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Unit 1: Exploring IdentityEssential Question: How is identity defined through culture and heritage?

Focus Standards

RL RI W S & L L6.1 Evidence/Inference I can determine what the text

says explicitly. I can cite text evidence to

support what the text says explicitly.

I can draw inferences from a text.

I can cite text evidence to support inferences drawn from a text.

6.1 Evidence/Inference I can determine what the text

says explicitly. I can cite text evidence to

support what the text says explicitly.

I can draw inferences from a text.

I can cite text evidence to support inferences drawn from a text.

6.3 Write Narratives I can produce an engaging

introduction to a narrative. I can introduce and develop a

narrator and the characters. I can organize a logical plot

sequence. I can develop experiences,

events, and/or characters using narrative techniques (dialogue, pacing, and description).

I can write using transition words to convey sequence from one time and setting to another.

I can write using appropriate descriptive, relevant, significant details and sensory language to convey experiences and events.

I can provide a reasonable conclusion that follows from the narrated experiences or events.

6.1 Academic Discourse/Collaboration I can engage in collaborative

discussions (one-on-one, groups, teacher led) on grade 6 topics, texts, and issues.

I can follow rules for group discussions.

I can express my ideas clearly and build on the ideas of others.

I can pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

6.1/6.2 Standard English Grammar & Mechanics I can correctly use conventions

of Standard English grammar and usage when writing or speaking (L.6.1)

I can demonstrate knowledge of subject-verb agreement with inverted word order and when interrupted by a prepositional phrase. L.6.1a

I can correctly use conventions of Standard English capitalization, punctuation, and spelling when writing. (L.6.2)

6.2 Central Ideas/Themes/Summary I can define theme or central

idea. I can determine a theme or

central idea. I can support the theme or

central idea using details from the text.

I can write an unbiased summary based on factual information.

6.2 Central Ideas/Summary I can determine the central

idea of an informational text. I can determine supporting

details of an informational text. I can analyze a text to

determine how the details are used to support the main idea.

I can write an unbiased summary of an informational text.

6.4 Clear/Coherent Writing I can analyze the reason for

writing a pieced to decide on task, purpose, and audience.

I can determine appropriate organizational strategies for a specific type of writing.

I can produce writing that is clear and coherent.

6.6 Speaking in Context I can adapt my speech to a

variety of contexts and tasks, demonstrating command of formal English when needed.

6.3a Style/Effective Language Choices I can write using varied

sentence patterns (e.g. simple, compound, declarative, interrogative, exclamatory, imperative) to help me clarify my meaning to promote better interest from my readers/listeners and to show my own writing style.

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6.3 Individuals/Events/Ideas I can describe how a story's

plot/elements unfold within a series of episodes (exposition, rising action, climax, resolution)

I can define character traits. I can describe how characters

respond or change as a story plot moves toward a resolution.

6.3 Individuals/Events/Ideas I can identify key individuals in

an informational text. I can identify key events in an

informational text. I can identify key ideas in an

informational text.

6.5 Plan/Revise/Edit I can develop and strengthen

my writing by planning, revising, editing, rewriting, trying a new approach with guidance and support from peers and adults.

6.4 Vocabulary Strategies I can determine the meaning of

a word using context clues. I can using different reference

materials (both print and digital) to fine the pronunciation, part of speech, or meaning of a word.

I can make a guess about what a word means and then check my understanding using reference materials.

6.6 Point of View/Purpose I can define point of view. I can determine the point of

view of the narrator or speaker in a text.

I can explain how the author uses the narrator or speaker to develop the point of view.

I can recognize specific strategies the author uses to develop the point of view (e.g. character actions and thoughts, dialogue, reactions and thoughts of other characters).

6.6 Use Technology I can produce and publish

writing using technology. I can interact and collaborate

with others using technology.

6.10 Range of Reading I can read and comprehend a

variety of grade level literary text with support from my teacher.

6.10 Range of Reading I can read and comprehend a

variety of grade level informational text with support from my teacher.

6.10 Range of Writing I can write routinely over

extended time or shorter time frames for a range of tasks, purposes, and audiences.

6.6 Academic Vocabulary I can correctly use grade-

appropriate general academic vocabulary.

Writing pieces: bio-poem, narrativeLanguage Tests: sentence structure and types, subject/verb agreement, using context clues, using reference materialsReading Tests: RL.6.1, RL.6.2,RL. 6.3

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Academic Vocabulary: heirloom point of view culture narrativenarrator text evidence cite/citation conflictheritage summary/summarize inference paraphrasedialogue theme visualize mood/tonecontext clues transition words

character development (dynamic, static, flat, round)plot (exposition, rising action, climax, falling action, resolution)

Week 1: August 8-12Classroom Routines/ProceduresBegin exploring the essential question, "How is identity defined through culture and heritage?" (SL.6.1)Introduce writing process and writing portfolios (W.6.5)Complete an introductory writing activity (bio-poem) for the first writing in the writing portfolio. (W.6.5 and W.6.10) Discuss and develop rules/norms for good class discussions. (SL.6.1)Teach proofreading/editing marks. (L.6.1/ W.6.5)Discuss effective sentence writing. (L.6.3a)Take first STAR test.

