sixth grade english language arts curriculum map 2020
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Sixth Grade English Language Arts Curriculum Map 2020
Pacing Guide Standard Code & Indicator Learning Activities Assessment Additional
Standards
August-October
Novels
with coming of
age or bullying
theme (such as
Holes, Walk Two
Moons, Crash, etc.)
RL.6.1 Cite textual evidence and make
relevant connections to support
analysis of what the text says explicitly
as well as inferences drawn from the
text.
RL.6.2 Determine a theme or central
idea of a text and how it is conveyed
through particular details; provide a
summary of the text distinct from
personal opinions or judgments.
RL.6.3 Describe how a particular
story’s or drama’s plot unfolds in a
series of episodes as well as how the
characters respond or change as the
plot moves toward a resolution.
RL.6.4 Determine the meaning of
words and phrases as they are used in a
text, including figurative and
connotative meanings; analyze the
impact of a specific word choice on
meaning and tone.
RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza fits
into the overall structure of a text and
contributes to the development of the
theme, setting, or plot.
Reading:
-Use Notice and Note to
notice important details and
make inferences
-Discussion questions / small
group discussion
-Journal entries - making
inferences about character,
plot development, theme
-Identify and describe
examples of character traits,
conflict, theme, flashback,
and foreshadowing
-Map plot development using
a graphic organizer
-Define and review literary
terms
-Identify figurative language
-Figure out the meaning of
words from context
Writing:
-Journal Responses
-Draft Poems in a variety of
formats: free verse, odes etc.
-Publish poetry page in class
managezine
-Construct a Literary Essay
on theme with supporting
evidence
Formative
Assessments:
Quizzes
Homework/Classwork
TeacherConferences
Class/Small group
Discussions
Journal Entries
Think/Pair/Share
Draft poems
Spelling diagnostic
test
Vocabulary word
presentation
Summative
Assessments:
Class novel test
Literary Essay on class
novel
Poetry Page
Benchmark
Assessment:
STAR BOY
Benchmark
Interdisciplinary
Standard
Health 2.4.6.A.1-4
When reading,
Coming of Age
novels identify,
discuss and examine
conflicts with family
and friends
Technology
Standard:
8.1.8.A.2
Students create
poetry page
2
RL.6.6 Explain how an author
develops the point of view of the
narrator or speaker in a text.
RL.6.10 By the end of the year, read
and comprehend literature, including
stories, dramas, and poems, at grade-
level text complexity or above,
scaffolding as needed.
W.6.2 Write informative/explanatory
texts to examine a topic and convey
ideas, concepts, and information
through the selection, organization, and
analysis of relevant content.
W.6.2.A Introduce a topic and
organize ideas, concepts, and
information, using text structures (e.g.,
definition, classification,
comparison/contrast, cause/effect, etc.)
and text features (e.g., headings,
graphics, and multimedia) when useful
to aiding comprehension.
W.6.2.B Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples.
W.6.2.C Use appropriate transitions to
clarify the relationships among ideas
and concepts.
-Run-on sentence mini-unit
Speaking and Listening:
Vocabulary word
presentation
Small group and class
discussions
Listen to parts of novel on
audio CD and video
Language:
- Practice multiple solutions
for fixing run-on sentences
- Utilize editing process
- Words in Context Activities
- Identify and apply
knowledge of prefixes/Greek
roots
- Identify figurative language
Instructional Resources:
Class novels: such as Holes,
Walk Two Moons
Various poems: Billy Collins,
Pablo Neruda, Gary Soto, etc.
Naming the World: A Year of
Poems and Lessons by
Nancie Atwell
Model poems by previous
students
All Write Sourcebook
(Grammar)
Words Their Way (Spelling)
Accommodations and
Modifications
3
W.6.2.D Use precise language and
domain-specific vocabulary to inform
about or explain the topic.
W.6.2.E Establish and maintain a
formal/academic style, approach, and
form.
W.6.3.D Use precise words and
phrases, relevant descriptive details,
and sensory language to convey
experiences and events.
W.6.4 Produce clear and coherent
writing in which the development,
organization, voice, and style are
appropriate to task, purpose, and
audience.
W.6.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
SL.6.1 Engage effectively in a range
of collaborative discussions (one-on-
one, in groups, and teacher-led) with
diverse partners on grade 6 topics,
texts, and issues, building on others’
ideas and expressing their own clearly.
SL.6.1.A Come to discussions
prepared, having read or studied
required material; explicitly draw on
that preparation by referring to
evidence on the topic, text, or issue to
Notice and Note: Strategies
for Close Reading by Beers
and Probst
Holes video
Audio CDs for Holes and
Walk Two Moons
Student Technology:
Chromebooks
Google Classroom
NewsELA
Posts to teacher padlet wall
Google Docs
Teacher Technology:
ActiView
ActivPanel
Google Forms
Padlet
Edublog (class book blog)
Peardeck (interactive
grammar lessons)
Videos on theme in songs
and movies:
Universal Theme
Theme in Songs
Holes movie and audio CD
Walk Two Moons audio CD
4
probe and reflect on ideas under
discussion.
