expert 21 plan 2017-2018 grade course 1 this … analyze how a particular sentence, chapter, scene,...

THE SCHOOL DISTRICT OF LEE COUNTY

EXPERT 21 PLAN 2017-2018

GRADE 6 Course 1

This pacing is estimated for a schedule of 70 minutes every other day.

Suggested Length Theme Content Standards Instructional Routine

U

nit

7

8-9 weeks

History Lost and Found

LAFS.6.RL.1.1, LAFS.6.RL.1.2, LAFS.6.RL.2.4, LAFS.6.RL.2.5, LAFS.6.RL.2.6, LAFS.6.RL.3.7, LAFS.6.RL.3.9, LAFS.6.RL.4.10, LAFS.6.RI.1.1, LAFS.6.RI.1.2, LAFS.6.RI.2.4, LAFS.6.RI.2.6, LAFS.6.RI.3.7, LAFS.6.RI.3.8, LAFS.6.RI.3.9, LAFS.6.RI.4.10, LAFS.6.W.1.2, LAFS.6.W.2.5, LAFS.6.W.3.7, LAFS.6.W.4.10, LAFS.6.SL.1.1, LAFS.6.SL.2.5, LAFS.6.SL.2.6, LAFS.6.L.1.2, LAFS.6.L.2.3, LAFS.6.L.3.5, LAFS.6.L.3.6

Direct Instruction: Model, Mentor, Monitor (30-45 min,)

Preview workshop in 21 Book,

activate prior knowledge,

view and discuss anchor media,

teach target vocabulary,

introduce a skill or strategy,

Use Strategic Reading routines,

Introduce 21st skills, guide students through the research part of the writing process

Small Group/Independent (15-30 min): Apply skills in 21 Book using one of the four learning options:

Differentiate,

Collaborate,

Communicate or

Read/Research Online Whole Group Wrap-Up:

Reflect/Evaluate (5-15 min)

U

nit

6

8-9 weeks

Animal Watch

LAFS.6.RL.1.1, LAFS.6.RL.1.3, LAFS.6.RL.2.4, LAFS.6.RL.2.5, LAFS.6.RL.3.9, LAFS.6.RL.4.10, LAFS.6.RI.1.1, LAFS.6.RI.1.2, LAFS.6.RI.1.3, LAFS.6.RI.2.4, LAFS.6.RI.2.5, LAFS.6.RI.3.7, LAFS.6.RI.3.8, LAFS.6.W.1.2, LAFS.6.W.2.5, LAFS.6.W.2.6, LAFS.6.W.3.7, LAFS.6.W.3.8, LAFS.6.SL.1.1, LAFS.6.SL.1.3, LAFS.6.SL.2.4, LAFS.6.SL.2.5, LAFS.6.L.1.1, LAFS.6.L.2.3, LAFS.6.L.3.4, LAFS.6.L.3.5, LAFS.6.L.3.6

U

nit

5

8-9 weeks

Stories of Survival

LAFS.6.RL.1.1, LAFS.6.RL.1.2, LAFS.6.RL.1.3, LAFS.6.RL.2.4, LAFS.6.RL.2.5, LAFS.6.RL.3.7, LAFS.6.RI.1.1, LAFS.6.RI.1.3, LAFS.6.RI.2.4, LAFS.6.RI.2.5, LAFS.6.RI.2.6, LAFS.6.RI.3.7, LAFS.6.RI.3.8, LAFS.6.RI.4.10, LAFS.6.W.1.3, LAFS.6.W.2.4, LAFS.6.W.2.5, LAFS.6.W.2.6, LAFS.6.W.3.7, LAFS.6.W.4.10, LAFS.6.SL.1.1, LAFS.6.SL.2.4, LAFS.6.SL.2.5, LAFS.6.L.1.2, LAFS.6.L.3.4,LAFS.6.L.3.5, LAFS.6.L.3.6

