september curriculum map for sixth grade ela (last ... · september curriculum map for sixth grade...

September Curriculum Map for Sixth Grade ELA (Last Modified March 14, 2012)

Month Standards Content (nouns)

Skills (verbs) Assessment Resources (suggested)

Vocabulary

September

Expanding Literacy

Foundations

Whole Group

Reading

A. RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

A1. Analysis A2. Inferences

A1. Define, in writing, the term analysis (and list skills needed to analyze-such as understanding the text as a whole?) A1. Explain, in writing, an analysis of the text read

A2. Explain, in writing, an inference created using specific evidence from a text

A. Student work sample Quiz/Test

A. Is there a story in the series that supports the direct instruction of making inferences or analyzing a text? A. HM Theme 2 Amelia Earhart, First Lady of Flight A. Literature Works- Rabies (Mystery) A. HM Pompeii Reading A. The Girl who Married the Moon(HM) A. Dinosaur Ghosts (HM) A. Pompeii (HM)

A. Inferences A. Textual Evidence A. Analysis A. Cite A. Quotation

B. W.6.1 Write arguments to support claims with clear reasons and relevant evidence

B. Argument (Opinion)

B. Analyze a model and identify the argument and supporting evidence B. Write arguments with relevant evidence and clear reasons to support claims

B. Student Work Sample B. Teacher selected or written model of an argument (do the Standards have an example?) B. Step Up to Writing

B. Formal Style B. Evidence B. Argument B. Support B. Organize B. Claims B. Reasons B. Source

C. SL.6.1 Engage effectively in 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 materials; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

C. Conversation Skills C. Note-taking

C. Engage in discussions to analyze text for relevant evidence to construct notes C. Answer questions using notes

C. Step Up to Writing- Observe small and large group process of note construction, through discussion

C. Assigned reading passages C. Science Text C. Social Studies Text C. Step Up to Writing

C. Discussion C. Elaborate C. Reflect C. Goal C. Deadline C. Roles (within group) C. Multiple perspectives C. Paraphrasing

D. L.6.1.Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

SPIRAL: A. Parts of Speech (see 3

rd

Grade Language Standard 1 a-I and 5

th grade 1a)

Page 39.

A. Students will identify, in writing different parts of speech and their functions.

A. Student work sample A. Step by Step A. Exercises in Basic English A. Coach Book- Chapter 4 *These need to be taught in context of other skills, not isolation*

A. Nouns A. Verbs A. Pronouns A. Adjectives A. Adverbs A. Conjunctions A. Prepositions


Skills (verbs) Assessment Suggested Resources

Vocabulary

October

Whole Group

Reading

A. RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text a- Explain how an author’s geographic location or culture affects his or her perspective

A. Point of View A. Culture

A. Identify, in writing, specific elements in an author’s text which reflects his/her geographic location or culture

A. Writing sample with evidence including language, setting and story situations to support the author’s perspective

A. “All American Slurp” (Literature Works) A. Losers Take All (Literature Works) A. Literature Works- Theme 1 A. My Grandma (Literature Works) A. Rosa Parks- My Story (HM) A. Stories that have different characters (ie: Gingerbread Man…students write from the man’s perspective and the gingerbread’s perspective)

A. Literature A. Author A. Point of View A. Narrator A. Speaker A. Geographic Location A. Culture A. Perspective

B. RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in a text

B. Point of View B. Purpose B. Viewpoint

B. Identify, in writing, the author’s purpose and point of view in informational text and evidence to support the author’s perspective

B. Student Test/Quiz B. Science/Social Studies related text B. Read Write Edit Listen B. The Lost Temple of the Aztecs (HM) B. Beni Sevallos (Literature Works) B. Literature Works- Theme 1 B. Coach Book (Point of View) Chapter 1 Lesson 2, page 28 B. Read, Write, Edit, Listen Lesson 3

B. Informational Text B. Author’s Purpose B. Point of View B. Viewpoint

C 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 (Editing for conversation should demonstrate command of Language standards 1-3 up to and including grade 6 on page 53)

C. Writing Process

C. Produce a narrative, informative, or argumentative piece using the writing process. C. Participate in peer and teacher conferencing

C. Student writing samples

C. Step Up to Writing Resources

C. Brainstorming C. Drafting C. Revising C. Editing C. Publishing

D 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

D. Position D. Evidence

D. Listen to a speaker’s argument, identify the position, and evidence to support that position

D. Role play a debate on a pro/con argument

D. D. Position Statement D. Evidence D. Claims D. Pro/Con D. Debate

E L.6.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a- Use punctuation (commas, parenthesis, dashes) to set off nonrestrictive elements