SL.6.1.B Follow rules for collegial
discussions, set specific goals and
deadlines, and define individual roles
as needed.
SL.6.1.C Pose and respond to specific
questions with elaboration and detail
by making comments that contribute to
the topic, text, or issue under
discussion.
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
L.6.1.E Recognize variations from
standard English in their own and
others’ writing and speaking, and
identify and use strategies to improve
expression in conventional language.
L.6.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
L.6.2.B Spell correctly.
L.6.3 Use knowledge of language and
its conventions when writing,
speaking, reading, or listening.
5
L.6.3A Vary sentence patterns for
meaning (syntax), reader/listener
interest, and style/voice.
L.6.3B Maintain consistency in style
and tone.
L.6.4 Determine or clarify the
meaning of unknown and multiple-
meaning words and phrases based on
grade 6 reading and content, choosing
flexibly from a range of strategies.
L.6.4.A Use context (e.g., the overall
meaning of a sentence or paragraph; a
word’s position or function in a
sentence) as a clue to the meaning of a
word or phrase.
L.6.4.B Use common, grade-
appropriate Greek or Latin affixes and
roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
L.6.4.C Consult reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and digital, to
find the pronunciation of a word or
determine or clarify its precise
meaning or its part of speech.
L.6.4.D Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary).
6
L.6.5 Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings.
L.6.5.A Interpret figures of speech
(e.g., personification) in context.
L.6.5.B Use the relationship between
particular words (e.g., cause/effect,
part/whole, item/category) to better
understand each of the words.
L.6.6 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.
Pacing Guide Standard Code & Indicator Learning Activities Assessment Additional
Standards:
October-November
RL.6.1 Cite textual evidence and
make relevant connections to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RL.6.2 Determine a theme or
central idea of a text and how it is
conveyed through particular
details; provide a summary of the
Reading Activities:
-Reading silently and aloud
-Literature circle (small group)
discussions
-Journal entries on conflict,
character, identifying important
scenes
-Identify and describe specific
examples of character change
-Graphic organizer showing plot
development
Formative
Assessments:
Homework/Classwork
Vocabulary quiz
Teacher Confer-
ences--writing
feedback
Observe small group
discussions
Journal Entries
Interdisciplinary
Standard
Health 2.4.6.A.1-4
Discuss conflict and
conflict resolution,
and friendship in
novels about
characters struggling
with disabilities
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text distinct from personal
opinions or judgments.
RL.6.3 Describe how a particular
story’s or drama’s plot unfolds in
a series of episodes as well as how
the characters respond or change
as the plot moves toward a
resolution.
RL.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice
on meaning and tone.
RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza
fits into the overall structure of a
text and contributes to the
development of the theme, setting,
or plot.
RL.6.6 Explain how an author
develops the point of view of the
narrator or speaker in a text.
RL.6.9 Compare, contrast, and
reflect on (e.g. practical
knowledge, historical/cultural
context, and background
knowledge) texts in different
forms or genres (e.g., stories and
poems; historical novels and
fantasy stories) in terms of their
-Movie trailer, screencast, or
other digital response to reading
-Figure out words using context
clues
Writing
-Follow Writing Process to
complete: Personal Narrative
Writing
-Literary Essay on character
change
-Peer Revising Conferences
-Memoirs (writing personal
narratives)
Speaking and Listening:
-Digital Responses to literature
-Participation in literature circle
group discussions
Language:
- Writing using dialogue
-Paragraphing in narratives
- Identify and utilize strong
transitions signaling time
- Review tense consistency with
sentences/paragraphs
- Discuss word choice/word
connotations & figurative
language within memoirs
-Using Context Clues &
dictionary skills to define and
discuss unknown words
Instructional Resources:
Summative
Assessments:
Novel test
Literary essay on
character change
Final memoir
Digital response to
novel (group project)
Accommodations and
Modifications
Technology:
8.1.8.B.1
Collaborative Padlet
wall - research on a
disability
8
approaches to similar themes and
topics.
RL.6.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, at grade- level text
complexity or above, scaffolding
as needed.
W.6.2 Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
W.6.2.B Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples.
W.6.2.D Use precise language and
domain-specific vocabulary to
inform about or explain the topic..
W.6.3 Write narratives to develop
real or imagined experiences or
events using effective technique,
relevant descriptive details, and
well-structured event sequences.
W.6.3.A Engage and orient the
reader by establishing a context
and introducing a narrator and/or
Novels about characters with
disabilities, such as Fish in a
Tree, Joey Pigza Swallows the Key, Mockingbird, Out of My
Mind, After Ever After, Wonder
Teacher Technology:
ActivView
ActivPanel
Padlet Wall
Google Forms
Edublog (class book blog)
Student Technology:
Chromebooks
Google Classroom
Google Docs
Ipad for movie making (iMovie)
NewsELA
Posts to teacher Padlet wall
Sites on disabilities, including
https://www.autismspeaks.org/
and http://www.ldonline.org/
9
characters; organize an event
sequence that unfolds naturally
and logically.
