction and fiction.

Students will read, understand and The students will be - Analyze character Reading Response 1.3.8.Erespond to various works of literature, able analyze drama to motivation and actions in a Double-Entry Journalsanalyze the use of literary elements and determine the reasons drama. Discussionsthe effect of various literary devices. for a character's

actions, taking intoaccount the situationand basic motivation ofthe character.


Instructional Unit 04Types of Writing



Students will be exposed to various types The students will be - Compose an essay in Work Samples 1.4.8.Cof writing in the sixth grade communication able write persuasive response to a prompt. PSSA Practice Samplesarts class. Emphasis is placed on writing pieces. - Include a clearly stated Essays: Persuasivefiction with creative short stories as well position or opinion in a topicas writing nonfiction with persuasive sentence.essays, autobiographies, speeches, and - Include convincing,descriptive and informational essays. elaborated and properlyInformal prompts are given for journal cited evidence based onentries, and more formal prompts are research rather thanprovided to the students to prepare for opinion.PSSA testing. Concentration will be placed - Develop reader interest byon the writing process. Reading response using an attention grabber:journals and poetry are other ways in descriptive, question orwhich writing occurs in the sixth grade. quotation.





Students will be exposed to various types The students will be - Compose a friendly letter. Work Samples 1.4.8.Bof writing in the sixth grade communication able write - Compose an essay: PSSA Practice Samplesarts class. Emphasis is placed on writing multi-paragraph three-paragraph structure Essaysfiction with creative short stories as well information pieces. with an introduction, body Author Biographyas writing nonfiction with persuasive and conclusion. Biography Cardsessays, autobiographies, speeches, and - Compose an informational Friendly Lettersdescriptive and informational essays. essay. RecipesInformal prompts are given for journal - Write descriptive reports:entries, and more formal prompts are author study.provided to the students to prepare for - Write in an expositionalPSSA testing. Concentration will be placed format: how-to/instructional essayon the writing process. Reading response - Use relevant graphics andjournals and poetry are other ways in accurate illustrations ofwhich writing occurs in the sixth grade. authors.

- Utilize secondary sources correctly citing the bibliography.





Students will be exposed to various types The students will be - Utilize writing folders, Student-Led 1.4.8.Dof writing in the sixth grade communication able maintain a written grade sheets, Conference Portfolioarts class. Emphasis is placed on writing record of activities, notebooks/binders, and Writing Foldersfiction with creative short stories as well course work, interest inventory. Work Samplesas writing nonfiction with persuasive experience, honors - Implement a selected Grade Sheetsessays, autobiographies, speeches, and and interests. portfolio to use duringdescriptive and informational essays. student-led conferences.Informal prompts are given for journalentries, and more formal prompts areprovided to the students to prepare forPSSA testing. Concentration will be placedon the writing process. Reading responsejournals and poetry are other ways inwhich writing occurs in the sixth grade.





Students will be exposed to various types The students will be Short Stories Work Samples 1.4.8.Aof writing in the sixth grade communication able write short - Write fiction and nonfiction PSSA Practice Samplesarts class. Emphasis is placed on writing stories, poems and using chronological order. Short Storiesfiction with creative short stories as well plays. - Implement descriptive Skits/Playsas writing nonfiction with persuasive details and sensory Poemsessays, autobiographies, speeches, and language such as Impromptu Speechesdescriptive and informational essays. vocabulary, adjectives,Informal prompts are given for journal vivid verbs and synonyms.entries, and more formal prompts are - Utilize dialogue:provided to the students to prepare for capitalization, punctuatingPSSA testing. Concentration will be placed correctly and usingon the writing process. Reading response appropriate paragraphing.journals and poetry are other ways in - Define and use conflict,which writing occurs in the sixth grade. characterization and

setting (time/place).- Construct plot including conflict, climax and resolution.- Include theme as a moral to the story.- Write from a given point of view: first person, third person.- Utilize literary devices: simile, metaphor and hyperbole.

