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TRANSCRIPT
1 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Joint School District No. 2
English Language Arts Curriculum
Grade 6
Literature and Strategies
Writing Composition
2012-13
Curriculum Revision Committee: Alison Stark, Eagle Middle School Elisa Wood, Eagle Middle School Jan Ramirez, Galileo K-8 Charmaine VanBuskirk, Heritage Middle School Kathy Dietrich, Lake Hazel Middle School Paula Brockman, Lowell Scott Middle School Thomas Pirc, Meridian Middle School Trina Hallenberger, Meridian Middle School Jill Edwards, Siena K-8 Jessica Staggs, Sawtooth Middle School Suzanne Mackelprang, Academic Coach Laura Gilchrist, English Language Arts Curriculum Coordinator
Quarter 1 Quarter 2 Quarter 3 Quarter 4 Courage to Be
Me Foundations of
Literature Embracing Our
Heritage Perspectives: Changes in
Communication Yesterday, Today, Tomorrow
Table of Contents Page Scope and Sequence 2-4 Unit 1 5-13 Unit 2 14-26 Unit 3 27-36 Unit 4 37-45
2 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
F indicates that the standard is a focus standard and will be explicitly taught during the unit. X indicates that this standard will be met throughout the year, but will not be explicitly taught; rather, teachers will need to ensure that students are meeting these standards as a result of explicit instruction through other standards.
Standard Unit 1 Unit 2 Unit 3 Unit 4
Reading Literature
1 F
2 F
3 F
4 F
5 F F
6 F
7 F F
8 n/a n/a n/a n/a
9 F F
10 x x x x
Standard Unit 1 Unit 2 Unit 3 Unit 4
Reading Informational Text
1 F F
2 F x
3 F
4 F
5 F F
6 F
7 F F F
8 F
9 F
10 x x x x
3 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Standard Unit 1 Unit 2 Unit 3 Unit 4
Writing
1 F
1a F
1b F
1c F
1d F
1e F
2 F F
2a F F
2b F F
2c F F
2d F F
2e F F
2f F F
3 F
3a F
3b F
3c F
3d F
3e F
4 F F F
5 F F
6 x x x X
7 F F
8 F F
9 F F F
9a F
9b F F
10 x x x X
4 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Standard Unit 1 Unit 2 Unit 3 Unit 4
Speaking and Listening
1 x F
1a F
1b F
1c F
1d F
2 F
3 F
4 F F
5 F
6 x x x x
Standard Unit 1 Unit 2 Unit 3 Unit 4
Language
1 x x x
1a F
1b F
1c F
1d F
1e F
2 x F F
2a x F F
2b x F F
3 x F F
3a F F
3b F F
4 F F F F
4a F F F F
4b F F F F
4c F F F F
4d F F F F
5 F F
5a F
5b F
5c F
6 F F F F
5 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Grade 6 Unit 1, Quarter 1
Courage to Be Me
"Courage is not the absence of fear, but rather the judgment that
something else is more important than fear." –Ambrose Redmoon
OVERVIEW During the first quarter, students will explore what it means to be an individual making
courageous choices. They will examine narrative structure through reading and writing
narratives in a variety of genres, such as short stories, poems, journal entries, non-fiction
narratives, etc.
ENDURING UNDERSTANDINGS Each person is unique.
Every person will encounter circumstances that require them to make difficult
decisions.
It often takes courage to make the right choices.
Narrative reading and writing often depict personal experiences, showing the
depth of an individual’s experience.
Narratives can be written in a variety of genres.
SUGGESTED ESSENTIAL QUESTION Why do we need courage to be ourselves?
GUIDING QUESTIONS What makes me unique?
Under what circumstances is it challenging to truly be yourself?
How does it take courage to make the right choices?
How can our personal stories show our individual experiences?
What is a narrative?
What forms can narratives take?
STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading/Writing Terms
central idea*
character*
antagonist
protagonist
flat/static
dynamic/round
conflict
person vs. person
person vs. self
person vs. nature
imagery/sensory language
narrative*
narrator*
point of view*:
first person
third person limited
third person omniscient
plot elements*:
exposition
rising action
climax
Language Terms
pronoun case
Review parts of speech*:
adjectives*
adverbs*
conjunctions*
interjections*
nouns*
prepositions*
pronouns*
verbs*
6 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
person vs. society
dialogue*
falling action
resolution
setting*
Review figurative
language:
simile*
metaphor*
personification
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
Reading: Literature
Key Ideas and Details
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.
Craft and Structure
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.
Integration of Knowledge and Ideas
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
Text Types and Purposes
W.6.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
W.6.3.a Engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
7 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Language
Conventions of Standard English
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, and
possessive).
Vocabulary Acquisition and Use
L.6.4.a 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.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g.,
by checking the inferred meaning in context or in a dictionary).
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.
SUGGESTED WORKS (grade 6-8 text complexity band: 925L-1185L)
ADOPTED RESOURCES
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall (abbreviated PH)
Reader's Handbook (2002), Great Source
Language Network (2001), McDougal-Littell
Write Source 2000 (1995), Great Source
Write Traits Classroom Kits (2002-04), Great Source
Step Up to Writing Secondary Sets (3rd edition), Sopris West
Spelling and Vocabulary (2006), Houghton Mifflin
ANCHOR TEXTS: Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. However, these texts should not be used in any other
unit. Lexile levels in bold indicate texts within the suggested Lexile level for sixth grade
students.
The Cay by Theodore Taylor (novel) (Lexile Level 860)
http://www.mce.k12tn.net/survival/cay/cay.htm (Unit about The Cay--includes
chapter questions and activities and English assignments)
Black Star, Bright Dawn by Scott O’Dell (novel, Lexile Level 670)
The True Confessions of Charlotte Doyle by Avi (novel, Lexile Level 740)
Tracker by Gary Paulsen (Novel, Lexile Level 1010)
“Aaron’s Gift,” PH, p. 116 (short story)
SUPPORTING TEXTS: Supporting texts can be used with this unit or with other units as
desired.
Short Stories
Excerpt from The Pigman & Me, PH, p. 189
“Dragon, Dragon,” PH, p. 461
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ELA Curriculum Grade 6
Novels
Dragon’s Milk by Susan Fletcher (Lexile Level 660)
Iceberg Hermit by Arthur Roth (Lexile Level 1060)
The Lion, the Witch, and the Wardrobe by C. S. Lewis (Lexile Level 940)
Maniac Magee by Jerry Spinelli (Lexile Level 820)
The Secret Garden by Francis Hodgson Burnett (Lexile Level 970)
Poems
“Count That Day Lost,” PH, p. 156
“Alone in the Nets,” PH, p. 216
“Opportunity” Poet’s Corner: http://theotherpages.org/poems/sill01.html (Scroll
down)
Casey at the Bat: http://www.baseball-almanac.com/poetry/po_case.shtml
Casey’s revenge: http://www.7128.com/poetry/caseysrevenge.html
“Paul Revere’s Ride,” Reader’s Handbook: Student Applications Book p. 155-159
& 162
Plays
Who’s on First?—Script: http://famousclowns.org/abbott-and-costello/whos-on-
first-script/
Nonfiction
“Talent,” PH p. 40
“Hard As Nails,” PH p 86
“Childhood and Poetry,” PH p. 173
Song
“You’ve Got A Friend,” PH p. 171
Picture Books
Where the Wild Things Are by Maurice Sendak
The Art Lesson by Tommie dePaola
DIGITAL CONTENT:
Art/Photos
Van Gogh painting “Irises in the Garden, Saint-Remy, c. 1889”
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=947
Media
Criminal Laws Can Apply to Juveniles: The Courage to Tell: (Length 3:12) (Log in
to Discovery Ed and search for this title.)
Courage: (Log in to Discovery Ed and search for this title.) (Length 4:52)
Abbott & Costello Who’s On First: http://youtu.be/kTcRRaXV-fg
Video Clip from Akeelah and the Bee excerpt of DuBois quote (1min., 13 sec.,
youtube) http://www.youtube.com/watch?v=oh6hNsf5J7k: “Our deepest fear is
not that we are inadequate. Our deepest fear is that we are powerful beyond
measure. We ask ourselves, Who am I to be brilliant, gorgeous, talented,
fabulous? Actually, who are you not to be. . .And as we let our own light shine,
we unconsciously give other people permission to do the same.”
9 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
SAMPLE ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY
1. Reader’s Handbook (RI.6.2): Using Reader’s Handbook, read “How to Use This
Book”, Chapter 1 “Introduction”, and Chapter 2 “The Reading Process” pp. 32-37.
Students read and apply information learned in the Reader’s Handbook. As
different skills such as making inferences and drawing conclusions are practiced,
revisit Reader’s Handbook, Chapter 3 “Reading Know-How” beginning p. 38
READING STRATEGY FOCUS
1. COURAGE WORD MAP (SL.6.1): What is meant by the word courage? Write your
ideas down on a sticky note. Look up the word in the dictionary to confirm the
specific definition and/or add to students’ initial definition. Create a class word
map of the word courage. Students will cite examples of courage found in the
unit’s reading selections, writing each on a sticky note and adding it to the map.
Keep the map and use it for reference throughout the unit/year to help students see
shared central ideas and themes between texts.
2. READING APOEM (RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, RL.6.10): Using the
Reader’s Handbook and the Reader’s Handbook Student Applications Book, walk
students through “Reading a Poem” (p. 154). Model the analytical procedure of
reading a poem with “Paul Revere’s Ride.” Practice working through each step of
the reading process as outlined in the Student Applications Book. Apply process to
other poems read for this unit.