W.6.3.B Use narrative techniques,
such as dialogue, pacing, and
description, to develop
experiences, events, and/or
characters.
W.6.3.C Use a variety of
transition words, phrases, and
clauses to convey sequence and
signal shifts from one time frame
or setting to another.
W.6.3.D Use precise words and
phrases, relevant descriptive
details, and sensory language to
convey experiences and events.
W.6.3.E Provide a conclusion that
follows from the narrated
experiences or events.
W.6.4 Produce clear and coherent
writing in which the development,
organization, voice, and style are
appropriate to task, purpose, and
audience.
W.6.5 With some guidance and
support from peers and adults,
develop and strengthen writing as
needed by planning, revising,
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editing, rewriting, or trying a new
approach.
W.6.6 Use technology, including
the Internet, to produce and
publish writing as well as to
interact and collaborate with
others; demonstrate sufficient
command of keyboarding skills to
type a minimum of three pages in
a single sitting.
W.6.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
W.6.10 Write routinely over
extended time frames (time for
research, reflection,
metacognition/self-correction, and
revision) and shorter time frames
(a single sitting or a day or two)
for a range of discipline-specific
tasks, purposes, and audiences.
SL.6.1 Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 6 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly.
SL.6.1.A Come to discussions
prepared, having read or studied
11
required material; explicitly draw
on that preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on ideas
under discussion.
SL.6.1.B Follow rules for
collegial discussions, set specific
goals and deadlines, and define
individual roles as needed.
SL.6.1.C Pose and respond to
specific questions with elaboration
and detail by making comments
that contribute to the topic, text, or
issue under discussion.
SL.6.5 Include multimedia
components (e.g., graphics,
images, music, sound) and visual
displays in presentations to clarify
information.
SL.6.6 Adapt speech to a variety
of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate.
L.6.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
L.6.1.E Recognize variations from
standard English in their own and
12
others’ writing and speaking, and
identify and use strategies to
improve expression in
conventional language.
L.6.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
L.6.2.B Spell correctly.
L.6.3 Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
L.6.3.A Vary sentence patterns for
meaning (syntax), reader/ listener
interest, and style/voice.
L.6.3.B Maintain consistency in
style and tone.
L.6.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies.
L.6.4.A Use context (e.g., the
overall meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
13
L.6.4.C Consult reference
materials (e.g., dictionaries,
glossaries, thesauruses), both print
and digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning or its part of speech.
L.6.4.D Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or
in a dictionary).
L.6.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
L.6.5.B Use the relationship
between particular words (e.g.,
cause/effect, part/whole,
item/category) to better understand
each of the words.
L.6.5.C Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty).
L.6.6 Acquire and use accurately
grade-appropriate general
academic and domain-specific
14
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
Pacing Guide Standard Code & Indicator Learning Activities Assessment Additional
Standards:
December-January
RL.6.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, at grade- level text
complexity or above, scaffolding
as needed.
(choice reading)
RI.6.1 Cite textual evidence and
make relevant connections to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RI.6.2 Determine a central idea of
a text and how it is conveyed
through particular details; provide
a summary of the text distinct
from personal opinions or
judgments.
RI.6.3 Analyze in detail how a
key individual, event, or idea is
introduced, illustrated, and
elaborated in a text (e.g., through
examples or anecdotes).
Reading:
-Multiple choice and open-ended
comprehension questions on
central ideas, supporting details,
text structures, words in context
-Graphic organizers appropriate
to nonfiction text structures
-Mindmaps
-Spelling: individualized word
lists
-Identify, define and apply
nonfiction vocabulary, as well as
figure out words in context
Writing:
-Book Review (of choice book)
-Draft essays/journal entries
responding to nonfiction topics,
such as comparing and
contrasting two invasive species
Speaking and Listening:
-pair, small-group and class
discussions of nonfiction articles
Language:
Formative
Assessments:
Homework/Classwork
Small group
observation
Class Discussions
Nonfiction
assessments (Google
Forms)
Newsela
Vocabulary quiz
Summative
Assessment:
Nonfiction
comprehension quiz
Paired text essay
(invasive species)
Independent reading
book report or book
review
Interdisciplinary
Standard Science
MS-LS2-4
Read and discuss
articles on invasive
species and their
impact on
ecosystems
Technology:
8.1.8.A.1
Read Newsela
articles online and
answer questions
15
RI.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative,
connotative, and technical
meanings.
RI.6.5 Analyze how a particular
sentence, paragraph, chapter, or
section fits into the overall
structure of a text and contributes
to the development of the ideas
.
RI.6.6 Determine an author’s
point of view or purpose in a text
and explain how it is conveyed in
the text.
● RI 6.9
Compare, contrast, and reflect on
(e.g. practical knowledge,
historical/cultural context, and
background knowledge) one
author’s presentation of events
with that of another (e.g., a
memoir written by and a
biography on the same person).