Suggested Literature: Cricket and Jaguar, Cow Music

Week 2: August 15-19Share bio-poems. (SL.6.6)Read narrative text. (RL.6.10)Analyze what the text says explicitly. (RL.6.1)Introduce plot diagram and map out text on the plot diagram. (RL.6.3)Introduce point of view (RL.6.6)Teach vocabulary related to reading. (L.6.6)Introduce vocabulary strategy (context clues). (L.6.4)Teach how to write an effective introduction to a narrative. (W.6.3)Major Grade: Bio-poem with rubric (W.6.5 and W.6.10)Minor Grade: Sharing bio-poem (SL.6.6)Minor Grade: Vocabulary Test (L.6.6)

Suggested Literature: Little Blog on the Prairie

Week 3: August 22-26

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Establish expectations for AR books/AR tests. (RL.6.10 and RI.6.10)Check out first library books (RL.6.10 and RI.6.10)Continue reading narrative texts and analyzing what they say explicitly using plot diagram. (RL.6.1 and RL.6.3)Write a summary of a narrative using the plot diagram. (RL.6.2)Discuss fictional characters (flat, round, static, dynamic), character traits, and how characters change through a story. (RL.6.3)Teach vocabulary related to reading. (L.6.6)Continue to practice using context clues. (L.6.4)Continue to discuss sentence types, with correct punctuation, capitalization, and usage. (L.6.3)Brainstorm topics for a narrative on family heirlooms. (W.6.5) Bring in pictures to share in group discussion. (SL.6.1)Major Grade: Language Test on Editing Marks, Sentence Structure and Types, and Using Context Clues. (L.6.1, L.6.3, L.6.4)Minor Grade: Summary (RL.6.2)

Suggested Literature: Rockers Build a Soccer Field, The Pot that Juan Built

Week 4: August 29- September 2Continue reading and analyzing narrative texts. (RL.6.1, 6.2, 6.3, 6.6)Work on pre-writing and drafting narrative on family heirloom. (W.6.3, W.6.4, W.6.5) Use plot diagram for pre-writing. (RL.6.3) Use varying sentence types in writing the narrative and re-teach sentence structure and types as determined by test results.(L.6.3)Define theme and determine theme of a narrative. (RL.6.2)Teach how to use details from the text to support the analysis of the theme. (RL.6.1 and RL.6.2)Teach vocabulary related to reading. (L.6.6)Continue to practice using context clues. (L.6.4)Major Grade: Reading Test (RL.6.1, RL.6.2, RL.6.3, RL.6.3)Minor Grade: Vocabulary Quiz (L.6.6)

Suggested Literature: How Tia Lola Came to Stay

Week 5: September 6-9 **September 5: Labor Day: No School Teach subject/verb agreement. (L.6.1a)Edit and revise narrative using peer and teacher conferences (W.6.3, W.6.4, W.6.5)Teach transition words and using descriptive, sensory words in narrative writing. (W.6.3)Read narrative text, focusing on drawing inferences and using text evidence to support inferences drawn. (RL.6.1)Continue to discuss plot structure, characterization, point of view, and theme and re-teach as determined by test results. (RL.6.2, RL.6.3, RL.6.6)Teach vocabulary related to reading. (L.6.6)Continue to practice using context clues. (L.6.4)Suggested Literature: The Case of the Magic Marker Mischief Maker, Case of the Missing SandalsWeek 6: September 12-16

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Continue teaching subject/verb agreement, focusing on inverted word order and interrupting prepositional phrases. (L.6.1a)Teach writing effective conclusions for narrative writing. (W.6.3)Complete final draft of narrative for a second piece in the writing portfolio. (W.6.3, W.6.4, W.6.5)Introduce vocabulary strategy (using reference materials). (L.6.4)Read biographies to understand what an informational text says explicitly. (RI.6.1) ?Teach vocabulary related to reading. (L.6.6)Determine central idea and supporting details of an informational text. (RI.6.2)Major Grade: Narrative Writing with rubric (W.6.3, W.6.4, W.6.5, W.6.10)Minor Grade: Vocabulary Quiz (L.6.6)

Suggested Literature: Major Taylor, Home of the Brave, Aminata’s Tale

Week 7: September 19-23Continue to teach and review subject/verb agreement (L.6.1a)Read narrative text and continue to review plot, characterization, point of view, and theme. (RL.6.2, RL.6.3, RL.6.6)Write about inferences drawn from a narrative using text evidence to support inferences drawn. (Introduce RACE strategy). (RL.6.1)Continue to practice vocabulary strategies (context clues, using reference materials). (L.6.4)Teach vocabulary related to reading. (L.6.6)Major Grade: Language Test- subject/verb agreement and Vocabulary Strategies (context clues/reference materials)(L.6.1a and L.6.4)Minor Grade: Writing about Reading (RL.6.1 and W.6.10)