3. LITERATURE RESPONSE: PLOT (RL.6.2, RL.6.3, RL.6.5 ): Introduce students to plot by
reading “The Ugly Duckling” in Reader’s Handbook: Student Applications Book (p.
148-149). For one of the selections in this unit, outline how the plot of a story or novel
unfolds in a series of episodes by creating a comic strip of key events. Students
should include the characters and how they respond or change as the plot moves
toward resolution. Students will write a summary of the novel leaving out the minor
details and opinion. Each of the central ideas from the comic strip frames should be
included in the overall summary. Working with a partner or small group, students
should check to ensure that the summary is focused, well-organized and error-free.
4. DETAIL WHEEL: THEME(RL.6.2, RL.6.5): To introduce theme, read “The Secret Garden”
in the Reader’s Handbook: Student Applications Book (p. 150). Next students will
create a “detail wheel” for one of the novels or shorter selections read in this unit.
Students will place a theme or central idea from the selection in the middle of a
sheet of construction paper. Students will then create detail “spokes” that radiate
from the center and present specific details that support the chosen theme.
Students will also write a brief summary of the selection that is free of personal
opinions or judgments.
5. THEME CHART (RL.6.5): Students will create a chart on chart paper that features one
or more passages from the novel used in this unit or a shorter selection that speak to
the themes presented. Students will read the passages and generate responses
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ELA Curriculum Grade 6
that focus on how these passages support the novel’s themes. Collect these
responses on the chart paper and discuss the results as a class.
6. CHARACTER/THEME ANALYSIS (RL.6.1, RL.6.2, RL.6.6): Using a table as a graphic
organizer, students will keep track of how each character in the selected novel or
another text feels about one or all of the first three enduring understandings listed at
the beginning of this unit. Students will include specific details and quotes (with
page numbers) from the story as evidence. Students will use the evidence
collected on the chart to draw conclusions about the theme of the story.
7. TRIPLE VENN DIAGRAM (RL.6.9): Students will create a three-circle Venn diagram
using three selections from the resource list above. Each selection should represent
a different genre or form (for example: fiction, non-fiction, and poetry). Students will
list how each category of writing approaches a common theme. Students will
compare and contrast how these genres/forms address this theme.
8. CHARACTER ANALYSIS (RL.6.3, RL.6.5): To introduce character, read “The Cay” in
the Reader’s Handbook: Teacher’s Guide (p.220) and Reader’s Handbook (p. 340).
While reading The Cay or another selection, students will generate a list of character
traits that describe the main character using a pictorial. Using the pictorial, students
will choose one trait that they feel best represents the character. Students will write
1-2 paragraphs identifying what the trait is, stating why they chose it and explaining
how it best represents the character. Students need to defend their claim, citing
specific textual evidence to support their ideas. Include in the paragraphs not only
the narrator’s description of the character, but also how the character responds to
situations and other characters in the text based on his/her personality (character
trait), and how other characters respond to the chosen character.
9. LITERATURE RESPONSE (RL.6.3, RL.6.6, SL.6.1): Create a Venn diagram of a
courageous character compared to a non-courageous or cowardly character. The
differences between courageous and cowardly characters may seem obvious, but
are there ways in which these characters are similar? Students will record their
responses in their journals, discuss their insights with a partner and modify their
responses based on any new information gained from the discussion, taking into
consideration answers to questions their partner asked or questions the students
asked their partners.
10. FIGURATIVE LANGUAGE (RL.6.4, L.6.5): Find examples of figurative language (simile,
metaphor, personification) in a text. Write the complete sentence which contains
the example exactly as it is written in the text. Interpret the figurative language
(what is it and what does it mean), and explain how the author’s use of figurative
language enhances the reader’s understanding of the text.
11. FOCUS ON SETTING (RL.6.5) “The Wonderful Wizard of Oz” in Reader’s Handbook:
Student Applications Book (p. 144-145). Discuss why a particular setting is crucial for
one of the selections in this unit.
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ELA Curriculum Grade 6
12. FOCUS ON DIALOGUE (RL.6.5): “Alice in Wonderland” in Reader’s Handbook:
Student Applications Book (p. 146-147). Discuss how an author uses dialogue to
reveal the character traits of one of the characters in one of the selections in this
unit.
WRITING STRATEGY FOCUS
1. INTRODUCE WRITE TRAITS (W.6.3):
Organization (W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.f, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.e)
o Step-Up to Writing
o Write Trait: Student Traitbook Lesson Number 6, “The Right Tool for the Job”
o Use Picture Books to support Teaching the Six Traits (see Kristina's Favorite
Picture Books for Teaching the 6 Traits at http://www.smekenseducation.com/kristinas-favorite-picture-books-for-
teaching-the-6-traits.html
Ideas (W.6.4, W.6.5, W.6.6)
o Write Traits: Unit 1 “Ideas”, Lessons 1-5 (“Draw on the Count of Three”,
“Narrowing Your Topic”, “From Fuzzy to Focused” , “That’s Pretty Sketchy!”
and Unit Summary)
Voice (L.6.6, RL.6.3, W.6.3.b, W.6.3.d)
o Write Traits: Student Traitbook Lesson Number 12 “From Flat to Fantastic”
Word Choice(L.6.3, W.6.3.d)
o Write Traits: Student Traitbook Lesson Number Lesson 13 “Feeding Your
Reader’s Brain”
Sentence Fluency (L.6.1, L.6.3)
o Write Traits: Student Traitbook Lesson Number 18 “Catching Up with Run-on
Sentences”
Conventions (L.6.1, L.6.3)
o D.O.L. (Daily Oral Language) or D.L.R. (Daily Language Review) using
extended writing samples (at least one paragraph). (Focus on pronoun
and pronoun case.)
o Phunny Stuff, Write Traits: Student Traitbook Lesson Number 21 “Revising,
Editing, or Revisediting.”
2. A NARRATIVE IN A DIFFERENT GENRE (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d,
W.6.3.e): In order for students to understand that narratives take many forms, have
them rewrite a narrative poem as a short story or a short story as a narrative poem.
They could also rewrite a non-fiction narrative as a song or short story.
3. I’M THE AUTHOR (RL.6.3, W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e, L.6.1, L6.1.a,
L6.1.b, L.6.2.a, L.6.2.b): Write a prequel or alternate ending to one of the narrative
works read in class. What elements of the original are important to maintain in
creating a prequel or alternate ending? What elements of setting (e.g., time, place,
environment, etc.) will you include? Be sure to stay true to the original characters
and open the narrative with an attention-getting scene. The well-developed
prequel or alternate ending should hook the reader from the start. Edit your writing
for pronouns, punctuation and spelling.
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ELA Curriculum Grade 6
4. JOURNAL WRITING (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e): Students will
write in a journal using personal narrative prompts from the teacher. Students should
write in complete sentences and provide support for their answers using specific
details whenever possible.
5. COURAGE AND CLASSES (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e): Students
will write about the courage it took to come to middle school. This can be used for
on-demand (timed) writing. Suggested Resources: Language Network, p. 358.
Optional extension for speaking and listening, p. 363. See Write Source: Personal
Narrative, p. 153.
6. SHORT STORY (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e, L.6.1.a): Students will
write a short story about a character that shows growth related to the “Courage to
Be Me” theme or courage in general. Suggested Resources: Language Network p.
406. Optional extension for speaking and listening (creating a skit) p. 416. See Write
Source: Writing Short Stories p. 183. Writing should be well-organized and well-
developed, including using specific details and dialog to develop ideas and help
the reader better understand the story. Students will revise and edit their stories or
sections of their stories in small groups. Editing should include a check to ensure
pronoun use is correct.
LANGUAGE ACTIVITIES
1. PRONOUN USE (L.6.1.a): Review pronouns, and introduce pronoun case:
subjunctive, objective, possessive. a. In groups, have students sort pronouns by case and justify the results of
their sorts to the class.
b. Correct any misconceptions and have student process learning by having
them write or talk about the definition of each type of pronoun.
c. Identify pronouns in “Who’s on First?” Explore what would happen if nouns
were used instead of pronouns? How does the ambiguity of pronoun use
impact the meaning of “Who’s on First?”
d. Have students write their own radio play/conversation using various cases
of pronouns. Have students replace their pronouns with nouns. What
happens? e. Practice analyzing and correcting sentences that misuse pronoun case.
f. Practice writing sentences using each type of pronoun case correctly.
2. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a,
L.6.4.b, L.6.4.c, L.6.4.d): Throughout the school year, students will collect new
words and phrases either on index cards or in a student created dictionary. For
each word or phrase, students will do the following:
Write their guess about the meaning of the word or phrase.
Write the sentence in which they first encountered the word or phrase, so they
can re-examine the context clues to help determine the meaning of the word or
phrase.
Note the meanings of affixes and roots if applicable.
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ELA Curriculum Grade 6
Consult specialized reference materials and write the meaning of the word or
phrase and the pronunciation guide of necessary.
Additional strategies for teaching vocabulary are available at this website: “On
Target: Strategies to Build Student Vocabularies Grades 4 –12”:
http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On
%20Target-Strategies%20to%20Build%20Vocabularies.pdf
SBAC ASSESSMENT PREP
1. COURAGE TO BE ME (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e): Courage
manifests itself in many forms. It takes courage to right a wrong, stand alone,
develop a talent or face those who have lost faith in you. Read and watch the
following: “Hard as Nails” or “Talent”(non-fiction), “Casey at the Bat” (poem),
“Casey’s Revenge” (poem), “Courage” and “Criminal Laws Can Apply to Juveniles:
The Courage to Tell” (2 Discovery Ed videos). After reading and viewing these
selections, think about a time when you or someone you know showed courage.
Write a narrative essay describing that event.