RI.6.10 By the end of the year,
read and comprehend literary
nonfiction at grade-level text
complexity or above, with
scaffolding as needed.
W.6.2 Write
informative/explanatory texts to
-Appropriate use of commas
-Content Vocabulary within
nonfiction texts
-Applying Non Fiction word
strategies to determine meaning
of unknown words
Instructional Resources:
Scope Magazine
Newsela
All Write Sourcebook Commas by Randy Larson
Words Their Way
Teacher Technology:
ActivView
ActivPanel
Google Forms
Edublog (Class book blog)
Peardeck
Student Technology:
Chromebooks
Google Classroom
Google Docs
NewsELA
Accommodations and
Modifications
16
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
W.6.2.B Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples.
W.6.2.C Use appropriate
transitions to clarify the
relationships among ideas and
concepts.
W.6.2.D Use precise language and
domain-specific vocabulary to
inform about or explain the topic.
W.6.2.F Provide a concluding
statement or section that follows
from the information or
explanation presented.
W.6.4 Produce clear and coherent
writing in which the development,
organization, voice, and style are
appropriate to task, purpose, and
audience.
W.6.10 Write routinely over
extended time frames (time for
research, reflection,
metacognition/self-correction, and
revision) and shorter time frames
(a single sitting or a day or two)
17
for a range of discipline-specific
tasks, purposes, and audiences.
SL.6.1 Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 6 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
SL.6.1.A Come to discussions
prepared, having read or studied
required material; explicitly draw
on that preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on ideas
under discussion.
SL.6.1.C Pose and respond to
specific questions with elaboration
and detail by making comments
that contribute to the topic, text, or
issue under discussion.
SL.6.1.D Review the key ideas
expressed and demonstrate
understanding of multiple
perspectives through reflection
and paraphrasing.
SL.6.2 Interpret information
presented in diverse media and
formats (e.g., visually,
quantitatively, orally) and explain
18
how it contributes to a topic, text,
or issue under study.
SL.6.6 Adapt speech to a variety
of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate.
L.6.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
L.6.1.E Recognize variations from
standard English in their own and
others’ writing and speaking, and
identify and use strategies to
improve expression in
conventional language.
L.6.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
L.6.2.B Spell correctly.
L.6.3 Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
L.6.3 A Vary sentence patterns for
meaning (syntax), reader/listener
interest, and style/voice.
19
L.6.3 BMaintain consistence in
style and tone.
L.6.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies.
L.6.4.A Use context (e.g., the
overall meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
L.6.6 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.
Pacing Guide Standard Code & Indicator Activities Assessment Additional
Standards:
20
January-February
RL.6.1 Cite textual evidence and
make relevant connections to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RL.6.2 Determine a theme or
central idea of a text and how it is
conveyed through particular
details; provide a summary of the
text distinct from personal
opinions or judgments.
RL.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice
on meaning and tone.
RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza
fits into the overall structure of a
text and contributes to the
development of the theme, setting,
or plot.
RL.6.6 Explain how an author
develops the point of view of the
narrator or speaker in a text.
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
Reading:
-Read several texts on similar
topics
-Compare and contrast different
points of view on the same topic.
-Read and evaluate articles from
the Internet and magazines
-Evaluate a webpage or article
on a website
-Research supporting details
(Internet; magazines)
-Read aloud/discuss in class a
variety of poems (Feb-March)
-Read and listen to audio or
video of poetry read aloud.
-Silent, independent reading
(choice books)
-Poetry unit—reading poetry
(Feb-March second sessions
Writing:
-Write an expository or
persuasive essay using the full
writing process (choice of topic)
-Peer revising conferences
-Research-based essay
(persuasive and/or expository)
Speaking and Listening:
- Informal debate on persuasive
essay topics
-Listen to poetry read aloud
(CD,video)
-Booktalk
Formative
Assessments:
Homework/Classwork
Quizzes (commas and
pronouns)
Teacher Writing
Conferences
Class Discussions
Small-group and pair
discussions
Observation Research
Outlines & drafts
Summative
Assessment:
Research-based essay
Accommodations and
Modifications
Interdisciplinary
Standard:
Science MS-LS2-4
Health 2.1.6.A.2
Many students
choose an
environmental topic
for their essays, for
example, writing
about the effects of
climate change on
people and animals.
Others write about
lifestyle issues, such
as effects of too
much screen time.
Technology:
8.1.8.B.1
Synthesize
information from
multiple online
sources
21
contrasting what they “see” and
“hear” when reading the text to
what they perceive when they
listen or watch.
RL.6.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, at grade- level text
complexity or above, scaffolding
as needed.
RI.6.1 Cite textual evidence and
make relevant connections to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RI.6.2 Determine a central idea of
a text and how it is conveyed
through particular details; provide
a summary of the text distinct
from personal opinions or
judgments.
RI.6.3 Analyze in detail how a
key individual, event, or idea is
introduced, illustrated, and
elaborated in a text (e.g., through
examples or anecdotes).