U

nit

8

8-9 weeks

On a Mission

LAFS.6.RL.1.1, LAFS.6.RL.1.2, LAFS.6.RL.2.4, LAFS.6.RL.2.5, LAFS.6.RL.3.9, LAFS.6.RL.4.10, LAFS.6.RI.1.1, LAFS.6.RI.1.3, LAFS.6.RI.2.4, LAFS.6.RI.2.5, LAFS.6.RI.2.6, LAFS.6.RI.3.7, LAFS.6.RI.3.8, LAFS.6.RI.4.10, LAFS.6.W.1.1, LAFS.6.W.1.2, LAFS.6.W.2.4, LAFS.6.W.2.5, LAFS.6.W.2.6, LAFS.6.W.3.7, LAFS.6.W.3.8, LAFS.6.W.3.9, LAFS.6.W.4.10, LAFS.6.SL.1.1, LAFS.6.SL.2.4, LAFS.6.SL.2.5, LAFS.6.SL.2.6, LAFS.6.L.1.2, LAFS.6.L.3.4, LAFS.6.L.3.5, LAFS.6.L.3.6

ELA Standards for Excellence Literacy Strategy Handbook

http://sharepoint.leeschools.net/tal/cs/ela/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2Ftal%2Fcs%2Fela%2FShared%20Documents%2FStandards%20for%20Excellence&FolderCTID=0x012000FDB524A3544064489DF96C22C45E162D&View=%7B8737AA1B-DC79-4241-939B-EA21D33927AC%7D

http://sharepoint.leeschools.net/tal/cs/secread/Shared%20Documents/Literacy%20Strategies/Literacy%20Strategy%20Handbook%20(2).pdf



GRADE 6 Course 1


Quarter One- Unit 7 Suggested Length: 8-9 Weeks Instructional Materials: Scholastic, Expert 21 from Houghton Mifflin

Workshop Theme: History Lost and Found

Reading Standards for Literary and Informational Text: LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RL.1.2 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. LAFS.6.RL.2.4 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. LAFS.6.RL.2.5 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. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RL.3.7 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. LAFS.6.RL.3.9 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. LAFS.6.RL.4.10 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. LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.2 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. LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. LAFS.6.RI.3.7 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. LAFS.6.RI.3.8 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. LAFS.6.RI.3.9 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). LAFS.6.RI.4.10 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 Standards: LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.



GRADE 6 Course 1


c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. LAFS.6.W.2.5 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. LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. LAFS.6.W.4.10 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 Standards: LAFS.6.SL.1.1 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. 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. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. LAFS.6.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language Standards: LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly. LAFS.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style b. Maintain consistency in style and tone. LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). LAFS.6.L.3.6 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.



GRADE 6 Course 1


Essential Outcome Question:

How can we find out what really happened?

Aligned Learning Goal(s)

The student will be able to…

Title, Text Types, and Vocabulary

Additional Resources

Expert Project

-draw conclusions -summarize -make inferences -identify text structure (cause and effect) -identify figurative language -identify point of view in a text -evaluate strength of evidence to support a claim -identify author’s purpose -use commas appropriately

The Dog of Pompeii, Short Story Vocab.-emerge, structure, chariot, ruins, slave, bazaar, forum, mosaic The Buried Treasures of Pompeii, Fine Art Cities of the Dead, Social Studies Text Vocab.- archeologist, excavation, investigate, source, theory, settler, society, trek Beowulf Against Grendel, Classic Epic Vocab.- contrary, distinct, universe, vicious, warrior, bellow, pandemonium, thwart A Dinosaur Named Dakota, Science Text Vocab.- paleontologist, layer, version, carnivore, fossil, frill, prehistoric, vertebrae Mummies 101, Social Studies Text

Expert Space: Careers in Archaeology; Pompeii; Archaeology; Ancient Rome; Roman Art and Architecture; Alexander the Great; Darius III; the Lost City of Ubar; Stonehenge; Geats; Beowulf; Grendel; Prehistoric Animals; Paleontology; Badlands; Mummies; Inca; The Valley of the Kings; Ancient Egypt

Case Study – Mystery from the Stone Age TE 234 Explore The Situation

Review Your Challenge Create a press release.

To create the press release, students will

Conduct background research.

Study the evidence.

Develop some theories about the discovery.

Write a press release about your findings.