14 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Grade 6 Unit 2, Quarter 2
Embracing Our Heritage "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!"
--Emma Lazarus
OVERVIEW In this unit, students will focus on using informational text to explore how immigrants
have impacted America, examine the immigrant experiences of others, and search for
their own family’s heritage. Students may engage in short research projects in this
unit or in Unit 3.
ENDURING UNDERSTANDINGS Heritage defines an individual.
Heritage defines a nation.
SUGGESTED ESSENTIAL QUESTION How does heritage define us individually and as a nation?
GUIDING QUESTIONS Why do people immigrate? What are their reasons?
What cultural traditions do people bring with them?
How do immigrants balance their cultural traditions with assimilating into a new
way of life?
What are similarities and differences in people’s immigrant experience?
How does literature and media reflect the immigrant experience? How are cultural biases and prejudices reflected in literature and media?
How does the author express his or her point of view about immigration? Where
specifically in the text can you tell that this is his or her opinion/point of view?
What questions does a reader have to ask to understand an author’s point of
view?
What are some of the significant contributions immigrants have made to
America?
15 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading Vocabulary:
anecdote
author’s purpose
argument
bias
cause/effect*
central idea
(main idea used
previously)
compare*
contrast*
claim
concrete details*
evidence *
explicit*
fact*
formal style
inference *
judgment
opinion
point of view*
summary/summarize*
Writing Vocabulary:
analyze
author’s point of
view/purpose
cause/effect*
central Idea
claim
compare*
contrast*
concrete details*
concluding
statement*
evidence*
formal style*
point of view*
reason*
transitions*
works cited
Language Vocabulary:
quotes/quotation
marks*
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
Reading: Informational Text
Key Ideas and Details
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.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
RI.6.5 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.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text.
Integration of Knowledge and Ideas
RI.6.7 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.
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).
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ELA Curriculum Grade 6
Writing
Text Types and Purposes
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.6.2.a
Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
W.6.2.b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
W.6.2.c
Use appropriate transitions to clarify the relationships among ideas and
concepts.
W.6.2.d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.6.2.e
Establish and maintain a formal style.
W.6.2.f
Provide a concluding statement or section that follows from the information
or explanation presented.
Production and Distribution of Writing
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.
Research to Build and Present Knowledge
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.
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “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”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Speaking and Listening Comprehension and Collaboration
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.
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ELA Curriculum Grade 6
Language
Conventions of Standard English
L.6.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.e Recognize variations from standard English in their own and others' writing and
speaking, and identify and use strategies to improve expression in
conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
Knowledge of Language
L.6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3.b Maintain consistency in style and tone.
Vocabulary Acquisition and Use
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.6.4.a 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.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g.,
by checking the inferred meaning in context or in a dictionary).
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.
SUGGESTED WORKS (grade 6-8 text complexity band: 925L-1185L) ADOPTED RESOURCES
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Reader's Handbook (2002), Great Source
Language Network (2001), McDougal-Littell
Write Source 2000 (1995), Great Source
Write Traits Classroom Kits (2002-04), Great Source
Step Up to Writing Secondary Sets (3rd edition), Sopris West
Spelling and Vocabulary (2006), Houghton Mifflin
18 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
ANCHOR TEXTS: Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. However, these texts should not be used in any other
unit.
Dragon Wings by Lawrence Yep (Novel) (Lexile Level 870)
“The All-American Slurp,” PH, p. 518 (Short Story)
“Grandpa and the Statue,” PH, p.676 (Drama)
“Ellis Island,” PH, p. 690 (Nonfiction)
“Names/Nombres,” PH, p. 250 (Nonfiction)SUPPORTING TEXTS: Supporting texts
can be used with this unit or with other units as desired.
SUPPORTING TEXTS:
Short Story
“The Circuit,” PH, p. 80
Poems
“Abuelito Who,” PH, p. 336
“Door Number Four,” PH, p.156
“Saying Yes,” PH, p. 26
Picture Books
Additional resources and details about the books listed below can be found at this site:
http://teacher.scholastic.com/lessonplans/unit_ancestors_books.htm
Coming to America: The Story of Immigration by Betsy Maestro (Lexile Level 890)
Dreaming of America: An Ellis Island Story by Eve Bunting and Ben Stahl
How Many Days to America?: A Thanksgiving Story by Eve Bunting and Beth Peck
How My Family Lives in America by Susan Kuklin
I Hate English! by Ellen Levine and Steve Bjorkman
In the Year of the Boar and Jackie Robinson by Betty Bao Lord
I Was Dreaming to Come to America: Memories from the Ellis Island Oral History
Project by Veronica Lawlor
The Keeping Quilt by Patricia Polacco
Liberty! by Allan Drummond
Lily and Miss Liberty by Carla Stevens and Deborah Kogan Ray
The Long Way to a New Land by Joan Sandin
The Story of the Statue of Liberty by Betsey Maestro and Guilio Maestro
When Jessie Came Across the Sea by Amy Hest and Patrick James Lynch
DIGITAL CONTENT
Art/Photos
“Angel Island Immigration History Photos”: Angel Island History Links
http://web4homes.com/rendezvous/immigration.htm
“Angel Island Photo Gallery”: Modern American Poetry
http://www.english.illinois.edu/maps/poets/a_f/angel/gallery.htm
“Ellis Island Photo Album--Then and Now”: The Statue of Liberty-
Ellis Island Foundation, Inc.
http://www.ellisisland.org/photoalbums/ellis_island_photo_album.asp
“Emigration/Immigration”: (An excellent combination of pictures and history)
http://www.maggieblanck.com/Immigration.html (also listed under websites)
19 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Media
“American Citizens!” (Photograph of Nativist Newspaper from 1852) http://www.loc.gov/pictures/item/2008661538/
“A History of Chinese American Achievement in the United States: America
Embraces Chinese Culture”: Discovery Education (Length 23:54) (Log in to
Discovery Ed and search for this title.)
“Coming to America: New York’s Immigrants”: (Length: 34:24) (Log in to
Discovery Ed and search for this title.)
“Dear America: So Far from Home: The Story of Mary Driscoll, an Irish Mill Girl:
Lowell, Massachusetts, 1847”: (Length 29:56) (Log in to Discovery Ed and search
for this title.)
“Destination America: Episode One: The Golden Door”: (Length 54:21) (Log in
to Discovery Ed and search for this title.)
“Journey to Freedom: The Immigrant Experience”: (Length 12:59) (Log in to
Discovery Ed and search for this title.)
“Laurence Yep”: You Tube (Length 8:24)
http://www.youtube.com/watch?v=USRnvomwZ30
“Moments in Time: Famine to Freedom: The Great Irish Journey”: (Length 50:18)
(Log in to Discovery Ed and search for this title.)
“The Pursuit of Happiness: Immigration: A Segment of: TLC Elementary School:
Understanding American Values ”: (Length: 4:19) (Log in to Discovery Ed and
search for this title.)
(Log in to Discovery Ed and search for this title.) “The Statue of Liberty: A Symbol
of Friendship and Freedom: A Segment of: New York Up-Close: Modern-Day
New York ”: (Length 4:27) (Log in to Discovery Ed and search for this title.)
Music
“Coming to America” by Neil Diamond: http://storiesofusa.com/free-american-
patriotic-songs-lyrics-videos/ (Scroll Down)
“Don’t Bite the Hand that’s Feeding You”: http://memory.loc.gov/cgi-
bin/query/r?ammem/AMALL:@field(NUMBER+@band(edrs+50357r))
“Isle of Hope, Isle of Tears” – The Irish Tenors
Performance and Lyrics: http://www.youtube.com/watch?v=BGZaAwD2Mls “No Irish Need Apply” by Pete Seger
Lyrics: http://www.lipwalklyrics.com/lyrics/373354-peteseeger-
noirishneedapply.html Performance: http://www.youtube.com/watch?v=F5SiLTPx9jM
Novel Units
Dragonwings by Laurence Yep: http://www.mrcoward.com/slcusd/dwings.html
Dragonwings by Laurence Yep: Scribd:
http://www.scribd.com/doc/2967190/Study-Guide-Dragonwings
Dragonwings by Laurence Yep: Language Arts Novel Guides: Class Zone:
McDougal Littell (This suggests a research paper comparing another immigrant
group to the Chinese immigrants.)
http://www.classzone.com/novelguides/litcons/dragwing/guide.cfm
Poetry
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ELA Curriculum Grade 6
“You, Whoever You Are”, by Walt Whitman: Library of Congress (poem)
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/pre
sentations/immigration/
Adrienne Rich Reads Prospective Immigrants Please Note: vimeo
http://vimeo.com/39836802 (Length 1:16)
Political Cartoons
“Welcome to All” http://www.loc.gov/pictures/item/2002719044/
“Political electricity; or, an historical & prophetical print in the year 1770” http://www.loc.gov/pictures/item/96507290/
"(Dis-)honors are easy ” http://www.loc.gov/pictures/item/2007680187/
Websites
Library of Congress Primary Source Sets on Immigration: “Challenges for New
Americans (contains lessons plans, primary source sets, background information)
http://www.loc.gov/teachers/classroommaterials/themes/immigration/set.html
“Across the Ocean, Over the Mountains to America” by Douglas McGill: McGill
report about Chinese immigrant, Ping Yang
http://www.mcgillreport.org/ping_yang.htm
“America’s First Immigration Center”: The Battery Conservancy
http://www.castlegarden.org/index.php
“Angel Island Immigration Station Poetry”: Ancestors in the Americas
http://www.cetel.org/angel_poetry.html
“Annie Moore becomes the first immigrant to enter Ellis island in 1892.”:
http://www.readwritethink.org/classroom-resources/calendar-activities/annie-
moore-becomes-first-20384.html
“Ellis Island and Immigrant Websites”: Pathfinder
http://rosaweb.chclc.org/library/immigration_pathfinder.htm
“Emigration/Immigration”: (An excellent combination of pictures and history)
http://www.maggieblanck.com/Immigration.html
“Emma Lazarus and Her Vision by Bette Roth Young”: Digital History
http://www.digitalhistory.uh.edu/historyonline/lazarus.cfm
“Ethnic America”: Discovery History
http://www.digitalhistory.uh.edu/historyonline/ethnic_am.cfm
“Famous Ellis Island & Port of New York Arrivals” (not all immigrants): The Statue of
Liberty—Ellis Island Foundation, Inc.
http://www.ellisisland.org/genealogy/ellis_island_famous_arrivals.asp
“History of The Statue of Liberty”: The Statue of Liberty-Ellis Island Foundation, Inc.
http://www.statueofliberty.org/Statue_History.html
“Immigration: Challenges for New Americans”: Library of Congress
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration
/pdf/teacher_guide.pdf
“Immigration”: Library of Congress (Scroll over the images on the left sidebar.)