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.
Language:
- Utilizing transition words
within an essay
- Subordinate conjunctions &
writing complex sentences
-Writing sentences with
appositive phrases
- Commas to set off introductory
phrases and appositive phrases
-Identifying and clarifying
ambiguous pronouns
-Identify types of figurative
language within poetry
-Discuss: Word Choice and
Connotations
-Comma and pronoun mini-units
Instructional Resources:
Newsela
Scope Magazine
Various poems: e e cummings,
Langston Hughes, and others
Naming the World: A Year of Poems and Lessons by Nancie
Atwell
All Write Sourcebook (Grammar)
Commas by Randy Larson
Student Technology:
Chromebooks
Google Classroom
Google Docs
22
RI.6.6 Determine an author’s
point of view or purpose in a text
and explain how it is conveyed in
the text.
RI.6.7 Integrate information
presented in different media or
formats (e.g., visually,
quantitatively) as well as in words
to develop a coherent
understanding of a topic or issue.
RI.6.8 Trace and evaluate the
argument and specific claims in a
text, distinguishing claims that are
supported by reasons and evidence
from claims that are not.
RI.6.9 Compare, contrast, and
reflect on (e.g. practical
knowledge, historical/cultural
context, and background
knowledge) one author’s
presentation of events with that of
another (e.g., a memoir written by
and a biography on the same
person).
RI.6.10 By the end of the year,
read and comprehend literary
nonfiction at grade-level text
complexity or above, with
scaffolding as needed.
IPad
NewsELA
Internet research
Teacher Technology:
ActiView
ActivPanel
Padlet Wall
Edublog (book reviews)
Google Forms
23
W.6.1 Write arguments to support
claims with clear reasons and
relevant evidence.
W.6.1.A Introduce claim(s) and
organize the reasons and evidence
clearly.
W.6.1.B Support claim(s) with
clear reasons and relevant
evidence, using credible sources
and demonstrating an
understanding of the topic or text.
W.6.1.C Use words, phrases, and
clauses to clarify the relationships
among claim(s) and reasons.
W.6.1.D Establish and maintain a
formal/academic style, approach,
and form.
W.6.1.E Provide a concluding
statement or section that follows
from the argument presented.
W.6.2 Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
W.6.2.A Introduce a topic and
organize ideas, concepts, and
information, using text structures
24
(e.g., definition, classification,
comparison/contrast, cause/effect,
etc.) and text features (e.g.,
headings, graphics, and
multimedia) when useful to aiding
task, purpose, and audience.
W.6.2.B Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples.
W.6.2.C Use appropriate
transitions to clarify the
relationships among ideas and
concepts.
W.6.2.D Use precise language and
domain-specific vocabulary to
inform about or explain the topic.
W.6.2.E Establish and maintain a
formal/academic style, approach,
and form.
W.6.2.F Provide a concluding
statement or section that follows
from the information or
explanation presented.
W.6.4 Produce clear and coherent
writing in which the development,
organization, voice, and style are
appropriate to task, purpose, and
audience.
25
W.6.5 With some guidance and
support from peers and adults,
develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach.
W.6.6 Use technology, including
the Internet, to produce and
publish writing as well as to
interact and collaborate with
others; demonstrate sufficient
command of keyboarding skills to
type a minimum of three pages in
a single sitting.
W.6.7 Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate.
W.6.8 Gather relevant
information from multiple print
and digital sources; assess the
credibility of each source; and
quote or paraphrase the data and
conclusions of others while
avoiding plagiarism and providing
basic bibliographic information
for sources.
W.6.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
26
W.6.9.B Apply grade 6 Reading
standards to literary nonfiction
(e.g., “Trace and evaluate the
argument and specific claims in a
text, distinguishing claims that are
supported by reasons and evidence
from claims that are not.)
W.6.10 Write routinely over
extended time frames (time for
research, reflection,
metacognition/self-correction, and
revision) and shorter time frames
(a single sitting or a day or two)
for a range of discipline-specific
tasks, purposes, and audiences.
L.6.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
L.6.1.A Ensure that pronouns are
in the proper case (subjective,
objective, possessive).
L.6.1.B Use intensive pronouns
(e.g., myself, ourselves).
L.6.1.C Recognize and correct
inappropriate shifts in pronoun
number and person.
L.6.1.D Recognize and correct
vague pronouns (i.e., ones with
27
unclear or ambiguous
antecedents).
L.6.1.E Recognize variations from
standard English in their own and
others’ writing and speaking, and
identify and use strategies to
improve expression in
conventional language.
L.6.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
L.6.2.A Use punctuation
(commas, parentheses, dashes) to
set off nonrestrictive/parenthetical
elements.
L.6.2.B Spell correctly.
L.6.3 Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
L.6.3.A Vary sentence patterns for
meaning (syntax), reader/ listener
interest, and style/voice.
L.6.3.B Maintain consistency in
style and tone.