Suggested Literature: A Single Shard

Week 8: September 26-30Re-teach subject/verb agreement as determined by test results. (L.6.1a)Read narrative text and review reading standards to prepare for reading test. (RL.6.1, RL.6.2, RL.6.3, RL.6.6)Use small group instruction to reinforce standards where gaps occur.Major Grade: Reading Test (RL.6.1, RL.6.2, RL.6.3, RL.6.6)Minor Grade: Vocabulary Quiz (L.6.6)Suggested Literature: Cusi’s Secret, Facing the Storm

Week 9: October 3-6

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Share narrative writing pieces. (SL.6.6)Complete reflective writing and prepare portfolio. (W.6.4, W.6.5, W.6.10)Re-teach reading standards as determined by test results. (RL.6.1, RL.6.2, RL.6.3)Read biographies to discuss inferences drawn from informational text. (RI.6.1)Minor Grade: Reflective Writing (W.6.5)Minor Grade: Narrative Sharing (SL.6.6)Minor Grade: AR Reading for Quarter 1 (RL.6.10 and RI.6.10)

Suggested Literature: My Visit to Arizona, Lizzie Bright and Buckminster Boy

October 5th: end of First Nine WeeksOctober 7th: Professional DevelopmentOctober 10th: Columbus Day: No School

Unit 2: Survival

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Essential Question: How do acts of courage contribute to one's personal survival or the survival of others?

RL RI W SL L*6.1 Evidence/Inference I can cite from a text to support

analysis.

*6.1 Evidence/Inference I can locate and cite textual

evidence that supports analysis of informational text.

6.2 Write to Inform/Explain I can write an effective

introduction to an informational/explanatory topic.

I can organize ideas, concepts, and information to prepare for writing an informational/explanatory text.

I can organize information using multiple strategies (e.g. definition, classification, compare/contrast, cause and effect).

I can write using formatting, graphics, and multimedia to support the topic.

I can support the topic with relevant facts, details, quotes, and examples.

I can select and use various transitions that clarify the relationships among ideas and concepts.

I can explain a topic using descriptive details and adequate elaboration.

I can write in a formal style. I can provide a concluding

statement based on information/explanation presented.

*6.1 Academic Discourse/Collaboration I can express ideas clearly using

evidence from the topic or text.

I can prepare for group discussion by reading and studying the required material.

*6.1 Standard English Grammar I can make sure that pronouns

are used correctly in sentences as subjects, objects, or possessives.

I can demonstrate the proper use of intensive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves).

I can recognize and correct inappropriate shifts in pronoun number and person.

I can recognize and correct vague pronouns and pronoun antecedents.

*6.2 Central ideas, themes, summary I can distinguish between

textual facts and personal opinions.

*6.2 Central ideas, themes, summary I can determine the central

idea of an informational text. I can determine supporting

details of an informational text. I can analyze a text to

determine how the details are used to support the main idea.

I can write an unbiased

*6.4 Clear, coherent writing I can analyze the reason for

writing a piece to decide on task, purpose, and audience.


I can produce writing that is clear and coherent in ideas, development, organization,

6.5 Present findings I can provide necessary

descriptions, details, and facts to highlight main ideas or themes within a presentation.

*6.2 Standard English Mechanics I can use correct capitalization

rules when writing.

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summary of an informational text.

and style.

6.5 Text Structure I can determine text structure

of a an informational text.6.6 Point of view/purpose I can determine the author's

point of view in informational text.

I can articulate the author's purpose in informational text.

I can explain how the author's point of view in a text is conveyed in an informational text.

*6.5 Writing process I can develop and strengthen

my writing by planning, revising, editing, rewriting, trying a new approach with guidance and support from peers and adults.

*6.6 Adapt speech/Command of Formal English I can use standard English

grammar when speaking.

*6.3a style/effective language choices I can write using varied


6.9 Comparison of texts/authors I can identify the

characteristics of different genres.

6.7 Content in diverse media I can integrate information

taken from various media, formats, or texts.

I can demonstrate coherent understanding of the topic or issue using information from various media/formats.

*6.6 Use technology I can produce and publish



*6.4 Vocabulary Strategies I can determine the meaning of

a word using grade appropriate affixes.

I can determine the meaning of a word using grade appropriate Greek or Latin roots.

*6.10 Range of Reading I can read and comprehend a

variety of grade level literary text with support from my teacher, as needed.

6.9 Comparison of texts/authors I can identify the similarities

and differences among common events in texts written by different authors

6.7 Conduct research I can conduct a short research

project. I can organize information from

several sources to answer a question.

*6.6 Academic Vocabulary I can correctly use grade-



variety of grade level informational text with support from my teacher, as needed

6.8 Gather/synthesize information I can gather information from

multiple print and digital resources.

I can define credible. I can determine the credibility

of a source. I can paraphrase the data and

conclusions of others. I can define plagiarism. I can avoid plagiarism. I can define bibliography. I can provide basic

bibliographic information for

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sources.6.9 Write to sources I can state evidence from

literary nonfiction to support analysis, reflection, and research.