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/pre
sentations/immigration/
“Interviews with Today’s Immigrants”: Library of Congress
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/pre
sentations/immigration/interv/toc.php
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ELA Curriculum Grade 6
“Irish Potato Famine: Monoculture and the Irish Potato Famine: cases of missing
genetic variation”: Understanding Evolution
http://evolution.berkeley.edu/evolibrary/article/agriculture_02
“My Life As an Undocumented Immigrant” by Jose Antonio Vargas: Define
American http://www.defineamerican.com/page/feature/jose-story
“Naturalization Self Test” (Practice): U.S. Citizenship and Immigration Services
http://www.uscis.gov/portal/site/uscis/menuitem.d72b75bdf98917853423754f526
e0aa0/?vgnextoid=afd6618bfe12f210VgnVCM100000082ca60aRCRD&vgnextch
annel=afd6618bfe12f210VgnVCM100000082ca60aRCRD
“Poetic Waves,” Poetic Waves/Angel Island: http://www.poeticwaves.net/
“Remade in America: Immigration Explorer” (This interactive map allows the user
to select the decade and the foreign-born group to see where and when
immigrants settled across America.)
http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-
explorer.html
“The Irish Potato Famine”: Digital History
http://www.digitalhistory.uh.edu/historyonline/irish_potato_famine.cfm
“The Immigrant Experience: Down the Rabbit Hole”: Library of Congress
http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/
“Contributions of Immigrants”
http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_
05.html
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITIES
1. (SL.6.1, SL.6.2) Students are made part of a family that is in the process of deciding or
feeling pressure to immigrate. In their family groups, students will discuss their
situation and determine the pros and cons of immigrating. Then each family
member is invited to a “tea party” of different immigrants. They need to introduce
themselves as this person and respond to several discussion questions as this person.
(Tea party strategy: http://www.nsrfharmony.org/protocol/doc/tea_party.pdf)
Possible Extensions (W.6.7, W.6.8, W.6.9):
Students research their assigned individual or character. Students can maintain
the identity of this person throughout the unit.
Suggested Work: The Immigrant Experience: Down the Rabbit Hole (Library of
Congress) http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/
(This 2-week unit on immigration uses primary source documents and images as
a basis for discussing common themes of the immigrant experience. This unit
could be modified to be shorter.)
READING STRATEGY FOCUS
1. BUILDING BACKGROUND KNOWLEDGE WORKSHOP(RI.6.2, RI.6.3, SL.6.1.a, SL.6.1.b,
SL.6.1.c, SL.6.1.d, SL.6.2, SL.6.3):
Part 1: Poem and Song Lyrics Analysis: Assign small groups of students to analyze
one of the following: an immigration poem (i.e. “The New Colossus”), a poem
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ELA Curriculum Grade 6
from “Angel Island Immigration Station Poetry,” and the lyrics to one song about
immigration. Students will analyze each text for explicit and inferential meanings
using textual evidence to support their analysis. Students will “jigsaw” to share
their findings with the class. Finally, students will compare and contrast the
meanings of each. Additional Resource: “Reading Poetry” in Reader’s
Handbook: A Student Guide for Reading and Learning, pp. 406-469.
Part 2: Primary Source Analysis: Assign small groups of students to analyze
different primary sources (photographs, newspapers, political cartoons, etc.)
pertaining to Immigration (see
http://www.loc.gov/teachers/classroommaterials/themes/immigration/set.html
for resources). Students read/analyze each document answering the following
questions:
What does the document depict? What do you think it is about?
Who do you think created the document? Why was it created?
What questions do you have about the document?
Students then jigsaw to share their findings with their peers. Groups should
summarize their findings and work together to complete a class K-W-L Chart
about Immigration to help begin work on the unit.
2. GRAPHIC ORGANIZER—THREE IMMIGRANT INTERVIEWS (RI.6.1, SL.6.4): Analyze
the similarities and differences between three immigrant experiences. Create a
Venn diagram or another appropriate graphic organizer to show these similarities
and differences. Share the graphic organizer with the class and explain the
similarities and differences.
Suggested Work: “Interviews with Today’s Immigrants” (Library of Congress)
3. COMPARE/CONTRAST STORY BOOK (RI.6.1): Compare and contrast the
experiences that different immigrants had in early America (Ex: The Irish and the
German), or compare a particular culture’s experience long ago to their present
day experience. (Ex. The Mexican experience in early America versus the
Mexican experience today.) Share your findings with the class. Suggested Work:
“Interviews with Today’s Immigrants” (Library of Congress)
4. BIO-CUBE (RI.6.2): Read a short biography of an immigrant and create a bio-
cube which summarizes the central ideas. ReadWriteThink link:
http://www.readwritethink.org/classroom-resources/student-interactives/cube-
30057.html
5. WHAT’S IN A NAME? (RI.6.2): Students read “Names/Nombres”, “If Your Name
Was Changed at Ellis Island”, and the list of “Famous Ellis Island & Port of New
York Arrivals”. Students create a 3-column, 4-row table. In Row 1, students list the
titles of each of these works. In Row 2, students list the central ideas of each
selection. In Row 3, students explain how the ideas are conveyed in each text.
In Row 4, students write a brief summary of each text.
6. HIT THE BULL’S-EYE (RI.6.3): Use a bull’s-eye graphic organizer to identify the main
ideas, characters and supporting details. In the center of the bull’s-eye, write the
name of the key individual, event or idea that is introduced. In the next ring,
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ELA Curriculum Grade 6
give the supporting details the author uses to develop each of these ideas. In the
outer ring, next to each detail explained in the inner ring, note how the detail is
illustrated or elaborated citing specific evidence from the text. Suggested Work:
“Monoculture and the Irish Potato Famine: Cases of Missing Genetic Variation”
7. NOT NECESSARY (RI.6.5, W.6.2, W.6.10): Students read “The Irish Potato Famine”
or another article. Put students in small groups and have them determine which
sentences and/or paragraph(s) could be removed from the article without
significantly changing the meaning of the article. Students write a short paper
explaining why they kept certain sentences and paragraphs and why they
eliminated others.
8. MAKE A NOTE OF IT (RI.6.7): As students study information from various sources
(books, articles, media), they will answer the following questions on note-cards
for each group of immigrants they study. These note cards will be used to help
them complete the “Writing Strategies, Formal Research” assignment.
o When and where did they arrive in the United States?
o What were the conditions on the voyage?
o Why did they leave their homeland?
o What expectations did they have upon arriving in America?
o How were they treated upon arrival in America?
o What difficulties did they encounter in America?
o What successes did they experience in America?
o Where did they settle in America?
o What significant contribution(s) did they make to America?
o What vocabulary words did they bring with them that are now commonly
used?
9. SOUP’S ON (RL.6.9): As a class, read and discuss “The Great American Slurp.”
With a partner, students read two picture books about eating customs in another
country and share the information about their reading with the class via an
interview, pantomime or poster. Additional Resource: “How to Eat a Guava” by
Esmerelda Santiago in Reader’s Handbook: Student Application Book: “Reading
an Essay”, pp. 62-61.
WRITING STRATEGY FOCUS
1. OPINION PAPER (W.6.2, W.6.7): Students will write an article about the United
States as a land of opportunity. Interview someone about the immigration
experience. Suggested activity: Bring in a photograph or drawing of an artifact
that represents the individual and his/her experience. Write how the artifact
represents the immigrant experience. Complete a class “gallery walk” to
engage all students in each other’s artifacts/articles.
2. DECISIONS, DECISIONS, DECISIONS (RI.6.1, RI.6.7, W.6.1, W.6.7, W.6.9, W.6.9.b,
W.6.4, W.6.5, L.6.1.e, L.6.2.a, L.6.2.b, L.6.3, L.6.3.a, L.6.3.b): Students will acquire
information about immigrants through various sources: Fiction, nonfiction, and
media presentations. Students will write an essay in which the writer identifies
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ELA Curriculum Grade 6
which immigrant or group of immigrants has made the most significant
contributions to America. Students will proofread their papers to check for
variations from standard English, and to make sure that they have used
conventions correctly, spelled correctly, maintained consistency in style and
tone, and varied their sentence patterns.
3. WHO’S WHO? (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,
W.6.4, W.6.5): Students will read about the experiences a particular immigrant or
the descendant of an immigrant had in America. Write an
informative/explanatory text which conveys this experience. Suggested materials: “Immigration”:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration
/pdf/teacher_guide.pdf (Scroll over the images on the left sidebar.)