L.6.5 Demonstrate understanding
of figurative language, word
28
relationships, and nuances in word
meanings.
L.6.5.A Interpret figures of speech
(e.g., personification) in context.
L.6.5.C Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty).
Pacing Guide Standard Code & Indicator Learning Activities Assessment Additional
Standards
March-April
RL.6.1 Cite textual evidence and
make relevant connections to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RL.6.2 Determine a theme or
central idea of a text and how it is
conveyed through particular
details; provide a summary of the
text distinct from personal
opinions or judgments.
RL.6.3 Describe how a particular
story’s or drama’s plot unfolds in
a series of episodes as well as how
the characters respond or change
Reading:
-Reader’s theater (read aloud
short play on immigration)
-Identify and analyze passages
with figurative language
-Read/discuss other short texts
with themes related to the novel,
such as a short story, poem, skit,
website, and informational
article--see list of resources
-Conduct research related to the
theme of the novel.
-Historical
novels on theme of immigration
(such as but not limited to Letters from Rifka)
Formative
Assessments:
Quizzes
Homework/Classwork
Class Discussions
Think/Pair/Share
Journal Entries
Writing conferences
Summative
Assessment:
Novel test
Literary essay on
theme
Immigrant Journal
(fictional narrative)
Interdisciplinary
Standard:
Social Studies
6.1.8.D.2.b
explore reasons
different groups of
people immigrated to
America and
immigrants’
experiences coming
here
Technology:
8.1.8.A.2
29
as the plot moves toward a
resolution.
RL.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice
on meaning and tone.
RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza
fits into the overall structure of a
text and contributes to the
development of the theme, setting,
or plot.
RL.6.6 Explain how an author
develops the point of view of the
narrator or speaker in a text.
RL.6.7Compare and contrast the
experience of reading a story,
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what they “see” and
“hear” when reading the text to
what they perceive when they
listen or watch.
RL.6.9 Compare, contrast, and
reflect on (e.g. practical
knowledge, historical/cultural
context, and background
knowledge) texts in different
forms or genres (e.g., stories and
Writing:
-Use the full writing process to
create a fictional first-person
narrative based on theme of the
novel (such as immigrant
journals
-Short essay on family history
-Thematic essay on a novel
-Immigrant Journal
Speaking and Listening
-Listen to audio CD of parts of
novel
-Present a story from each
student’s family history to the
class
-Use videos, Internet, and skit to
develop background knowledge
to deepen comprehension of
novel and provide setting for
students’ fictional journals.
Language:
-Review paragraphing in
narratives
-Review dialogue punctuation in
narratives
-Edit writing
-Identify words in context
-Identify and analyze figurative
language in a novel
-Add descriptive details and
figurative language to a fictional
narrative
Accommodations and
Modifications
30
poems; historical novels and
fantasy stories) in terms of their
approaches to similar themes and
topics.
RL.6.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, at grade- level text
complexity or above, scaffolding
as needed.
RI.6.1 Cite textual evidence and
make relevant connections to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RI.6.2 Determine a central idea of
a text and how it is conveyed
through particular details; provide
a summary of the text distinct
from personal opinions or
judgments.
RI.6.6 Determine an author’s
point of view or purpose in a text
and explain how it is conveyed in
the text.
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.
Instructional Resources:
-Class novels on immigration
theme such as Letters from
Rifka, Shooting Kabul, or Inside
Out and Back Again
-Audio CD (Rifka)
-First Stop, Ellis Island play
“Coming to America” article on
Angel and Ellis Island
-Poems such as “The New
Colossus,”and “America! Fanya
Albert”
-National Park Service's Island
of Hope, Island of Tears
-Scholastic Ellis Island Virtual
Field Trip
-Interactive Tour of Ellis Island
-Ellis Island slide show: A
Virtual Voyage to Ellis Island
(teacher tube)
Teacher Technology:
ActiView
ActivPanel
Google Forms
Padlet
See list of video/website
resources under instructional
resources
Student Technology:
Chromebooks
31
RI.6.9 Compare, contrast, and
reflect on (e.g. practical
knowledge, historical/cultural
context, and background
knowledge) one author’s
presentation of events with that of
another (e.g., a memoir written by
and a biography on the same
person).
RI.6.10 By the end of the year,
read and comprehend literary
nonfiction at grade-level text
complexity or above, with
scaffolding as needed.
W.6.2 Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
W.6.2.B Develop the topic with
relevant facts, definitions,
concrete details, quotations, or
other information and examples.
about or explain the topic.
W.6.3 Write narratives to develop
real or imagined experiences or
events using effective technique,
relevant descriptive details, and
well-structured event sequences.
Google Classroom, Google Docs
IPad
NewsELA
Posts to teacher Padlet wall
32
W.6.3.A Engage and orient the
reader by establishing a context
and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally
and logically.
W.6.3.B Use narrative techniques,
such as dialogue, pacing, and
description, to develop
experiences, events, and/or
characters.