*6.10 Range of Writing I can write routinely over


Writing pieces: Mini-research paper, diary entry (point of view)Language Tests: Pronouns, vocabulary strategiesReading Tests: RL.6.1, 6.2, 6.6, 6.9

Academic Vocabulary:compare contrast research sources reflectioncredible cite/text evidence biography author's purposeautobiography central idea supporting details plagiarismpronouns suffixes prefixes root wordtext structures (sequence, cause and effect, compare and contrast, problem and solution)author's point of view (positive, negative, neutral)

Week 1: October 11-14Introduce essential question, “How do acts of courage contribute to one’s personal survival or the survival of others? (SL.6.1)Introduce various survivors that students may study. Have students select a survivor to study for their projects. (W.6.4)Discuss credible sources, citing sources, and plagiarism (collaborate with media specialist). (W.6.8)Begin research for Writing #3 (Mini-research paper on a survivor). Keep bibliography cards for sources. (W.6.7, W.6.8)Discuss author’s point of view and how to determine author’s point of view. (RI.6.6)Introduce grammar concept: pronouns (Used correctly as subjects). (L.6.1)Review capitalization rules. (L.6.2)Vocabulary strategy: prefixes (L.6.4)

Suggested Literature: Seeing Things His Own Way

Week 2: October 17-21Continue researching for Writing #3. (W.6.7, W.6.8)

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Prewriting for Writing #3using graphic organizer. (W.6.5)Read informational text. Determine central idea, supporting details, and author’s point of view. (RI.6.2, RI.6.6)Write a summary of an informational text. (RI.6.2)Continue teaching pronouns (used correctly as objects). (L.6.1)Continue to review capitalization rules. (L.6.2)Vocabulary strategy: prefixes (L.6.4)Minor grade: Vocabulary quiz (L.6.6)Minor Grade: Summary of Informational Text (RI.6.2)

Suggested Literature: Into the Volcano, The Monster in the Mountain

Week 3: October 24-28Teach how to find text evidence to support claims in writing. Find text evidence to support claims in Writing #3. (RI.6.1)Write first draft of Writing #3. (W.6.5, RI.6.7)Read informational text with sequence of events text structure (RI.6.5) Determine central idea, supporting details, and author’s point of view. (RI.6.2,RI.6.3, RI.6.6)Teach pronouns (used correctly as possessives). (L.6.1)Continue to review capitalization rules (L.6.2)Vocabulary strategy: suffixes (L.6.4)Major Grade: Reading Test (RI.6.2, RI.6.3, RI.6.6)

Suggested Literature: Tools of the Explorers Trade, Enough, The Pot that Juan Built, Homer P. Figg

Week 4: October 31- November 4Revise and edit Writing #3. (W.6.5)Read informational text with problem/solution structure (RI.6.5) Determine central idea, supporting details, and author’s point of view. (RI.6.2, RI.6.3, RI.6.6)Teach pronouns (intensive). (L.6.2)Continue to review capitalization rules. (L.6.2)Vocabulary strategy: review prefixes and suffixes (L.6.4)Minor grade: Vocabulary quiz (L.6.6)Major grade: Language Test (L.6.1, L.6.2, L.6.4)

Suggested Literature: Jewels of the Sea, Technology of Mesopotamia, Empire of the Sea, Yaskul's Mighty Trade

Week 5: November 7-10Submit Writing #3. (W.6.5)

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Share Writing #3. (SL.6.5)Read informational text with compare/contrast structure.(RI.6.5) Determine central idea, supporting details, and author’s point of view. (RI.6.2,RI.6.3, RI.6.6)Teach pronouns (recognize and correct inappropriate shifts in pronoun number and person). (L.6.1)Continue to review capitalization rules. (L.6.2)Vocabulary strategy: Greek and Latin roots (L.6.4)Major Grade: Writing #3 (W.6.2)

Suggested Literature: Democracy Debate paired with Who Created Democracy, The Great Fire paired with The Great Fire of London

****November 11 Veteran's Day: No School

Week 6: November 14-18Prewriting for Writing #4 (Journal entry of a survivor). (W.6.5)Reading informational text with cause/effect text structure.(RI.6.5) Determine central idea, supporting details, and author’s point of view. (RI.6.2,RI.6.3, RI.6.6)Use text evidence to support analysis of author’s point of view. (RI.6.1)Teach pronouns (recognize and correct vague pronouns and pronoun antecedents) (L.6.1)Continue to review capitalization rules. (L.6.2)Vocabulary strategy: Greek and Latin roots (L.6.4)Minor grade: Vocabulary quiz (L.6.6)Major Grade: Language Test (L.6.1, L.6.2, L.6.4)

Suggested Literature: Secret World of Caves, Marian Anderson: Struggles and Triumphs, Margaret Bourke White: Fearless Photographer

**** November 21-25: Thanksgiving Break

Week 7: November 28- December 2Draft, revise, and edit journal entry of a survivor. Use consistent point of view in writing. (W.6.4, W.6.5)Submit Writing #4 (Journal Entry of a Survivor). (W.6.5)