4. FAMILY TIMELINES (W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,
W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.e, W.6.4, W.6.5, L.6.2): After interviewing family
members about their heritage and researching information about immigration,
students will create a timeline showing the significant events in their family’s
history, in their country of origin, and in America during this time period. Using this
timeline as a basis, students will write an informative essay about their own
family’s history, including an immigration experience, if appropriate. The essay
will explain how their history was affected by significant historical events.
5. PEN PALS (W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.f, W.6.3.a, W.6.3.b, W.6.3.c,
W.6.3.e): Assuming the role of a specific immigrant (see introductory activity),
students will write friendly letters back and forth as though they are a particular
immigrant writing to another specific immigrant. The letters can be between
people from the same country: One who is already in America and one who is
planning to come to America. The letters can also be between immigrants from
two different countries. The letters should reflect the concerns and experiences
of the time period in which they are written.
6. JOYFUL NOISES (W.6.2): Write a “two-voice poem” about an immigrant’s
experience, accurately reflecting historical information. Students will present the
poem as a dramatic reading.
7. SHORT RESEARCH (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,
W.6.7, W.6.8, RI.6.1, L.6.2, W.6.4, W.6.5): Students will write a short research paper
which answers this question: What are the similarities and differences between
immigrant experiences? Students can focus on two individual immigrants or two
particular groups of immigrants (ex. Chinese, Irish, Mexican) and trace the
immigrants’ experience by focusing on:
o The reasons for leaving homeland
Immigrants expectations of America
o The conditions on the voyage/Journey to the U.S.
o Their arrival in the United States: date, place, conditions
o Their treatment by others upon arrival in America
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ELA Curriculum Grade 6
o Where the groups settled in America
o What significant contribution(s) immigrants made to America
o Any vocabulary words they brought with them that are now assimilated
into English
8. IN-DEPTH RESEARCH & MULTI-MEDIA PRESENTATION (RI.6.1, W.6.1, W.6.2, W.6.2.a,
W.6.2.b, W.6.2.c, W.6.2.f, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.e, W.6.7, W.6.8, SL.6.4,
SL.6.5, L.6.2): Students will research a specific controversial issue related to
immigration and write an in-depth research paper about this issue. Students will
present their findings to their classmates via a multi-media presentation. Possible
controversial topics might include:
o Should a limit be set on the numbers of immigrants allowed to come into
America from certain other countries? Why?
o What skills should immigrants have before being allowed to enter the
country? Why?
o Should America currently accept only immigrants who are victims of war,
famine and natural disasters? Why or why not?
o Which immigrant or group of immigrants do you feel made the most
significant contributions to America?
o Was the treatment immigrants received when arriving in America fair,
humane, and ethical? Explain and support your findings.
o Angel Island or Ellis Island: Which facility was the most hospitable for
arriving immigrants? Why?
o Are the current immigration laws fair to immigrants from all countries?
Explain why or why not?
(Additional Resource: “Research Project”, in Language Network, pp. 418-
433.)
SPEAKING AND LISTENING ACTIVITIES
1. PAST TIMES (SL.6.6): Students will give a short speech sharing significant events
from their family’s history, including immigration experiences, if appropriate.
Students can also create and share a family tree. Free pedigree charts and
family tree charts available at these websites: http://misbach.org/pdfcharts/
and http://www.mymcpl.org/genealogy/family-history-forms
2. HIT BOTH BULL’S-EYES (RI.6.3, RI.6.6, RI.6.9, SL.6.1, SL.6.4): Working with a partner,
each student will read material on the same topic or person by different authors.
Each student will create a bull’s-eye graphic organizer to identify the main ideas,
the supporting details and the textual evidence . In the center of the bull’s-eye,
students write the name of the key individual, event or idea that is introduced. In
the next ring, they give the supporting details the author uses to develop each of
these ideas. In the outer ring, next to each detail explained in the inner ring,
students note how the detail is illustrated or elaborated citing specific evidence
from the text. Students will compare their bull’s-eye with their partners and write
a paragraph noting the differences between the two author’s presentations of
similar material. In the paragraph, students will also discuss each author’s point
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ELA Curriculum Grade 6
of view and how it is conveyed in the text. Students will share their findings in a
short speech to the class. Option: One student can read both works and create
two bull’s eyes. Students may want to choose a person from the following
website and then look up two selections about that person. Each selection must
have a different author.: Suggested Resource: “Famous Immigrants”:
http://www.murthy.com/famous-immigrants/
LANGUAGE ACTIVITIES
1. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a,
L.6.4.b, L.6.4.c, L.6.4.d): Throughout the school year, students will collect new
words and phrases either on index cards or in a student created dictionary. For
each word or phrase, students will do the following:
Write their guess about the meaning of the word or phrase.
Write the sentence in which they first encountered the word or phrase, so they
can re-examine the context clues to help determine the meaning of the word or
phrase.
Note the meanings of affixes and roots if applicable.
Consult specialized reference materials and write the meaning of the word or
phrase and the pronunciation guide of necessary.
Additional strategies for teaching vocabulary are available at this website: “On
Target: Strategies to Build Student Vocabularies Grades 4 –12”:
http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On
%20Target-Strategies%20to%20Build%20Vocabularies.pdf
SBAC ASSESSMENT PREPARATION
1. HERITAGE RESEARCH (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,
W.6.4, W.6.5, L.6.1.e, L.6.2.a, L.6.2.b, L.6.3, L.6.3.a, L.6.3.b): Students will research
information about heritage and write a short research paper to answer one or all of
these questions. Students will include a Works Cited page and in-text citations.
Students will proofread their papers to check for variations from standard English,
and to make sure that they have used conventions correctly, spelled correctly,
maintained consistency in style and tone, and varied their sentence patterns.
What is heritage?
How does heritage define us individually?
How does heritage define us as a nation?
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ELA Curriculum Grade 6
Grade 6 Unit3, Quarter 3
Foundations of Literature “Literature adds to reality, it does not simply describe it. It enriches
the necessary competencies that daily life requires and provides;
and in this respect, it irrigates the deserts that our lives have already
become." -- C.S. Lewis
OVERVIEW This unit examines the various foundations of Western literature. Emphasis is
placed on Ancient Greek and Roman mythology. Students will read narrative
and informational text to examine the relationship between myths and the
traditions of their cultures of origin. Students may engage in short research
projects in this unit or in Unit 2.
ENDURING UNDERSTANDINGS Myths and legends were used to help people from various cultures understand
their world.
Myths and legends reflect a culture’s traditions.
Greek and Latin languages have influenced the English language.
ESSENTIAL QUESTION How do the literary contributions of the past impact us today?
GUIDING QUESTIONS What are the functions and characteristics of myths and legends?
How do myths and legends reflect a culture’s traditions?
What contributions have Greek and Latin made to the English language?
STUDENTS WILL KNOW THE FOLLOWING: *Indicates concept previously introduced in earlier grades Reading Terms
central idea*
main idea*
opinions*
point of view*
textual evidence
Writing Terms
organization
point of view*
paraphrase*
plagiarism
direct quote*
structure
summarize*
works cited*
Literary Terms
anecdotes
author’s purpose*
bibliography*
evidence*
fable*
figurative language*
folk tale*genre
legend*
myth
oral tradition
symbol
symbolism
theme
Language Terms
analogies
nuances in word
meanings
(connotation and
denotation)
simile*
metaphor*
personification
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ELA Curriculum Grade 6
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
Reading: Literature
Craft and Structure
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.
Integration of Knowledge and Ideas
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.
Reading: Informational Text
Integration of Knowledge and Ideas
RI.6.7 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.
Writing
Text Types and Purposes
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.6.2.a
Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
W.6.2.b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
W.6.2.c
Use appropriate transitions to clarify the relationships among ideas and
concepts.
W.6.2.d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.6.2.e
Establish and maintain a formal style.
W.6.2.f
Provide a concluding statement or section that follows from the information
or explanation presented.
Production and Distribution of Writing
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.)
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ELA Curriculum Grade 6
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.
Research to Build and Present Knowledge
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.
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “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”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
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.
Speaking and Listening
Comprehension and Collaboration
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.
SL.6.1.c Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
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.
Presentation of Knowledge and Ideas
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.
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ELA Curriculum Grade 6
Language
Conventions of Standard English
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.6.2.a Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
L.6.2.b Spell correctly.
Knowledge of Language
L.6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3.b Maintain consistency in style and tone.
Vocabulary Acquisition and Use
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.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect,
part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, thrifty).
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.
SUGGESTED WORKS (grade 6-8 text complexity band: 925L-1185L) ADOPTED RESOURCES
Timeless Voices, Timeless Themes (2000), Prentice Hall (abbreviated PH)
Reader's Handbook (2002), Great Source
Language Network (2001), McDougal-Littell
Write Source 2000 (1995), Great Source
Write Traits Classroom Kits (2002-04), Great Source
Step Up to Writing Secondary Sets (3rd edition), Sopris West
Spelling and Vocabulary (2006), Houghton Mifflin
31 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
ANCHOR TEXTS: Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. However, these texts should not be used in any other
unit.