Poems- Write poems applying varying organizational methods: Free Verse,





Limerick, Cinquain, Haiku, Diamante and Couplets.- Utilize line breaks and stanzas.- Include Imagery and sensory language to show relevant illustrations.- Use literary elements such as theme and word choice/order to how style.- Apply literary sound devices: repetition, alliteration, rhyme and onomatopoeia.- Use figurative language: personification, simile and metaphor.

Plays- Write informal/impromptu skits/plays.


Instructional Unit 05Quality of Writing



Throughout various writing assignments, The students will be - Use different types of Work Samples 1.5.8.Dstudents will work to develop focus, able write with an sentences: declarative, Short Storiescontent, organization, conventions, and understanding of the interrogative, exclamatory, Essays (Persuasive vs.style in their writing. Students will write stylistic aspects of a imperative, understood Descriptive)with a distinct focus, identifying topic, task composition. "you". Friendly Letterand audience, using a single point of - Use different lengths of Drama/Playsview. Students will use well-developed sentences: simple andparagraphs that employ the most effective compound.format for purpose and audience. Using - Use tone and voicecontrolled organization, a logical order will through specific andbe sustained within sentences and appropriate word choice:transitioning of paragraphs. Students will matches personality ofuse a variety of sentence types and student and thelengths, and use appropriate tone and assignment.voice through precise language.Concentration in conventions will beplaced on spelling, mechanics, usage andgrammar.





Throughout various writing assignments, The students will be - Use MLA format. Debates 1.5.8.F.5students will work to develop focus, able present and/or Work Samplescontent, organization, conventions, and defend written workstyle in their writing. Students will write for publication whenwith a distinct focus, identifying topic, task appropriate.and audience, using a single point ofview. Students will use well-developedparagraphs that employ the most effectiveformat for purpose and audience. Usingcontrolled organization, a logical order willbe sustained within sentences andtransitioning of paragraphs. Students willuse a variety of sentence types andlengths, and use appropriate tone andvoice through precise language.Concentration in conventions will beplaced on spelling, mechanics, usage andgrammar.





Throughout various writing assignments, The students will be - Rework writing Work Samples 1.5.8.Estudents will work to develop focus, able revise after assignments to improve: Essayscontent, organization, conventions, and rethinking logic or of content, detail, word Peer Evaluationsstyle in their writing. Students will write organization and choice, organization and Teacher-Studentwith a distinct focus, identifying topic, task rechecking central paragraph development. Evaluationsand audience, using a single point of idea, content,view. Students will use well-developed paragraphparagraphs that employ the most effective development, level offormat for purpose and audience. Using paragraphcontrolled organization, a logical order will development level ofbe sustained within sentences and detail, style, tone, andtransitioning of paragraphs. Students will word choice.use a variety of sentence types andlengths, and use appropriate tone andvoice through precise language.Concentration in conventions will beplaced on spelling, mechanics, usage andgrammar.





Throughout various writing assignments, The students will be - Write with controlled Concept map 1.5.8.Cstudents will work to develop focus, able to write with and/or subtle organization Story Mapcontent, organization, conventions, and controlled and/or subtle based on purpose. Venn Diagramstyle in their writing. Students will write organization. - Sustain a logical order Outlinewith a distinct focus, identifying topic, task within sentences and Graphic Organizerand audience, using a single point of between paragraphs using Main Idea/Detailview. Students will use well-developed chronology and meaningful Organizerparagraphs that employ the most effective transitional words. Poster Displaysformat for purpose and audience. Using - Establish topic andcontrolled organization, a logical order will purpose in the introductionbe sustained within sentences and by using topic sentences.transitioning of paragraphs. Students will - Restate the topic sentenceuse a variety of sentence types and in the conclusion.lengths, and use appropriate tone andvoice through precise language.Concentration in conventions will beplaced on spelling, mechanics, usage andgrammar.