W.6.3.C Use a variety of
transition words, phrases, and
clauses to convey sequence and
signal shifts from one time frame
or setting to another.
W.6.3.D Use precise words and
phrases, relevant descriptive
details, and sensory language to
convey experiences and events.
W.6.3.E Provide a conclusion that
follows from the narrated
experiences or events.
W.6.4 Produce clear and coherent
writing in which the development,
organization, voice, and style are
appropriate to task, purpose, and
audience.
W.6.5 With some guidance and
support from peers and adults,
33
develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach.
W.6.6 Use technology, including
the Internet, to produce and
publish writing as well as to
interact and collaborate with
others; demonstrate sufficient
command of keyboarding skills to
type a minimum of three pages in
a single sitting.
W.6.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
W.6.9.A Apply grade 6 Reading
standards to literature (e.g.,
“Compare and contrast texts in
different forms or genres [e.g.,
stories and poems; historical
novels and fantasy stories] in
terms of their approaches to
similar themes and topics”).
W.6.10 Write routinely over
extended time frames (time for
research, reflection,
metacognition/self-correction, and
revision) and shorter time frames
(a single sitting or a day or two)
for a range of discipline-specific
tasks, purposes, and audiences.
34
SL.6.1 Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 6 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly.
SL.6.1.A Come to discussions
prepared, having read or studied
required material; explicitly draw
on that preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on ideas
under discussion.
SL.6.1.C Pose and respond to
specific questions with elaboration
and detail by making comments
that contribute to the topic, text, or
issue under discussion.
SL.6.1.D Review the key ideas
expressed and demonstrate
understanding of multiple
perspectives through reflection
and paraphrasing.
SL.6.2 Interpret information
presented in diverse media and
formats (e.g., visually,
quantitatively, orally) and explain
how it contributes to a topic, text,
or issue under study.
35
SL.6.6 Adapt speech to a variety
of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate.
L.6.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
L.6.1.E Recognize variations from
standard English in their own and
others’ writing and speaking, and
identify and use strategies to
improve expression in
conventional language.
L.6.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
L.6.2.A Use punctuation
(commas, parentheses, dashes) to
set off nonrestrictive/parenthetical
elements.
L.6.2.B Spell correctly.
L.6.3 Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
36
L.6.3.A Vary sentence patterns for
meaning (syntax), reader/ listener
interest, and style/voice.
L.6.3.B Maintain consistency in
style and tone.
L.6.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 6 reading
and content, choosing flexibly
from a range of strategies.
L.6.4.AUse context (e.g., the
overall meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
L.6.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
L.6.5.A Interpret figures of speech
(e.g., personification) in context.
L.6.6 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.
37
38
Pacing Guide Standard Code & Indicator Activities Assessment Additional
Standards
May-June
Greek
Mythology
RL.6.1 Cite textual evidence and
make relevant connections to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RL.6.2 Determine a theme or
central idea of a text and how it is
conveyed through particular
details; provide a summary of the
text distinct from personal
opinions or judgments.
RL.6.3 Describe how a particular
story’s or drama’s plot unfolds in
a series of episodes as well as how
the characters respond or change
as the plot moves toward a
resolution.
RL.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice
on meaning and tone.
RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza
fits into the overall structure of a
text and contributes to the
development of the theme, setting,
or plot.
Reading:
-Journal entries
-Myths such as war of the Titans,
Prometheus, Theseus, Heracles,
Odysseus and the Cyclops,
various god and goddess myths
-focus on Greek heroes
-Graphic organizer on character
change in Heracles myth
-Compare myth text to movie
version (Heracles or Odysseus)
-Book report/review (choice
reading)
Writing
- Compare/contrast 2 heroes or
two versions of myth.
- Myth summary and creative
retelling of myth by writing a
performing a skit
- Research and presentation on
mythological word origin
Speaking and Listening:
-Debate or small-group
discussion on Greek
heroes/heroism
-Group culminating, creative
presentation/skit retelling and
interpreting a myth
Formative
Assessments:
Quizzes
Homework/Classwork
Class Discussions
Journal Entries
Book Report
Summative
Assessments:
Myth Skit
Myth Vocabulary
Presentation
Benchmark
Assessment:
STAR EOY
Benchmark
Accommodations and
Modifications
Interdisciplinary
Standard:
Social Studies
6.2.8.D.3.c
Explore mythology
as a major cultural
contribution of
Greek and Roman
civilizations
Technology
Standard:
8.1.8.A.2
39
RL.6.7 Compare and contrast the
experience of reading a story,
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what they “see” and
“hear” when reading the text to
what they perceive when they
listen or watch.
RL.6.10 By the end of the year,
read and comprehend literature,
including stories, dramas, and
poems, at grade- level text
complexity or above, scaffolding
as needed.
W.6.2 Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
W.6.2.A Introduce a topic and
organize ideas, concepts, and
information, using text structures
(e.g., definition, classification,
comparison/contrast, cause/effect,
etc.) and text features (e.g.,
headings, graphics, and
multimedia) when useful to aiding
comprehension.