Novels (anchor texts)
The Lightning Thief by Rick Riordan (Lexile Level 740)
The Egypt Game by Zilpha Keatley Snyder (Lexile Level 1010)
Pankration by Dylan Blacklock (Lexile Level 820)
Odysseus and the Cyclops by I. M. Richardson
Adventures of Ulysses by Bernard Evslin
Myths (anchor texts)
“Orpheus,” PH, p. 409
“The Gorgon’s Head,” PH, p. 798
“How Coyote Stole Fire,” PH, p. 804
“Arachne,” PH, p. 822
Fables (anchor texts)
“The Tiger Who Would Be King,” PH, p. 302
“The Lion and the Bulls,” PH, p. 303
Folk Tales (anchor texts)
“Why the Tortoise’s Shell Is Not Smooth,” PH, p. 442
“The Emperor’s New Clothes,” PH, p. 775
“The Ant and the Dove,” PH, p. 784
“He Lion, Bruh Bear, and Bruh Rabbit,” PH, p. 785
“Señor Coyote and Tricked Trickster,” PH, p. 789
“Why Monkeys Live in Trees,” PH, p. 820
“A Crippled Boy,” PH, p. 826
“The Three Wishes,” PH, p. 828
“Loo-Wit the Fire-Keeper,” PH, p. 833
Nonfiction (anchor texts)
“Mummy No. 1770,” PH, p. 47
“The Strange Geometry of Stonehenge,” PH, p. 371
“The Loch Ness Monster,” PH, p. 438
SUPPORTING TEXTS: Supporting texts can be used with this unit or with other units as
desired.
PICTURE BOOKS
Additional resources and details about the books listed below can be found at this site:
http://www.acpl.lib.in.us/children/mythology.html (Use interlibrary loan or the public
library to access these books if they are not available in your school library.)
Arachne Speaks by Kate Hovey
Atalanta's Race: A Greek Myth by Shirley Climo
Atlantis: The Legend of a Lost City by Christina Balit
Cupid and Psyche by Charlotte Craft
Cyclops by Leonard Everett Fisher
Damon, Pythias, and the Test of Friendship by Teresa Bateman
Hercules: The Man, The Myth, The Hero by Kathryn Lasky
Jason and the Golden Fleece by Leonard Everett Fisher
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ELA Curriculum Grade 6
King Midas by Philip Neil
Let's Go, Pegasus! by Jean Marzollo
Medusa by Doborah Nourse Lattimore
Monster in the Maze: The Story of the Minotaur by Stephanie Spinner
Orpheus and Eurydice by Sybil Gräfin Schönfeldt
Pandora's Box: A Greek Myth by Jean Marzollo
Pegasus, Flying Horse by Jane Yolen
Persephone and the Pomegranate: A Myth from Greece by Kris Waldherr
Perseus by Warwick Hutton
Snake Hair: The Story of Medusa by Stephanie Spinner
Story of Pygmalion by Pamela Espeland
Sun Flight by Gerald McDermott
The Arrow and the Lamp: The Story of Psyche by Margaret Hodges
The First Olympic Games: A Gruesome Greek Myth with a Happy Ending by Jean
Richards
The Hero and the Minotaur: The Fantastic Adventures of Theseus by Robert Byrd
The Iliad and the Odyssey by Marcia Williams
The King Has Horse's Ears by Peggy Thomson
The Race of the Golden Apples by Claire Martin
The Trojan Horse by Warwick Hutton
Theseus and the Minotaur by Warwick Hutton
Theseus and the Road to Athens by Pamela Espeland
DIGITAL CONTENT
Art/Visual Media
The Fall of Icarus by Bruegel http://www.ibiblio.org/wm/paint/auth/bruegel/
Perseus and Medusa by Benvenuto Cellini (1545-54), bronze, 18 feet high
http://timma.edublogs.org/2011/08/29/the-myth-of-perseus/perseus-killing-
medusa/
Navajo Sand Painting How Coyote Stole Fire
http://www.thenativeamericantaoist.com/2009/05/navajo-sand-paintings.html
Media
“Perseus and Medusa”: A segment of Myths and Legends: Ancient Rome:
Discovery Education (Length 8:05) (Log on to Discovery Ed and Search this title)
“Psyche and Cupid”: A segment of Myths and Legends: Ancient Rome
Discovery Education (Length 8:05) (Log on to Discovery Ed and Search this title)
“Winged Sandals: Perseus and Medusa”: Discovery Education (Length 4:20)
(Log on to Discovery Ed and Search this title)
Novel Units
“Welcome to the Online World of Rick Riordan”: Rick Riordan (The Lightning
Thief) http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-
guide.aspx
“Create for Mississippi: Challenging Regional Educators to Advance Technology
in Education” (The Egypt Game)
http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID
=21
Pankration—Novel Unit available on the Intranet
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ELA Curriculum Grade 6
Websites
“How Coyote Stole Fire”: UDL Editions by Cast
http://udleditions.cast.org/INTRO,how_coyote_stole_fire.html
“How Mummies Work” by Tom Harris: Kids Ahead
http://kidsahead.com/external/article/85
“Mummy Tombs” by James M. Deem:
http://www.mummytombs.com/mummylocator/group/inca.htm
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus Standards for this unit are in bold.)
INTRODUCTORY ACTIVITY
1. MYTHOLOGY KWL (RI.6.7): Create KWL on Mythology to help focus unit. Revisit K/W
section throughout unit; use L to summarize learning.
READING STRATEGY FOCUS
1. ELEMENTS OF FOLKLORE (RL.6.l, SL.6.1)
Students will read “The Ant and the Dove” (PH, p. 784) OR choose another short
folktale or fable. Review the elements of folklore and/or fables. In small groups
students will discuss whether or not these stories meet the criteria for being
folktales or fables, completing a feature analysis chart to help organize their
ideas, citing evidence from the text to support their ideas.
2. GRAPHIC ORGANIZER (RL.6.1, RL 6.2)
Students will create a process grid containing the following ideas as they study
myths and legends (include multiple forms of media):
Characters
Country of origin
Problem (that can’t be solved)
Setting
Title
Hero (who comes to solve the problem or explains the mystery)
Ending
Characteristics unique to this country’s folklore
3. CENTRAL IDEA AND SUMMARY (RI.6.2): Using Reader’s Handbook and/or the
summarizing strategy from http://www.readingquest.org/strat/summarize.html,
summarize a nonfiction reading selection from the above resources.
4. HIT THE BULL’S-EYE (RI.6.3): Use a bull’s-eye graphic organizer to identify the main
ideas, characters and supporting details. In the center of the bull’s-eye, write the
name of the key individual, event or idea that is introduced. In the next ring,
give the supporting details the author uses to develop each of these ideas. In the
outer ring, next to each detail explained in the inner ring, note how the detail is
illustrated or elaborated citing specific evidence from the text. Suggested
Works: “Mummy, No. 1770”; “How Mummies Work”
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ELA Curriculum Grade 6
5. THE PARTS AND THE POINT OF VIEW (RL.6.5, RL.6.6): From one of the literary texts
used in this unit, select an important sentence, scene, stanza and write a short
description about how it contributes to the development of the theme, setting or
plot. Also explain how the author develops the point of view of the speaker or
narrator in this same work.
6. NOT NECESSARY (RI.6.5): Read one of the suggested articles listed under
“Nonfiction.” Working in small groups, students will determine which sentences
and/or paragraph(s) could be removed from the article without significantly
changing the meaning of the article. Students do the same for sentences.
Students write a short paper explaining why they kept certain sentences and
paragraphs and why they eliminated others.
7. THE WAY “I” SEE IT (RI.6.6): Students will read an article and determine the point
of view that is used in that article (first person or third person). Rewrite the article
from a different point of view. Suggested Work: “Mummy No. 1770”
8. MOMENTS IN MYTHOLOGY (RL.6.7, W.6.2, W.6.10): Students will read “The
Gorgon’s Head” and watch “Winged Sandals: Perseus and Medusa” or “Perseus
and Medusa”. They will compare and contrast the written myth with the
animated version, noting similarities and differences using a Venn Diagram. Use
this diagram as prewriting for a short in-class essay comparing and contrasting
the two texts.
9. AS A MATTER OF FACT (RI.6.8): As students read “Stonehenge,” or another
appropriate work of non-fiction, they will create a two column table to
differentiate fact from opinion. Students may discuss and justify their responses
in small groups or with partners.
10. PAIRED TEXTS (RL.6.9): Read about the same theme/topic in two different genres
(picture books, poems, short stories, etc.) Create a Venn diagram comparing
and contrasting how each of these texts approaches the theme or topic.
WRITING STRATEGY FOCUS 1. LITERARY ANALYSIS (RL.6.1, RL.6.2, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d,
W.6.2.e, W.6.2.f, W.6.4, W.6.5, W.6.7, W.6.8): Students will use the information
collected in process grid to write an informational magazine article explaining
the purpose and traits of myths and legends and how each contributes to a
culture, using specific examples from myths and legends read in class. Articles
should contain a strong introduction to gain readers’ attention, a strong central
idea supported with evidence and details, transitions between ideas, and a
strong conclusion.
2. FACT AND FICTION (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e,
W.6.2.f, W.6.4, W.6.5, W.6.7, W.6.9, L. 6.1.c, L.6.1.d, L.6.2): Students will research
how a natural phenomenon came to be and students will read a myth, folk tale,
legend, etc., which was created to explain how the same natural phenomenon
35 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
occurred. Students write a paper comparing and contrasting the two. Students
will pay careful attention to pronoun usage, making sure there is agreement in
number and person. Students will correct vague pronouns, those with unclear
and/or ambiguous antecedents.
3. SEEING YESTERDAY’S STORIES IN TODAY’S CULTURE (RI.6.1, W.6.2, W.6.2.a, W.6.2.b,
W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f, W.6.7, W.6.9, L.6.2, L.6.3, L.6.3.a, L.6.3.b): After
reading stories from the oral tradition of various countries, students will write a
researched magazine article about an oral tradition from one of the countries
represented. Students will formulate two or three questions to guide their
research. If possible, the research should address how various oral traditions
came to be.
4. SHORT RESEARCH (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,
W.6.9, L.6.2, L.6.2.a, L.6.2.b): Students will research a natural phenomenon of a
country from which a favorite folktale, legend, or myth originated. As a class, or
in small groups, formulate two to three questions that will guide the research.