E. Punctuation E. Identify the proper use of commas, parenthesis, and dashes. E. Construct sentences with the application of commas, parenthesis, and dashes

E. Student Writing Samples

E. Step Up to Writing E. Comma E. Parenthesis E. Dashes

Month Standards Content (nouns) Skills (verbs) Assessment Suggested Resources Vocabulary

November

Whole Class Reading

A. 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

A. Story Element Relationships (ie-how the plot affects the character development)

A. Identify, in writing, the elements of a story A. Analyze story structure, in writing, by constructing a plot diagram A. Describe, in writing, how characters change in relation to the plot, citing textual evidence (from dialogue or how the characters acts)

A. Plot Structure Diagram A. Johari Window A. Literature Circle Accountability Sheets

A. Coach Book, Chapter 1 A. Read, Write, Edit, Listen A. Journey Into Reading A. Basic Grammar A. Johari Window (Public and Private Self) A. Novel selection (6

th

Grade Secrets, A Long Way from Chicago, Way-Side School is Falling Down, Doll House Murders, From the Mixed up Flies of…, Joey Pigza Swallows the Key, Maniac Magee, The Library Card)

A. Relationships A. Plot Structure Diagram A. Conflict A. Resolution

B. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

B. Generalizations B. Summarize, in writing, what an explicit text states B. Draw conclusions, based on textual evidence, and cite in the text B. Identify, in writing, if fact or opinion represents author’s bias (perspective/POV)

B. Student Work Sample

B. Read, Edit, Write, and Listen (Lesson 15, ) B. Science, Social Studies Readings B. Magazine, Newspaper Article (example: Is Pluto a Planet?) B. HM Science Links

B. Cite B. Textual Evidence B. Bias B. Fact/Opinion B. Summarize B. Conclusion B. Inference

C. 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

C. Informative Essay C. Write an informative essay, examining and supporting a topic with relevant facts (from two sources)

C. Informative Essay (the final product as well as the process)

C. HM Series C. Informative Essay C. Topic C. Convey Ideas

D. 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

D. Diverse Media Formats

D. Interpret information, orally, and explain how it contributed to the research of a topic

D. Presentation of informative research and formats used (small groups)

D. Computers with Internet Access (specific web-sites) D. Research Materials/Periodicals

D. Diverse D. Media D. Contributes


Skills (verbs)

Assessment Suggested Resources

Vocabulary

December

Whole Class Reading

A. 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

A. Theme and Summary

A. Summarize a text, in writing A. Determine a theme, in writing

A. Student work sample A. HM The Challenge, View from Saturday, A. Four on the Sea (Literature Works) A. The Rebellion of the Magical Rabbits (Literature Works) A. War Game (Literature Works) A. Last Summer with Maison (HM)

A. Central Idea A. Theme A. Summary

B. 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

B. Central Idea and Summary

B. Summarize a text, in writing B. Determine a theme, in writing

B. Student work sample B. Journey Into Reading (Lessons 1, 2, and 4) B. Leader of the Pack (Literature Works) B. A Kind of Grace (HM- Theme 5)

B. Central Idea B. Summary

C. 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)

C. Key Details in a story

C. Students will identify a key detail in a reading, that is pertinent to the development of the story

C. Student work sample C. Biographical reading or a historical event (i.e., Rosa Parks..what if she didn’t refuse to give up her seat on the bus…how different life would be…)

C. Key Details C. Pertinent C. Analyze C. Elaborated

D. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

D. Narrative D. Write a narrative, following text structure and using effective technique

D. Student narrative writing sample

D. 4 Types of Writing Packets [4/5 packets] (narrative, and descriptive) D. Personal Narrative- True Confessions of Charlotte Doyle (HM- Theme 1) D. Narrative Nonfiction- Climb or Die (HM- Theme 1) D. Rapelling in Ocala (HM- Theme 1)

D. Narrative D. Writing Process

E. 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

E. Diverse Media Formats

E. Interpret information, orally, and explain how it contributed to the research of a topic

E. Presentation of informative research and formats used (small groups)

E. Computers with Internet Access (specific web-sites) E. Research Materials/Periodicals

E. Diverse E. Media E. Contributes


Skills (verbs)


Vocabulary

January

Whole Class Reading Possible Topics:

Social Studies-Egypt

(geography, trade,

pyramids, hieroglyphics,

mummies)

A. 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.

A. Media Formations and presentation of materials

A. Identify, in writing or orally, how different types of media present information A. Use different types of media to create understanding of a topic

A. Different types of media graphic organizer

A. Literature Works (Theme 2) A. Web Quests online A. Encyclopedias A. Informational texts from library

A. Media formations (newspaper, encyclopedia) A. Text structures (i.e.: timelines, captions, newspaper quotations, photographs)

B. RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from the claims that are not.

B. Author’s Argument (is it a fact or opinion) B.

B. Identify, B. Identify, in writing, arguments that are supported by evidence and arguments that are not supported by evidence.