Throughout various writing assignments, The students will be - Write using organize Work Samples 1.5.8.Bstudents will work to develop focus, able write using thoughts and illustrative Outlinescontent, organization, conventions, and well-developed content content for purpose. Graphic Organizersstyle in their writing. Students will write appropriate for the - Gather information on note Main Idea/Detailwith a distinct focus, identifying topic, task topic. sheets/cards: OPAC, Organizerand audience, using a single point of Junior Reference Story Mapsview. Students will use well-developed Collection, Internet, EBSCO. Summariesparagraphs that employ the most effective - Organize information usingformat for purpose and audience. Using informal outlines andcontrolled organization, a logical order will graphic organizers.be sustained within sentences and - Write paragraphs thattransitioning of paragraphs. Students will have details anduse a variety of sentence types and information specific to thelengths, and use appropriate tone and paragraph topic sentencevoice through precise language. and all paragraph topicConcentration in conventions will be sentences relate to theplaced on spelling, mechanics, usage and main topic sentence.grammar.





Throughout various writing assignments, The students will be - Write about information Work Samples 1.5.8.Astudents will work to develop focus, able write with a related to a topic. Outlinecontent, organization, conventions, and sharp, distinct focus. - Narrow a topic and Concept Mapsstyle in their writing. Students will write understand the purpose for Story Mapswith a distinct focus, identifying topic, task writing. Main Idea/Detailand audience, using a single point of - Compose writing using a Organizerview. Students will use well-developed consistent tense andparagraphs that employ the most effective consistent speaker.format for purpose and audience. Usingcontrolled organization, a logical order willbe sustained within sentences andtransitioning of paragraphs. Students willuse a variety of sentence types andlengths, and use appropriate tone andvoice through precise language.Concentration in conventions will beplaced on spelling, mechanics, usage andgrammar.





Throughout various writing assignments, The students will be - Use proofreader's marks Peer Evaluations 1.5.8.Fstudents will work to develop focus, able to edit writing for: mechanics, usage and Teacher-Studentcontent, organization, conventions, and using the conventions sentence completeness. Evaluationsstyle in their writing. Students will write of language. - Utilize various spelling Work Sampleswith a distinct focus, identifying topic, task strategies: self-correction, Essaysand audience, using a single point of peer editing, dictionary Short Storiesview. Students will use well-developed skills and matching spellingparagraphs that employ the most effective to meaning.format for purpose and audience. Using - Use capital letterscontrolled organization, a logical order will correctly: sentencebe sustained within sentences and beginning, proper nouns,transitioning of paragraphs. Students will proper adjectives, pronounuse a variety of sentence types and "I", dialogue and titles (textlengths, and use appropriate tone and and people).voice through precise language. - Punctuate correctly usingConcentration in conventions will be periods: end of sentence,placed on spelling, mechanics, usage and abbreviations, initials, titlesgrammar. of people in MLA format.

- Punctuate correctly using exclamation points: end of sentence and interjection.- Punctuate correctly using question marks at the end of interrogative sentences and dialogue.- Punctuate correctly using commas: separate narration from a quotation, separate items in a series, compound sentences, set off introductory material, after day and before the year in dates, after and





before year and after year if the whole date is used within a sentence, after city/town and before state in an address, after city/town and before state and after state in an address if used within a sentence, set off nouns of direct address, set off "too" when it means "also".- Punctuate correctly using quotation marks: direct quotations, split quotations, MLA format.- Punctuate correctly using apostrophes: show possession, singular/plural, create contractions.- Punctuate correctly using colons: to set off a list (not used after a verb), between hours and minutes in time.- Punctuate correctly using semicolons: separate two independent clauses, set off a series of items if there is punctuation within the item (subdivided list).- Punctuate correctly using parentheses: MLA format,