Include how the tale reflects its originating country/culture. Students will write
their findings in an informative essay.
SPEAKING AND LISTENING
1. LARGER THAN LIFE (L.6.1, L.6.1.c, L.6.3, SL.6.4, SL.6.5): Students will apply elements
of mythology to create their own modern hero. Students will explain how this
hero/heroine uses his or her mythical powers to fight a current environmental or
social issue. Students will also include a description of this mythological
hero/heroine, showing that he/she has the traditional characteristics of a
mythological hero. Students will present their modern hero to the class in a short
speech. Students will incorporate some form of multi-media and visual displays
into the speech, graphics, music, images, sound, etc.
LANGUAGE ACTIVITIES
1. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a, L.6.4.b, L.6.4.c, L.6.4.d, L.6.6): Throughout the school year, students will collect
new words and phrases either on index cards or in a student created dictionary.
For each word or phrase, students will do the following:
Write their guess about the meaning of the word or phrase.
Write the sentence in which they first encountered the word or phrase, so they
can re-examine the context clues to help determine the meaning of the word or
phrase.
Note the meanings of affixes and roots if applicable.
Consult specialized reference materials and write the meaning of the word or
phrase and the pronunciation guide of necessary.
Additional strategies for teaching vocabulary are available at this website: “On
Target: Strategies to Build Student Vocabularies Grades 4 –12”:
http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On
%20Target-Strategies%20to%20Build%20Vocabularies.pdf
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ELA Curriculum Grade 6
2. AUTHORS’ USE OF FIGURATIVE LANGUAGE, WORD RELATIONSHIPS AND NUANCES
(L.6.5, L.6.5.a, L.6.5.b, L.6.5.c): While reading one of more of the selections for this
unit, students will write down examples of figurative language, word relationships
and nuances (connotation vs. denotation) in word meanings.
SBAC ASSESSMENT PREP 1. HOW COYOTE STOLE FIRE COMPARE AND CONTRAST (RL.6.1, RL.6.2, W.6.2, W.6.2.a,
W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f, W.6.4, W.6.5, W.6.7, W.6.9, W.6.9.a):
Read/watch all of the following. Choose two and write an informative essay
comparing and contrasting them.
Navajo Sand Painting How Coyote Stole Fire
http://www.thenativeamericantaoist.com/2009/05/navajo-sand-paintings.html “How Coyote Stole Fire,” PH, p. 804.
"Stories From Junk Puppet Land" Part 3 / How Coyote Stole Fire From Thunder”
http://vimeo.com/32229789
“How Coyote Stole Fire”: UDL Editions by Cast
http://udleditions.cast.org/INTRO,how_coyote_stole_fire.html
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ELA Curriculum Grade 6
Grade 6 Unit 4, Quarter 4
Perspectives: Changes in
Technology
“Electric communication will never be a substitute for
the face of someone who with their soul encourages
another person to be brave and true.”
—Charles Dickens
OVERVIEW Through informational and argumentative reading and writing, students will explore the
evolution of technology and its impact on society. Special attention will be paid to the
influence technology has on communication. This unit is taught during the last quarter
of the year.
ENDURING UNDERSTANDINGS Communication is essential to understand different perspectives.
Technology impacts the way we communicate and view the world.
Technology creates both positive and negative impacts.
Technology has changed how people communicate, but the need to
communicate and the effective components (claims and evidence) of
communication remain the same.
All communication has bias.
SUGGESTED ESSENTIAL QUESTIONS How much technology is too much?
How are technology and communication interrelated?
GUIDING QUESTIONS How do people communicate effectively?
What is technology?
Why are humans driven to communicate with each other?
How does technology create both positive and negative impacts?
How can the need to communicate drive technology and how can technology
change the way we communicate?
How can bias and perspective change the meaning of a piece of writing?
38 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: *Indicates concept previously introduced in earlier grades
Reading and Writing Terms:
Analyze*
argument
central idea
concluding
statement
credible source
evidence*
fact
formal style
genre
hyperbole
judgments
opinions*
summary
Literary Terms:
foreshadowing
narrator
plot*
point of view
setting*
speaker
stanza*
theme*
Language Terms:
clauses
phrases
STUDENTS WILL BE ABLE TO DO THE FOLLOWING:
Reading: Literature
Integration of Knowledge and Ideas
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.
Reading: Informational Text
Key Ideas and Details
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Craft and Structure RI.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.6.5 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.
Integration of Knowledge and Ideas RI.6.7 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.
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.
Writing
Text Types and Purposes
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons.
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ELA Curriculum Grade 6
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument
presented.
Production and Distribution of Writing
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.)
Research to Build and Present Knowledge
W.6.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Speaking and Listening
Comprehension and Collaboration
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.
SL.6.1.c Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
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.
Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
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
Vocabulary Acquisition and Use
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.6.1.a Ensure that pronouns are in the proper case (subjective, objective,
possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).*
40 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
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.
SUGGESTED WORKS (grade 6-8 text complexity band: 925L-1185L) ADOPTED RESOURCES
Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall
Reader's Handbook (2002), Great Source
Language Network (2001), McDougal-Littell
Write Source 2000 (1995), Great Source
Write Traits Classroom Kits (2002-04), Great Source
Step Up to Writing Secondary Sets (3rd edition), Sopris West
Spelling and Vocabulary (2006), Houghton Mifflin
ANCHOR TEXTS: Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. However, these texts should not be used in any other
unit. Lexile levels in bold match with the suggested Lexile level for sixth grade students.
“Water,” PH p. 122
The Veldt, (short story by Ray Bradbury, Jr. Great Books)
“The Fun They Had,” PH, p. 382
SUPPORTING TEXTS: Supporting texts can be used with this unit or with other units as
desired.
Short Stories
“Feathered Friend,” PH, p. 168
“The Sound of Summer Running,” PH, p. 5
“Jeremiah’s Song,” PH, p. 5
“Eleven,” PH, p. 488
“Dentistry,” PH, p. 495
from “Exploring the Titanic,” PH, p. 398
Poems
“Change,” PH, p. 74
“The World is Not a Pleasant Place to Be,” PH, p. 157
“The Geese,” PH, p. 718
“The Children’s Hour,” PH, p. 158
“Jimmy Jet and His TV Set,” PH, p. 717
“Books Full Open,” PH, p. 72
“Arithmetic,” PH, p. 309
“April Rain Song,” PH, p. 746
“Circle of Life,” PH, p. 719
“The Walrus and the Carpenter,” PH, p.712
Nonfiction
“How to Write a Letter,” PH, p. 107
“The Shutout,” PH, p. 547
“Noah Webster’s Dictionary,” PH, p. 590
“How the Internet Works,” PH, p. 606
41 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
“Hard as Nails,” PH, p. 86
“Stage Fright,” PH, p. 215
“My Papa, Mark Twain,” PH, p. 566
“The Drive-In Movies,” PH, p. 570
Letters from F. Scott Fitzgerald and C.S. Lewis, PH, p. 556, 558
from “James Cameron’s Titanic,” PH, p. 406
Code Talker: The First and Only Memoir By One of the Original Navajo Code
Talkers of WWII by Aaseng, Nathan (Lexile 1170)
Code Talker by Joseph Bruchac (Lexile 910)
DIGITAL CONTENT
Media
Discovery Education: When Machines Learned to Talk: (Log on to Discovery Ed
and search for this title.)
Websites
“2000-2009 Timeline Contents”: http://www.futuretimeline.net/21stcentury/2000-
2009.htm
“A technology-free school in Silicon Valley”:
http://www.joannejacobs.com/2011/10/a-technology-free-school-in-silicon-
valley/
Technology as a Communication Tool Within the Education System:
http://technoedu.weebly.com/advantages-and-disadvantages.html
“AMERICAN ACADEMY OF PEDIATRICS: Children, Adolescents, and Television”:
http://pediatrics.aappublications.org/content/107/2/423.full
“Are Social Networking Sites Good for Our Society?”:
http://socialnetworking.procon.org/
“Argumentative Essays”: http://owl.english.purdue.edu/owl/resource/685/05/
“Definitions of Propaganda Techniques”:
http://www.aacps.org/aacps/boe/INSTR/CURR/comed/es/webquest/Persuade/
PER2.html
“Education Technology: As Some Schools Plunge In, Poor Schools Are Left
Behind”: http://www.huffingtonpost.com/2012/01/24/education-technology-as-
s_n_1228072.html
“Emergence of Advertising in America, Library of Congress”:
http://memory.loc.gov/ammem/collections/advertising/
“Fifty Years of Coca-Cola Television Advertisements, Library of Congress”:
http://memory.loc.gov/ammem/ccmphtml/
“Get Graphic! Graphic Inquiry: Dynamic Differentiation and Digital Age
Learning”: http://eduscapes.com/sessions/graphic/dynamic.htm (helpful ideas
for helping teachers integrate 21st C. skills into ELA and other content areas)
“Growing Up Digital, Wired for Distraction”:
http://www.nytimes.com/2010/11/21/technology/21brain.html?hp=&pagewante
d=all&_r=0
“How Has Technology Changed Communication”:
http://curiosity.discovery.com/question/how-has-technology-changed-
communication Blocked
42 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
“How Much TV Does the Average Child Watch Each Day?”:
http://www.livestrong.com/article/222032-how-much-tv-does-the-average-child-
watch-each-day/#ixzz2UbUGelxX
Types of Papers: Argument/Argumentative:
http://www.roanestate.edu/owl/argument.html
“How to Write an Argumentative Essay Step by Step”:
http://suite101.com/article/how-to-write-an-argumentative-essay-step-by-step-
a177113
“How to Write an Argumentative Essay”:
http://bellevuecollege.edu/asc/writing/essays-
guides/documents/argumentativeessay.pdf
“Kids and Tech: How Much Is Too Much?”:
http://www.technewsworld.com/story/52677.html
“New Worlds: The pros and cons of youth's internet usage”:
http://www.jpost.com/Enviro-Tech/New-Worlds-The-pros-and-cons-of-youths-
internet-usage
“News, Journalism, and Advertising, Library of Congress”:
http://www.loc.gov/topics/content.php?cat=5
“Propaganda Techniques”:
http://www.pbs.org/weta/reportingamericaatwar/teachers/pdf/propaganda.p
df
“Pros and Cons of 50 Controversial Issues”: http://www.procon.org/
“Pros and cons of digital devices in the hands of young students”:
http://www.emergingedtech.com/2012/06/pros-and-cons-of-digital-devices-in-
the-hands-of-young-students/
“2 Pros and 2 cons to Education Technology”:
http://www.edudemic.com/education-technology-pros-cons/
“Technology Timeline”: http://www.history-timelines.org.uk/events-timelines/12-
technology-timeline.htm
“Technology-free schools…helping or harming today’s kids”:
http://kellisilvers.wordpress.com/2013/02/08/technology-free-schools-helping-or-
harming-todays-kids/
“Teens are watching more TV, not less, report says”:
http://articles.latimes.com/2012/mar/09/business/la-fi-ct-teen-tv-study-20120309
“The Impact of Social Media on Society”: http://www.thegrizasonline.com/the-
impact-of-social-media-on-society
“The Negative Effect of Social Media on Society and Individuals”:
http://smallbusiness.chron.com/negative-effect-social-media-society-individuals-
27617.html
“Sharing the Story of the Soldiers that Ended the War”:
http://www.navajocodetalkers.org/
“The Timeline”: http://www.futuretimeline.net/
“Waldorf Education: An Introduction”:
http://www.whywaldorfworks.org/02_W_Education/index.asp
43 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.)