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Read historical fiction. Compare and contrast fiction/nonfiction genres. (RL.6.9)Re-teach pronouns as indicated by test results (L.6.1)Vocabulary strategy: Greek and Latin Roots (L.6.4)Major Grade: Writing #4 (W.6.5, W.6.10)

Suggested Literature: The Story of Salt, The Not So Golden Touch

Week 8: December 5-9Read historical fiction. Compare and contrast fiction/nonfiction genres. (RL.6.9)Write a paragraph of comparison/contrast of 2 readings. (RL.6.9)Review reading standards for reading test. (RI.6.1, RI.6.2, RI.6.6, RI.6.9)Review vocabulary strategies. (L.6.4)Minor Grade: Comparison/Contrast Writing (RL.6.9)Minor Grade: Vocabulary Quiz (L.6.6)Major Grade: Reading Test (RI.6.1, RI.6.2, RI.6.6, RI.6.5, RI.6.9)

Suggested Literature: Roman Diary, The Genius of Roman Aqueducts

Week 9: December 12-16Complete reflective writing and prepare portfolio. (W.6.10)Re-teach reading standards determined by test results. (RI.6.1, RI.6.2, RI.6.6, RI.6.9)Minor Grade: Reflective Writing (W.6.10)Minor Grade: AR Reading for Quarter #2 (RL.6.10)

Suggested Literature: Journey to Freedom, Elijah of Buxton, Drumbeat of Freedom

****December 17-January 2: Christmas Break

Unit 3: Finding TruthsEssential Question: How can exploring possible answers to difficult questions help us better understand our world?

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RL RI W S & L L*6.1 Inferences/Evidence I can cite from a text to support

analysis.

*6.1 Inference/Evidence I can cite from a text to support

analysis. I can make an inference from

an informational text. I can locate and cite textual

evidence to support what a text says explicitly and inferentially.

6.1 (a-e) Write argument I can introduce a claim clearly. I can organize evidence. I can identify credible sources

to support a claim. I can organize reasons and

evidence to support an argument.

I can write clear statements in support of an argument or claim.

I can clarify relationships among claims using transitions.

I can write a concluding section that follows the argument presented.

*6.1 Academic Discourse/Collaboration I can engage in collaborative

discussions on grade 6 topics, texts, and issues.

I can build on the ideas of others in a discussion.


I can set specific goals and deadlines.

I can identify components and roles within a group discussion.

I can prepare for group discussions by reading and studying the required material.

I can respond to questions posed by group members with details using evidence from the topic or text.

I can respond to multiple perspectives through reflection and paraphrasing.

*6.1 Standard English grammar I can use correct subject-verb

agreement with indefinite pronouns as subjects.

*6.2 Central ideas/themes/summary I can determine the theme or

central idea of a text and how it is conveyed through particular details.

*6.2 Central Ideas/themes/summary I can define and understand

the influence of personal opinion an judgment when reading a text.

*6.4 Clear/coherent writing I can analyze the reason for

writing a piece to decide on task, purpose, and audience.


I can produce writing that is clear, coherent with idea, development, organization, and style.

6.3 Point of view I can find a speaker’s

argument. I can define reasons. I can tell the difference

between claims that support their argument over claims that do not support their argument.

I can distinguish between supported and unsupported claims.

I can delineate a speaker’s argument and claims.

*6.2 Standard English mechanics I can use commas, parenthesis,

and dashes to set off specific elements in my writing.

*6.3 Individuals/Events/Ideas I can describe how a story's

plot/elements unfold within a series of episodes (exposition, rising action, climax, resolution)

I can describe how characters respond or change as a story


my writing by planning, revising, editing, rewriting, trying a new approach with guidance and support from peers and adults. I can develop and strengthen my writing by

6.4 Present findings I can present claims and

findings. I can sequence ideas logically.I can use appropriate eye contact, volume, and pronunciation.

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plot moves toward a resolution.

planning, revising, editing, rewriting, trying a new approach with guidance and support from peers and adults.

*6.4 Vocabulary/word choice I can determine the

connotative meaning of words and phrases in an informational text.

I can determine the technical meaning of words and phrases in an informational text.

*6.6 Use Technology I can produce and publish



6.2 Content in Diverse Media I can interpret information

presented visually, quantitatively, and orally.

*6.3 Style/effective language choices I can maintain a consistent

style and tone when writing. I can maintain a consistent

style and tone when speaking.

6.5 Text Structure/organization I can analyze how a particular

sentence or chapter contributes to the overall structure of a text, theme of a text, development of the setting of a text, and the overall development of the plot of a text.

*6.5 Text structure/organization I can analyze how a particular

sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.

*6.8 Gather/synthesize information I can gather relevant

information from multiple print and digital sources.

I can assess the credibility of sources.

I can quote or paraphrase conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

*6.6 Adapt Speech/command of formal English I can describe the qualities of

formal and informal speech. I can determine if formal or

informal speech is appropriate in the context of a given situation.