B. Author’s graphic organizer B. Student’s will read the fictional article The Secret Chamber and identify what makes it historical fiction.

B. Informational Texts B. Fictional Article B. The Secret Chamber (LW) B. Great Wall (HR) reading (to teach the skill of relevant and irrelevant information) B. Building Ancient Rome (text structures) B. Daily Life in Ancient Greece (to teach about pictures)

B. Generalization (all, none, etc.) B. Fiction B. Analysis B. Text structures

C. W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

C. Research Project

C. Answer questions, in writing, with details to support their answers from several sources

C. Students entire work folder from the project

C. Same as above C. Social Studies Research Report

C. Research C. Plagiarism C. Paraphrasing C. Bibliography-Citations C.

D. W.6.8 Gather relevant information from multiple print and digital sources; access the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information from sources

D. Research Skills D. Gather and categorize information by identifying relevant and irrelevant information, taking notes from sources, quote or paraphrase information, and cite from different sources

D. Student’s entire work folder from the project D. Planning pages from research project D.

D. Step Up to Writing- Double Column Note-taking D. Social Studies Research Report

D. Note-taking D. Sources

E. 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

E. Presentation E. Present information, orally, in a logical manner and provide specific details, using appropriate public speaking skills

E. Oral Presentation E. Public Speaking Rubric

E. Public Speaking Skills E. Eye Contact E. Clear Voice E. Annunciation E. Volume Control

Month Standards Content (nouns) Skills (verbs)


Vocabulary

February

Whole Class Reading

A. 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.

A. Word Choice/ Word Meaning

A. Recognize, orally or in writing, how specific words are important to the meaning of a text A. Draw a picture of a story, read aloud, paying attention to specific details

A. Student Work Sample

A. Poetry Genre Study- (HM) A. Family Style- (HM) A. Poem (HM) A. Songs-Lyrics A. Calendars with pictures (to have students write the description)

A. Figurative Language A. Word Phrases A. Word Meaning

B. 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.

B. Comprehension Skills (Details, sequencing, cause and effect, supporting an opinion ) to make inferences and draw conclusions

B. Analyze, in writing, how specific parts of text link to the overall theme or plot of the text (using details to draw conclusions)

B. Student completed graphic organizer B. Student writing sample

B. Graphic Organizers B. Poetry Packet B. Magnets with words on (magnetic poetry-to show how important words are to poems)

B. Comprehension B. Conclusions B. Opinion B. Cause and Effect B. Inferences

C. RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

C. Word Choice/Word Meaning

C. Recognize, orally or in writing, how specific words are important to the meaning of a text C. Rewrite famous quotes, selecting different words, and create a personal interpretation

C. Student Work Sample C.

C. Speeches written C. Newspaper Article C. Famous Quotes C. Visu-Words (online way to show how words are connected)

C. Word Choice C. Word Meaning C.

D.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.

D. Comprehension Skills (Details, author’s purpose, supporting an opinion ) to make inferences and draw conclusions

D. Analyze, in writing, how specific parts of text link to the overall theme or plot of the text (using details to draw conclusions)

D. Student completed graphic organizer D . Student writing sample

D. Graphic Organizers

D. Author’s Point of View D. Author Purpose D.

E.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.) a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.

E. Organization in writing

E. Explain, in writing, how the time period and culture of an author link to the meaning of a text

E. Work Sample from Standard C

E. Speeches written E. Newspaper Article E. Famous Quotes E.

E. Culture E. Time Period E. Perspective (Point of View)

F. L. 6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

F. Word Meaning F. Identify, orally or in writing, the type of figurative language used F. Evaluate, in writing, words in different context (word choice)

F. Work Sample F. This standard connects to (A-D)

F. Poems F. Teacher Created Materials

F. Alliteration F. Personification F. Metaphor/simile F. Onomatopoeia F. Idiom F. Style Tools F. Stanza F. Free verse

G. 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.

G. Listening Skills and Note-Taking

G. Compose, in writing, notes related to the reading G. Use notes, to provide details requested, and write a summary of the passage

G. Note-taking G. Student sample

G. Teacher selected texts G. Step Up to Writing Resources G. ½ Notecard for note-taking

G. Short-Hand G. IM G. Bullets G. Summarize



Vocabulary

March

Whole Class Reading

A. 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). a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.

A. Author’s Point of View

A. Compare and contrast, in writing, one event written from two different perspectives (Using a person from pop-culture or an athlete might be a great way to teach this)