internal/parenthetical citation.- Use nouns properly: common/proper, possessive, plural/singular and compound.- Use pronouns properly: personal, demonstrative (pronoun vs. adjective) and antecedent.- Use verbs properly: action, linking, helping, tense (present, past and future), and subject/verb agreement.- Use adjectives properly: articles (definite/indefinite), recognize words adjectives modify, common/proper, pronouns as adjectives, personal pronouns used as adjectives and demonstrative adjectives.- Use adverbs properly: recognize words adverbs modify, distinguish between adverbs and adjectives.- Use conjunctions properly: coordinating and correlative.- Use prepositions properly:





common/compound, phrases, distinguish between prepositions and adverbs.- Define and identify interjections.- Construct complete sentences by avoiding fragments and run-ons.- Identify subject and predicate in sentences.


Instructional Unit 06Speaking and Listening



Students will have many opportunities to The students will be - Compare and contrast Advertisements 1.6.8.Fdevelop their speaking and listening skills. able to use media for information based on facts Oral PresentationsThey will participate in formal/informal learning purposes. and opinions Current Eventspresentations, discussions, read-alouds, - Analyze the role of Advertisementsand explanations. Public speaking skills advertising in the mediasuch as eye contact, posture, facialexpressions, and voice projection aredeveloped throughout the year. Studentswill contribute to large and small groupdiscussions and presentations, byresponding with relevant information,ideas or reasons in support of opinionsexpressed.

Students will have many opportunities to The students will be - Maintain eye contact Speeches 1.6.8.Adevelop their speaking and listening skills. able to listen to others. - Use appropriate body Group ActivitiesThey will participate in formal/informal language Outlinespresentations, discussions, read-alouds, - Share positive comments Graphic Organizersand explanations. Public speaking skills - Take notes when Read-Aloudsuch as eye contact, posture, facial necessary Peer Evaluationsexpressions, and voice projection are - Ask questions in response Teacher-Studentdeveloped throughout the year. Students to topic Evaluationswill contribute to large and small group - Analyze information,discussions and presentations, by ideas, and opinionsresponding with relevant information,ideas or reasons in support of opinionsexpressed.





Students will have many opportunities to The students will be - Use visual imagery Journal Writing 1.6.8.Cdevelop their speaking and listening skills. able to listen to - Connect ideas with prior Reading ResponseThey will participate in formal/informal selections of literature. knowledge Double-Entry Journalspresentations, discussions, read-alouds, - Predict and/or summarize Story Mapsand explanations. Public speaking skills events Outlinessuch as eye contact, posture, facial - Identify and define new Read-Aloudexpressions, and voice projection are words or conceptsdeveloped throughout the year. Students - Analyze the selectionswill contribute to large and small groupdiscussions and presentations, byresponding with relevant information,ideas or reasons in support of opinionsexpressed.





Students will have many opportunities to The students will be - Use correct punctuation Speeches: How-to, 1.6.8.Cdevelop their speaking and listening skills. able to speak using and sentence length PersuasiveThey will participate in formal/informal skills appropriate to - Adjust volume to purpose Oral Presentationspresentations, discussions, read-alouds, formal speech and audience-voice (Formal)and explanations. Public speaking skills situations. projectionsuch as eye contact, posture, facial - Adjust pace to conveyexpressions, and voice projection are meaningdeveloped throughout the year. Students - Add stress and inflectionwill contribute to large and small group to enhance meaning anddiscussions and presentations, by show enthusiasmresponding with relevant information, - Respond with relevantideas or reasons in support of opinions information in support ofexpressed. opinions expressed

- Paraphrase or summarize when prompted- Clarify, illustrate or expand on a response