*6.4 Vocabulary strategies I can determine the meaning of

multiple-meaning words and phrases choosing flexibly from a range of strategies.

*6.6 Point of View/Purpose I can determine the point of

view of the narrator or speaker in a text.

I can explain how the author uses the narrator or speaker to develop the point of view.

I can recognize specific strategies the author uses to develop the point of view (e.g. character actions and thoughts, dialogue, reactions and thoughts of other characters).

*6.6 Author’s Point of View I can determine an author’s

point of view or purpose in a text and explain how it is conveyed in the text.

6.5 Word usage I can use the relationships

between words to help me better understand each of the individual words (ex: cause/effect, part/whole)

I can understand the slight differences between words with very similar definitions.

6.8 Arguments/Evidence I can define argument. I can define claim. I can identify the argument in a

text. I can trace the main points of

an argument or claim. I can evaluate the main points

of an argument.

*6.9 Write to sources I can state evidence from

literary or informational texts to support analysis, reflection, and research.

I can analyze in writing claims that are supported by evidence from claims that are not.

*6.6 Academic/domain-specific vocabulary I can correctly use grade-


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I can identify reasons and evidence in a text.

I can distinguish between supported and unsupported claims.

*6.10 Range of reading I can read and comprehend a






Writing Pieces: Book Review, Argumentative EssayNovel studyVocabulary Skill: Multiple Meaning Words; Review all vocab strategies, connotationsLanguage Skill: Subject/Verb Agreement with Indefinite Pronouns, Comma RulesSpeaking/Listening: Literature Discussions, Argument speech

Academic Vocabulary:argument rebuttal opposition clarify evaluate claim homophone homograph synonym antonym

refute support trace controversy tone connotation denotation technical meaning

***January 3-4: Professional Development***January 5-6: Regrouping-go over procedures to refresh, STAR tests, etc.

Week 1: January 9-13Introduce Essential Question: How can exploring possible answers to difficult questions help us better understand our world? (SL.6.1)Introduce Literary Discussion Procedures and Roles (SL.6.1)Read novel and discuss using literary procedures and roles. (SL.6.1)text and practice various roles. (SL.6.1, RL.6.1, RL.6.2, RL.6.3, RL.6.6)Introduce Novel for novel study. (RL.6.10)Language Skill: Comma Rules (L.6.2)Vocabulary Skill: Multiple Meaning Words (L.6.4)Suggested Literature: Each teacher will be responsible for their own novel study. Please utilize the book room in the 400 building and check with the library as well. ***January 16: MLK Day: No School

Week 2: January 17-20Review elements of fiction (plot, setting, character, conflict, theme, point of view). (RL.6.2, RL.6.3, RL.6.6)Relate elements of fiction to novel. (RL.6.2, RL.6.3, RL.6.5, RL.6.6)

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Language skill: Comma Rules (L.6.2)Vocabulary Skill: Multiple Meaning words (L.6.4)Minor Grade: Vocabulary Quiz (L.6.6)

Suggested Literature: Novel Study

Week 3: January 23-27Read novel and discuss using procedures and roles. (SL.6.1)Continue relating elements of fiction to the novel. RL.6.2, RL.6.3, RL.6.5, RL.6.6)Prewriting for Writing #5 (Book Review) (W.6.5)Language skill: Comma Rules (L.6.2)Vocabulary Skill: Review multiple meaning words (L.6.4)Major Grade: Language Test (L.6.2, L.6.4)


Week 4: January 30-Febrauary 3Finish novel. (RL.6.10)Write draft for Writing #5. (W.6.5)Revise and edit Writing #5. (W.6.5)Language Skill: Review comma rules and vocabulary skills and re-teach as indicated by test data. (L.6.2, L.6.4)Vocabulary Skill: Denotation and connotation. (L.6.5, RI.6.4)Minor Grade: Vocabulary Quiz (L.6.6)Major Grade: Reading Test (RL.6.1, RL.6.2, RL.6.3, RL.6.5, RL.6.6)


Week 5: February 6-10Submit Writing #5. (W.6.5, W.6.10)Introduce argumentative writing (argument, claim, supporting evidence) (W.6.1)Read argumentative text and identify claims and supporting evidence. (RI.6.8)Distinguish between claims supported by evidence and those that are not. (RI.6.8)

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Language Skill: Subject/Verb agreement with indefinite pronouns (L.6.1)Vocabulary Skill: Denotation and Connotation (L.6.5, RI.6.4)Major Grade: Writing #5 (W.6.5, W.6.10)

Suggested Literature: Use Wonders Website to find sample argumentative essays using Suggested Literature: Second novel study

Week 6: February 13-17Continue to read argumentative pieces, tracing the argument, identifying claims and supporting evidence. (RI.6.8)Prewriting and Drafting for Writing #6 (Argumentative Essay) (W.6.1, W.6.5)Language Skill: Subject/Verb agreement with indefinite pronouns (L.6.1)Vocabulary Skill: Review of denotation/connotation (L.6.5, RI.6.4)Major Grade: Language Test (L.6.1, L.6.5)Minor Grade: Vocabulary Quiz (L.6.6)