A. Students writing sample A. Completed Graphic organizer

A. Venn Diagram (details of the event would be in the middle and the different perspectives would be on the outside) A. yahooligans.com (to find an article to help)

A. Author’s Point of View A. Compare A. Contrast A. Cultural Background

B. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

B. Textual Evidence B. Analyze a piece of text, in writing, using details from the text

B. Students writing sample

B. B. Textual Evidence B.

C. 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.

C. Writers process in certain time-frames

C. Apply the steps in the writing process to on demand writing and writing over an extended period of time.

C. Student’s writing samples C.

C. Writer’s process posters C.

C. Writing Process C. On Demand writing C.

D. 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.

D. Vocabulary D. Apply different strategies

D. Student completed Frayer Model D. Vocabulary Journal

D. Frayer Model D. Context Clues

D. Strategies (Frayer model, vocabulary journal) D. Context clues (synonym, definition)

E. 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.

E. E. E. E. E.



Vocabulary

April

Whole Class

Reading

A. 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.

A. Compare and contrast viewing versus reading a text

A. Compare and contrast, through drawing, a piece of text to a movie excerpt

A. Completed flier or poster

A. Bridge to Teribithia, The Westing Game, Mrs. Frizby and the Rats of Nimh, Roll of Thunder Hear my Cry, Jacob I Have Loved, Charlie and The Chocolate Factory, Personal Libraries, Cheaper by the Dozen, From the Mixed up Files of Mrs. Basil E. Frankweiler, Holes, Matilda, Old Yeller, My Side of the Mountain (Movie), Rosa Parks- My Story, Shiloh, Great Gilly Hopkins, The Lion Witch and the Wardrobe

A. Compare A. Contrast A. Venn Diagram A.

B. 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.

B. Compare and contrast different types of genres

B. Compare and contrast, orally, how different genres support the same theme or topic

B. B. Shel Silverstien Poems B.

B. Compare B. Contrast B. Genres (poetry, novels, stories, fantasies)

D. W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

D. Argument Writing D. Write a claim and support with relevant evidence (students will write which they liked better; reading the text or viewing the movie)

D. Students note cards for presentation

D. See above, in column A D. Argument D. Claim D. Facts D. Relevant

E 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.

E. Writing Process E. Strengthen writing, though conferencing and peer support, when writing their argument piece

E. Student writing sample (on a note-card to present) D. Oral presentation

E. See above E. Posters of the writing process E.

E. Writing Process E. Strengthen Writing



Vocabulary

May

Whole Class Reading

A. RL.6.11 Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations.

A. Connections (text to text and text to self)

A. Make connections, orally or in writing, from literary texts to personal situations or other texts

A. Making connections response

A. Teacher Selected novels, poetry, drama A. Reading response questions A. Pink cards from Marie

A. Connections A. Text-to-text A. Text-to-self A. Text-to-world

B. 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.

B. Technology and Writing

B. Produce and publish writing, using different technologies, including the Internet B. Use keyboarding skills to produce a finished product

B. Use book and movie comparison (from April)

B. Scholastic.com B. Power Point

B. Produce B. Publish B. Interact with Others B.

C. W.6.11 Create and present a text or art work in response to literary work.

C. Literary Response C. Summarize and present a literary work using text or a visual representation

C. Completed book cover (students will write a summary of a book and create a book cover)

C. glogster.com C. Various Picture Book C. Step Up to Writing Resources

C. Summarize C.

D. SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)

D. Formal English D. Demonstrate command of formal English, when speaking in front of peers or presenting information

D. Public speaking rubric

D. Role playing of what is appropriate and what is not (possibly video) D.

D. Formal language D. Informal language D. Slang D. Professional D. Proper D.

E. L.6.3 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.*

E. Language Conventions

E. Demonstrate a variety of sentences and style when speaking

E. Public speaking rubric

E. Same as above E.



Vocabulary

June

Whole Class Reading

A. W.6.2 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

A. Narrative A. Create, in writing, an epilogue/sequel/report based on a novel read

A. Narrative A. Independent reading novels

A. Narrative A. Epilogue A. Sequel A. Report

B. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

B. Media Presentation

B. Present information, orally/graphically, to clarify information from a narrative

B. Presentation B. Sample report with multimedia components

B. Mulitmedia B. Graphics B. Images

C. 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.

C. Collaborative Discussions

C. Present, orally, different skill processes they learned throughout the year (writing process, research, explain an activity, order of operations) Example: Students can work in groups to create a class wide letter to the 5

th graders-sharing what

they learned in the content areas

C. Presentation checklist C. Final Letter

C. C. Collaboration

D. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

D. Conventions of Language

D. Apply correct grammar, when writing, speaking, listening, or reading

D. D. D.

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