GRADE 6 Course 1


with phrases and clauses

New Discoveries in Egypt, Magazine Article

Suggested Assessments

Expert 21 Online Assessments as Needed for Progress Monitoring

Performance Evaluation

Project Evaluation



GRADE 6 Course 1


Quarter 2 - Unit 6 Suggested Length: 8-9 Weeks

Instructional Materials: Houghton Mifflin Harcourt: Expert 21

Workshop Theme: Animal Watch

Reading Standards for Literary and Informational Text: LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RL.1.3 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. LAFS.6.RL.2.4 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. LAFS.6.RL.2.5 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. LAFS.6.RL.3.9 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. LAFS.6.RL.4.10 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. LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.2 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. LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.5 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. LAFS.6.RI.3.7 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. LAFS.6.RI.3.8 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 Standards: LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.



GRADE 6 Course 1


LAFS.6.W.2.5 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. LAFS.6.W.2.6 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. LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. LAFS.6.W.3.8 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.

Speaking and Listening Standards: LAFS.6.SL.1.1 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. 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. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. LAFS.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. LAFS.6.SL.2.4 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. LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Language Standards: LAFS.6.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). 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. LAFS.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style b. Maintain consistency in style and tone. LAFS.6.L.3.4 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. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).



GRADE 6 Course 1


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. 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). LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). LAFS.6.L.3.6 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.


How do humans and animals change each other?

Aligned Learning Goals


Titles, Text Types and Vocabulary


Expert Project

-make inferences -identify text structure (cause and effect, sequence of events, problem solution) -determine author’s style -identify elements in a drama -evaluate the strength of an argument

Dog’s Best Friend, Magazine Article Vocab.-aggressive, relationship, appropriate, bond, conduct, vital, behavior, condition Elephant Attack, Feature Article Vocab.-conservation, endangered, research, boundary, habitat, migration, poacher, sanctuary Talking with Alex, Profile from Every Living Thing, Short Story Vocab.- stampede, rigid, comic, distress, exhausted, linger, timidly, tremble

Expert Space: Careers in Zoology; Dog Breeds vs. Trainability; Humane Societies; Elephants; Poachers; India; Kenya; Animal Thinking; Parrots; Animal Shelters; Boars; Cynthia Rylant; Native American Folklore; Iroquois; Author Joseph Bruchac; Aesop; Greek Mythology; Fable; Zoos and Captive Breeding; Animal Rights

Debate – Should zoos exist? Age TE 234 Explore The Situation

Review Your Challenge Prepare for the debate.

To prepare for the debate, students will

Take a position on the issue.

Study data about zoos.

Develop strong arguments and prepare responses.

Learn the form of the Lincoln-Douglas debate.

Practice the debate.



GRADE 6 Course 1


-determine meaning using prefixes -determine meaning with synonyms and antonyms -establish a tone -use modifiers appropriately -use colons, semi-colons, and parentheses effectively

The Boy Who Lived with Bears, Play: Native American Folk Tale Vocab.-appreciate, conclude, emphasis, reveal, hibernate, confused, resent, uncertain The Wolf and the House Dog, Fable Play Time at the Zoo, Feature Article




Project Evaluation



GRADE 6 Course 1


Quarter 3- Unit 5 Suggested Length: 8-9 Weeks

Instructional Materials: Houghton Mifflin Harcourt: Expert 21

Workshop Theme: Stories of Survival

Reading Standards for Literary and Informational Text: LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RL.1.2 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. LAFS.6.RL.1.3 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. LAFS.6.RL.2.4 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. LAFS.6.RL.2.5 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. LAFS.6.RL.3.7 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. LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.5 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. LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. LAFS.6.RI.3.7 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. LAFS.6.RI.3.8 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. LAFS.6.RI.4.10 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 Standards: LAFS.6.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



GRADE 6 Course 1


LAFS.6.W.2.5 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. LAFS.6.W.2.6 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. LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. LAFS.6.W.4.10 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 Standards: LAFS.6.SL.1.1 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. 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. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. LAFS.6.SL.2.4 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. LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Language Standards: LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly. LAFS.6.L.3.4 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. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 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. 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). LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). LAFS.6.L.3.6 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.



GRADE 6 Course 1



Who will survive?