INTRODUCTORY ACTIVITY 1. HOW DO WE COMMUNICATE TODAY? (SL.6.1, SL.6.2): Whole Class: List all the
ways we have that we can use to communicate with each other (handwritten
notes, Facebook, face-to-face communication, text messages, telephone calls,
Skype, etc.). Students then compile class data to show which modes of
communication are used most by students and which are used least. Post results
for each class on a class web page.
READING STRATEGY FOCUS 1. COMMUNICATION COMPARISON (RL.6.9, RI.6.2, RI.6.7, RI.6.8): Students will
compare and contrast a friendly letter, a business letter, a memo, a journal, an
email, a text, a blog, and a tweet to determine specific shared characteristics
and identify characteristics that are specific to the writing mode including
purpose, point of view, style and format.
2. TO BUY OR NOT TO BUY (RI.6.1, RI.6.2, RI.6.7, RI.6.8): Students will examine
advertising or other media since the turn of the 20th century to see how it has
changed. What claims were used in early advertising? What claims are used
now?
3. THE WALRUS AND THE CARPENTER (RL.6.7): Read “The Walrus and the Carpenter”
and watch or listen to a version of it. In a class discussion, talk about the
differences in what is “seen” and “heard” when the text is read and when it is
heard and viewed. Video versions: http://youtu.be/njzJURyvx9s (This is one
version. Many others are available on youtube.)
WRITING STRATEGY FOCUS 1. PERSUASIVE WRITING (W.6.1): Lesson: “Focus on Persuasive Writing” (Teacher’s
Guide Reader’s Handbook, pp. 170-173) (See #2 under Reading Strategy Focus)
2. THE WRITING PROCESS (W.6.1): Lesson: “Writing Process Workshop” (PH, 358-61).
Suggested Resource: Language Network, p. 398 (Chapter 23).
3. BUY THIS! (W.6.1, SL.6.4, SL.6.5, SL.6.6, L.6.1, L.6.2, L.6.3): Students have been hired
by Coca-Cola (or another company) to sell a product. Students will create an
advertisement to sell the product. (students can choose their media: a print ad
for a magazine or webpage, a radio ad or a video ad).
4. WRITING AN ARGUMENT (W.6.1, W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e, W.6.4,
W.6.5, W.6.9, W.6.9.b): As a summative assessment, students will write an
argumentative essay in which they address these questions: How has
technology changed the way we communicate, and have those changes
helped or hurt society? Students will support their ideas and claims with clear
reasons and relevant evidence gathered over the course of the unit.
44 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
5. WRITING ANOTHER ARGUMENT (W.6.1, W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e,
W.6.4, W.6.5): Students will write an argument about which is better: technology
rich schools or technology free schools. Suggested Resources: “A technology-
free school in Silicon Valley,” “Education Technology: As Some Schools Plunge In,
Poor Schools Are Left Behind,” “Technology-free schools…helping or harming
today’s kids,” “Waldorf Education: An Introduction”
6. ASKING THE RIGHT QUESTION (SL.6.1): These web sites discuss strategies for
teaching students to ask their own questions. Students will practice asking
questions about a text, theme or central idea.
o http://www.hepg.org/hel/article/507#home
o http://www.aalf.org/articles/view.php?ArticleID=114
7. Writing Process Workshop (W.6.1, W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e,
W.6.4, W.6.5, W.6.10): In applying skills learned throughout the year, students
will engage in writer’s workshops to create different types of writing, such
as brochures, advertisements, poems, essays, web pages, animota videos,
etc. Students will strive to answer one or more of the guiding questions or
essential questions for this unit in their various genres of writing. Suggested
Works: The Official Website of the Navajo Code Talkers, The Timeline, How Has
Technology Changed Communication, Pros and Cons of Technology
SPEAKING AND LISTENING 1. PROS AND CONS (RI.6.1, RI.6.2, RI.6.3, SL.6.1, SL.6.1.a, SL.6.1.b, SL.6.1.c, SL.6.1.d,
SL.6.3): In the format of small groups or a Socratic seminar, students will study a
controversial issue, such as Internet usage, time on television or another issue
listed at procon.org. Students will come to a consensus on this issue and present
their arguments and specific claims to the class. Members of the class will take
notes on each group’s presentation. Optional: Groups can be given a topic
and asked to debate either the pros or cons of the topic with another group.
Suggested Works: See resources under Media and Websites.
2. PROPAGANDA (RI.6.1, RI.6.2, RI.6.3, SL.6.1, SL.6.1.a, SL.6.1.b, SL.6.1.c, SL.6.1.d,
SL.6.3, L.6.6): Read several advertisements and watch several commercials
about a variety of products. Note the propaganda techniques that are used in
each of these. In a small group or class discussion, share which techniques are
the most effective. Note how figurative language is used to persuade and
argue. Optional: Create a product and design an advertisement or
commercial for that product. Use at least two of the propaganda techniques.
You may use an already existing product. Suggested Works: Propaganda
Techniques (both of them), Definitions of Propaganda Techniques
LANGUAGE ACTIVITIES 1. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a,
L.6.4.b, L.6.4.c, L.6.4.d): Throughout the school year, students will collect new
45 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
words and phrases either on index cards or in a student created dictionary. For
each word or phrase, students will do the following:
Write their guess about the meaning of the word or phrase.
Write the sentence in which they first encountered the word or phrase, so they
can re-examine the context clues to help determine the meaning of the word or
phrase.
Note the meanings of affixes and roots if applicable.
Consult specialized reference materials and write the meaning of the word or
phrase and the pronunciation guide of necessary.
Additional strategies for teaching vocabulary are available at this website: “On
Target: Strategies to Build Student Vocabularies Grades 4 –12”:
http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On
%20Target-Strategies%20to%20Build%20Vocabularies.pdf
SBAC ASSESSMENT PREP (No SBAC is included in this unit since students will take
the SBAC this quarter.)
46 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
COMMON CORE STATE STANDARDS GRADE 6 Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
Reading: Literature
Key Ideas and Details
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.
Craft and Structure
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.
Integration of Knowledge and Ideas
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.6.8 (Not applicable to 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
Range of Reading and Level of Text Complexity RL.6.10
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 high end of the range.
Reading: Informational Text
Key Ideas and Details
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
47 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
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.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
RI.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.6.5 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.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text.
Integration of Knowledge and Ideas
RI.6.7 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.
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).
Range of Reading and Level of Text Complexity
RI.6.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
WRITING
Text Types and Purposes
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons.
W.6.1.d Establish and maintain a formal style.
48 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
W.6.1.e Provide a concluding statement or section that follows from the argument
presented.
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.
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
W.6.2.a
Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
W.6.2.b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
W.6.2.c
Use appropriate transitions to clarify the relationships among ideas and
concepts.
W.6.2.d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.6.2.e
Establish and maintain a formal style.
W.6.2.f
Provide a concluding statement or section that follows from the information
or explanation presented.
W.6.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
W.6.3.a Engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
49 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
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.
Research to Build and Present Knowledge
W.6.7 Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
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.
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “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”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Range of Writing
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.
Speaking and Listening
Comprehension and Collaboration
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.
50 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
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.
SL.6.1.c Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
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.
Presentation of Knowledge and Ideas
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
Presentation of Knowledge and Ideas
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
Conventions of Standard English
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).
51 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing
and speaking, and identify and use strategies to improve expression in
conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
Knowledge of Language
L.6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.*
L.6.3.b Maintain consistency in style and tone.*
Vocabulary Acquisition and Use
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.6.4.a 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.
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.6.5.a Interpret figures of speech (e.g., personification) in context.
52 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.
ELA Curriculum Grade 6
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC
L.6.5.b Use the relationship between particular words (e.g., cause/effect,
part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty).
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.