Students will have many opportunities to The students will be - Contribute to discussions Cooperative Projects 1.6.8.Ddevelop their speaking and listening skills. able to contribute to - Ask relevant, probing Oral PresentationsThey will participate in formal/informal discussions. questions to extend Peer Evaluationspresentations, discussions, read-alouds, meaning Teacher-Studentand explanations. Public speaking skills - Respond with relevant Evaluationssuch as eye contact, posture, facial information in support ofexpressions, and voice projection are opinions expresseddeveloped throughout the year. Students - Paraphrase or summarizewill contribute to large and small group when prompteddiscussions and presentations, by - Use respectful listeningresponding with relevant information, - Adjust tone andideas or reasons in support of opinions involvement to encourageexpressed. equitable participation

- Clarify, illustrate or expand on a response- Present support for opinions- Paraphrase and summarize when prompted





Students will have many opportunities to The students will be to - Initiate everyday Oral Presentations 1.6.8.Edevelop their speaking and listening skills. able participate in small conversation within the Cooperative ProjectsThey will participate in formal/informal and large group purpose of the group Peer Evaluationspresentations, discussions, read-alouds, discussions and - Participate equally in Student-ledand explanations. Public speaking skills presentations. different forums Conferencessuch as eye contact, posture, facial - Participate in informal Partner Quizzesexpressions, and voice projection are interviews and/or debatesdeveloped throughout the year. Students will contribute to large and small groupdiscussions and presentations, byresponding with relevant information,ideas or reasons in support of opinionsexpressed.

New vocabulary is introduced with our The students will be - Identify standard Quizzes 1.7.8.Bliterature and trade book units as well as able to analyze the role American English in formal Reading Responsethrough vocabulary enhancement and place of standard literature Daily Oral Languageactivities. In the sixth grade, we focus on American English in - Analyze the role and place Quizzesdeveloping new vocabulary in both speech, writing and of standard Americanspeaking and writing. Students will literature. English in speech, writingdiscover the origins and meanings of and literaturecommon, learned and foreign words usedfrequently in the English language.Students will analyze American Englishand new words that have been added tothe English language.


Instructional Unit 08Research



Students will practice research skills while The students will be - Understand how to use Library Scavenger Hunt 1.8.8.Bstudying world-renowned individuals. able locate information appropriate sources and OrganizersThey are exposed to a variety of using appropriate strategies to locate Electronic vs.resources in our library to complete this sources and information Traditional Sourcetask. Students will utilize proper strategies. - Determine valid resources Comparisontechniques in identifying essential and evaluate the quality of information, summarizing, organizing, and the resourceswriting a correct bibliographic entry for - Select essential andbooks, periodicals, encyclopedias, important sourcesCD-ROMs, newspapers, online databases, - Use traditional andand the Internet. electronic search tools

Students will practice research skills while The students will be - Use graphic organizers to Graphic Organizers 1.8.8.Cstudying world-renowned individuals. able organize, focus on the main ideas SummariesThey are exposed to a variety of summarize and present - Take notes relevant to the Poster Displaysresources in our library to complete this the main ideas from research topic Author Studytask. Students will utilize proper research. - Identify and record main Main Idea/Detailtechniques in identifying essential ideas relevant to the topic Organizerinformation, summarizing, organizing, and - Use MLA format to creditwriting a correct bibliographic entry for thoughts and ideas ofbooks, periodicals, encyclopedias, othersCD-ROMs, newspapers, online databases, - Use formal writingand the Internet. guidelines:: general

directions, heading format, proofreading and editing


Instructional Unit 08Research



Students will practice research skills while The students will be - Select a topic with teacher Author Study 1.8.8.Astudying world-renowned individuals. able select and refine a guidance Biography CardsThey are exposed to a variety of topic for research. - Narrow a topic-refining Graphic Organizersresources in our library to complete this the focus Outlinestask. Students will utilize propertechniques in identifying essentialinformation, summarizing, organizing, andwriting a correct bibliographic entry forbooks, periodicals, encyclopedias,CD-ROMs, newspapers, online databases,and the Internet.


communication arts-grade 6€¦ · instructional unit 01learning to read independently grade 6...

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