Titles, Text Types, and Vocabulary


Expert Project

-identify text structure (sequence of events, problem and solution) -summarize -determine fact from opinion -identify static and dynamic characters -identify mood in a text -determine author’s purpose -determine meaning from context clues -recognize denotative and connotative meanings for words -use precise language in expression -use pronouns correctly -use quotation marks accurately

One Hand Gone, But Not His Spirit, News Feature Vocab.- disaster, overcome, focus, option, boulder, canyon, cliff, peak from Deep Survival: Who Lives, Who Dies, and Why, Nonfiction Excerpt Vocab.- attitude, circumstance, quality, factor, logic, deliberately, fatal, solo Could You Survive on a Desert Island?, Magazine Article Dirk the Protector, Memoir Vocab.- authorities, conventional, cohort, flee, menace, predatory, snarl, terrorize Tuesday of the Other June, Short Story Vocab.-adjust, devoted, complaint, daze, lounge, mock, tenant, torment Life Doesn’t Frighten Me, Poetry

Expert Space: Careers in Medicine; Aron Ralston; Canyonlands National Park; Mountain Climbing; Neil Armstrong; Rain Forests; Bermuda Triangle; Human Body; Islands; Dehydration; Gary Paulsen; Pets; Bowling; Norma Fox Mazer; Competitive; Swimming; Maya Angelou; National Book Awards; Pulitzer Prize; Emergency Medicine; Notable Survivors; Camping

Case Study – Survival in the Snow TE 74 Explore The Events

Review Your Challenge Create a report.

To create the press report, students will

Clarify the situation.

Take preliminary action.

Evaluate the resources for rescue.

Consider the options to save the skier.

Decide whether to try a rescue or go for help.



GRADE 6 Course 1


How to Survive When Lost in the Mountains, Nonfiction




Project Evaluation



GRADE 6 Course 1


Quarter 4- Unit 8 Suggested Length: 8-9 Weeks Instructional Materials: Houghton Mifflin Harcourt: Expert 21

Workshop Theme: On a Mission

Reading Standards for Literary and Informational Text: LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RL.1.2 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. LAFS.6.RL.2.4 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. LAFS.6.RL.2.5 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. LAFS.6.RL.3.9 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. LAFS.6.RL.4.10 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. LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.2 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. LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.5 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. LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. LAFS.6.RI.3.7 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. LAFS.6.RI.3.8 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. LAFS.6.RI.4.10 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 Standards: LAFS.6.W.1.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



GRADE 6 Course 1


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. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.W.2.5 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. LAFS.6.W.2.6 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. LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. LAFS.6.W.3.8 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. LAFS.6.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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”). 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”) LAFS.6.W.4.10 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 Standards: LAFS.6.SL.1.1 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. 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. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. LAFS.6.SL.2.4 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. LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. LAFS.6.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language Standards: LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



GRADE 6 Course 1


a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly. LAFS.6.L.3.4 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. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 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. 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). LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). LAFS.6.L.3.6 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.


What is our responsibility to others?



Titles, Text Types, and Vocabulary


Expert Project

-summarize -predict -evaluate fact and opinion -identify theme in literature -identify symbolism in literature -identify the elements of poetry

from Three Cups of Tea, Biography excerpt Vocab:-dedicate, persevere, challenge, institute, vision, accomplish, endow, summit The War of the Wall, Short Story Vocab:-community, respect, liberation, scheme, defend, graffiti, inscription, strict It Only Takes a Smile, Magazine Article

Expert Space: Careers in Public Service; Central Asia Institute; Pakistan; Karakoram Range; Mural Painting; Fannie Lou Hamer; Vietnam War; Operation Smile; Cleft Palate; The Philippines; Togo; Ghana; Drought; Rain Forests; Brazil; Jaguars; Poetry; Emily Dickinson; The Red Cross; Children’s Defense Fund

Social Action – Giving Big TE 310 Explore The Situation

Review the Mission Create a contest entry.

To create the contest entry, students

will:

Read the contest rules.

Review a sample entry.



GRADE 6 Course 1


-compare and contrast themes and symbols -identify and delineate the purpose of text features -make text-to-self connections -make inferences -determine the author’s perspective -determine word meaning using Greek and Latin roots

Tale of a Wealthy Man, Folktale Vocab:-instruct, harvest, poverty, wealth, agitated, famished, indignant, influential Marina Silva, Profile Vocab:-leadership, demonstration, sustainability, illiteracy, pasture, rain forest, values, solidarity “If I Can Stop One Heart from Breaking” & “Goodness”, Poetry The Bird Who Broke Through the Window, Essay

Choose a person, group, or project to spend the money on.

Make a plan and enter the contest.




Project Evaluation