***February 20: Presidents Day: No SchoolWeek 7:February 21-24Continue to read argumentative pieces, tracing the argument, identifying claims and supporting evidence. (RI.6.8)Revising and editing for Writing #6. (W.6.1, W.6.5)Submit Writing #6.(W.6.1, W.6.5)

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Reteach subject/verb agreement and denotation/connotation as indicated by test data. (L.6.1, L.6.5)Listen to argumentative speeches, tracing the argument, indentifying claims and supporting evidence. (SL.6.3)Major Grade: Writing #6 (W.6.1)

Suggested Literature: Use Wonders Website to find sample argumentative essays using Suggested Literature: Second novel studyWeek 8: February 27- March 3Continue to listen to argumentative speeches, tracing the argument, indentifying claims and supporting evidence. (SL.6.3)Prepare an argumentative speech based on Writing #6. (SL.6.3)Minor Grade: Vocabulary Quiz (L.6.6)Major Grade: Reading Test (RI.6.1, RI.6.2, RI.6.5, RI.6.6, RI.6.8)Major Grade: Argumentative Speech (SL.6.3)


Week 9: March 6-10Continue to present argumentative speeches. (SL.6.3)Prepare portfolio reflection. (W.6.5, W.6.10)Re-teach reading standards as determined by test data. (RI.6.1, RI.6.2, RI.6.5, RI.6.6, RI.6.8)Minor Grade: Reflective Writing (W.6.10)Minor Grade: AR Reading for Quarter #3 (RL.6.10)


Unit 4: ReflectionEssential Question: How can reflection change the course of future events?

RL RI W S & L L*6.1 Inferences/evidence *6.1 Inferences/Evidence *6.4 Clear/coherent writing *6.1 Academic *6.1 Standard

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I can locate and cite textual evidence to support what a text says explicitly and inferentially.

I can locate and cite textual evidence to support what a text says explicitly and inferentially.

I can analyze the reason for writing a piece to decide on task, purpose, and audience.


I can produce writing that is clear, coherent with idea, development, organization, and style.

discourse/collaboration I can engage in collaborative

discussions on grade 6 topics, texts, and issues.

I can build on the ideas of others in a discussion.


I can set specific goals and deadlines.

I can identify components and roles within a group discussion.

I can prepare for group discussions by reading and studying the required material.

I can respond to questions posed by group members with details using evidence from the topic or text.

I can respond to multiple perspectives through reflection and paraphrasing.

English/grammar I can locate and correct

mistakes in my own and others writing and speaking.

I can speak and write with improved expression.

*6.2 Central ideas/themes/summary I can determine a theme or

central idea of a text and how it is conveyed through particular details.

I can summarize a text without personal opinions or judgements.

*6.2 Central ideas/themes/summary I can write an unbiased

summary of an informational text.


my writing by planning, revising, editing, rewriting, trying a new approach with guidance and support from peers and adults. I can develop and strengthen my writing by planning, revising, editing, rewriting, trying a new approach with guidance and support from peers and adults.

*6.2 Content in diverse media I can interpret information

presented visually, quantitatively, and orally.

*6.2 Standard English mechanics I can identify and correct

misspelled words.

*6.3 Individuals/Events/Ideas I can describe how a story's or

drama’s plot/elements unfold within a series of episodes (exposition, rising action, climax, resolution).

I can describe how characters respond or change as a story plot moves toward a

*6.6 Use Technology I can produce and publish



*6.4 Present Findings I can use multimedia

components in presentations to clarify information.

I can determine what visual displays will best clarify information in presentations.

I can use visual displays in a presentation to clarify information.

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resolution.6.4 Vocabulary/Word Choice I can determine meanings of

words and phrases, including figurative usage.



*6.9 Write to sources (b) I can draw evidence from

literary texts to support analysis and reflection.

*6.6 Adapt Speech/command of formal English I can describe the qualities of

formal and informal speech. I can determine if formal or

informal speech is appropriate in the context of a given situation.

*6.3 Style/effective language choices I can write using varied


I can maintain a consistent style and tone when writing.

I can maintain a consistent style and tone when speaking.

*6.5 Text Structure/Organization I can analyze how a particular

sentence, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.



*6.4 Vocabulary strategies I can determine or clarify the

meaning of unknown and multiple-meaning words and phrases based on sixth grade reading and content choosing flexibly from a range of strategies.

*6.6 Point of View/Purpose I can explain how the author

develops the point of view of the narrator or speaker in a text.

6.7 Content in diverse media I can determine the similarities

and differences between the experiences of reading a story, drama, or poem to listening to or viewing the audio, video, or live version of the same text.

I can contrast what is ‘seen” and ‘heard” when reading a text to what is perceived when a text is listened to or watched.

*6.5 Figurative language/word relationships I can discover the meaning of

figurative language (similes, metaphors, personification, idioms, hyperbole, onomatopoeia, and puns)

6.8 Genres I can differentiate among

odes, ballads, epic poetry, and science fiction.

*6.6 Academic Vocabulary I can correctly use grade-


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I can accurately use domain-specific words and phrases.

*6.9 I can compare and contrast

texts in different forms or genres in terms of their approaches to similar themes and topics.

*6.10 Range of reading I can read and comprehend a


Writing Pieces: Poetry, Comparison/Contrast of Reading and Watching a DramaReading: Novel, Poetry, DramaLanguage Skill: Figurative LanguageVocabulary Strategy: Review of all strategies

Academic Vocabulary literal meaning figurative meaning simile metaphor idioms personification rhyme scheme

ode ballad epic poetry myth hyperbole onomatopoeia alliteration

Week 1: March 13-17Introduce Essential Question: How can reflection change the course of future events? (SL.6.1)Reading: Poetry. Read and listen to poems. (RL.6.7)Read odes and ballads. (RL.6.8)Writing: Poetry. Write odes and diamantes (RL.6.8, W.6.10)Language: Figurative language (L.6.5; RL.6.4)Vocabulary: Poetic terms (L.6.6)

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Suggested Literature: Ozymandias, Majestic, Mummy, Clay

***March 18-26 Spring Break

Week 2: March 27-31Reading: Poetry. Read and listen to poems. (RL.6.7)Interpret the meaning of poems (speaker’s point of view, theme, explicit meaning, inference) (RL.6.1, RL.6.2, RL.6.5, RL.6.6)Read epics. (RL.6.8)Writing: Poetry (Write limericks.) (W.6.10)Language: Figurative Language (L.6.5; RL.6.4)Vocabulary: Poetic terms (L.6.6)Minor Grade: Vocabulary quiz (L.6.6)

Suggested Literature: Hey Nilda and Hi Rachel, This is Just to Say Collection

Week 3: April 3-7 Reading: Poetry. Read and listen to poems. (RL.6.7)Interpret the meaning of poems (speaker’s point of view, theme, explicit meaning, inference) (RL.6.1, RL.6.2, RL.6.5, RL.6.6)Read free verse poems. (R.6.10)Writing: Poetry (Write free verse poems.) (W.6.10)Writing #7. Choose 2 poems you have written over the past two weeks. Complete revising, editing, and publishing electronically to present to class. (W.6.5, W.6.10)Language: Figurative language (L.6.5; RL.6.4)Vocabulary: Reteach Poetic terms as determined by quiz data (L.6.6)Major Grade: Reading Test (RL.6.4, RL.6.5, RL.6.8)Major Grade: Writing #7

Suggested Literature: How Many Seconds, To You, Ode to Pablo's Tennis Shoes

Week 4: April 10-13 *** ASPIRE Reading April 11th ****April 14th Good Friday: No SchoolShare poetry presentations. (SL.6.2, SL.6.5)Reading: Drama Read plays and interpret their meaning. (RL.6.5)Language: Figurative Language (L.6.5; RL.6.4)Vocabulary: Drama Terms (L.6.6)

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Minor Grade: Poetry Presentation (SL.6.2, SL.6.5)Major Grade: Language Test (L.6.5)

Suggested Literature: Treasure in the Attic, A Box of Ideas

Week 5: April 17-21 ***A SPIRE Math April 18th Reading: Drama. Read, act out, and view plays (scenes and short dramas) and interpret their meaning. (RL.6.5)Writing: Prewriting for Writing #8: Comparison/contrast of reading vs. viewing drama (W.6.5, RL.6.7)Language: Review Figurative Language as determined by test results (L.6.5, RL.6.4)Vocabulary: Drama Terms (L.6.6)Minor Grade: Vocabulary Quiz (L.6.6)

Suggested Literature: A Scholar in the Family, Any of the Readers Theater (find on Wonders website and push out to class)

Week 6: April 24-28Reading: Drama. Read, act out, and view plays (scenes and short dramas) and interpret their meaning. (RL.6.5)Writing: Drafting, Revising, Editing, and Publishing for Writing #8 (W.6.5, RL.6.7)Vocabulary: Drama TermsMajor Grade: Writing #8 (W.6.5, W.6.10, RL.6.7)Major Grade: Reading Test (RL.6.5, RL.6.9)

Suggested Literature: Any of the Readers Theater (find on Wonders website and push out to class)

Week 7: May 1-5Reading: Novel or mythology unit Writing: Comparing texts in different genres (RL.6.9)Vocabulary from reading (L.6.6)Language: Review

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Major Grade: Language Test

Suggested Literature: The Hero and the Minotaur, The A-MAZE-ING Tale of Thesus

Week 8: May 8-12Reading: Novel or mythology unitWriting: Reflection for portfolio (W.6.10)Language: ReviewVocabulary from ReadingMinor Grade: ReflectionMajor Grade: Reading Test (RL.6.9) or end of unit project

Suggested Literature: Thunder Helper, Leveled Readers: Thor's Journey to Utguard, Cow Brings Daylight

Week 9: May 15-19Reading: Novel or mythology

Students will write myths of their own.

May 22-24 Last Week***Students Last Day is the 24th.

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