W.6.2.B Develop the topic with
relevant facts, definitions,
Language:
-Mythological word origins
research and presentations
-Determine word meanings
through context clues (in reading
myths)
Instructional Resources:
Retold Classic Myths (Perfection
Learning)
D’Aulaires’ Book of Greek
Myths
Teacher Technology:
ActiView
ActivPanel
Padlet Wall
Edublog (book reviews)
Student Technology:
Chromebooks
Google Classroom
Google Slides
iPAd
NewsELA
Myth Web
Mythology in Words
Hellenic Times: defines some
words and expressions from
mythology.
Pantheon
40
concrete details, quotations, or
other information and examples.
W.6.2.C Use appropriate
transitions to clarify the
relationships among ideas and
concepts.
W.6.2.D Use precise language and
domain-specific vocabulary to
inform about or explain the topic.
W.6.2.E Establish and maintain a
formal/academic style, approach,
and form.
W.6.2.F Provide a concluding
statement or section that follows
from the information or
explanation presented.
W.6.3 Write narratives to develop
real or imagined experiences or
events using effective technique,
relevant descriptive details, and
well-structured event sequences.
W.6.3.A Engage and orient the
reader by establishing a context
and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally
and logically.
W.6.3.B Use narrative techniques,
such as dialogue, pacing, and
41
description, to develop
experiences, events, and/or
characters.
W.6.3.C Use a variety of
transition words, phrases, and
clauses to convey sequence and
signal shifts from one time frame
or setting to another.
W.6.3.D Use precise words and
phrases, relevant descriptive
details, and sensory language to
convey experiences and events.
W.6.3.E Provide a conclusion that
follows from the narrated
experiences or events.
W.6.4 Produce clear and coherent
writing in which the development,
organization, voice, and style are
appropriate to task, purpose, and
audience.
W.6.5 With some guidance and
support from peers and adults,
develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach.
W.6.6 Use technology, including
the Internet, to produce and
publish writing as well as to
interact and collaborate with
42
others; demonstrate sufficient
command of keyboarding skills to
type a minimum of three pages in
a single sitting.
W.6.7 Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate.
W.6.8 Gather relevant
information from multiple print
and digital sources; assess the
credibility of each source; and
quote or paraphrase the data and
conclusions of others while
avoiding plagiarism and providing
basic bibliographic information
for sources.
W.6.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
W.6.10 Write routinely over
extended time frames (time for
research, reflection,
metacognition/self-correction, and
revision) and shorter time frames
(a single sitting or a day or two)
for a range of discipline-specific
tasks, purposes, and audiences.
43
SL.6.1 Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 6 topics, texts, and
issues, building on others’ ideas
and expressing their own clearly.
SL.6.1.A Come to discussions
prepared, having read or studied
required material; explicitly draw
on that preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on ideas
under discussion.
SL.6.1.B Follow rules for
collegial discussions, set specific
goals and deadlines, and define
individual roles as needed.
SL.6.1.C Pose and respond to
specific questions with elaboration
and detail by making comments
that contribute to the topic, text, or
issue under discussion.
SL.6.4 Present claims and
findings, sequencing ideas
logically and using pertinent
descriptions, facts, and details to
accentuate main ideas or themes;
use appropriate speaking
behaviors (e.g., eye contact,
adequate volume, and clear
pronunciation).
44
SL.6.5 Include multimedia
components (e.g., graphics,
images, music, sound) and visual
displays in presentations to clarify
information.
SL.6.6 Adapt speech to a variety
of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate.
L.6.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
L.6.1.E Recognize variations from
standard English in their own and
others’ writing and speaking, and
identify and use strategies to
improve expression in
conventional language.
L.6.2 Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
L.6.2.A Use punctuation
(commas, parentheses, dashes) to
set off nonrestrictive/parenthetical
elements.
45
L.6.2.B Spell correctly.
L.6.3 Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
L.6.3.A Vary sentence patterns for
meaning (syntax), reader/listener
interest, and style/voice.
L.6.3.B Maintain consistency in
style and tone.
L.6.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 6 reading
and content, choosing flexibly
from a range of strategies.
L.6.4.A Use context (e.g., the
overall meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
L.6.4.B Use common, grade-
appropriate Greek or Latin affixes
and roots as clues to the meaning
of a word (e.g., audience,
auditory, audible).
L.6.4.C Consult reference
materials (e.g., dictionaries,
glossaries, thesauruses), both print
and digital, to find the
46
pronunciation of a word or
determine or clarify its precise
meaning or its part of speech.
L.6.5.B Use the relationship
between particular words (e.g.,
cause/effect, part/whole,
item/category) to better
understand each of the words.
L.6.6 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.
Alternate Assessments: Short videos / movie trailers created by groups of students to share their literature circle books; Students write and
perform a skit with an original interpretation of a Greek myth
47
21st Century Standards: 9.1.8.E.8 & 9.2.8.B.7
21st Century Skills: Critical thinking, Creativity, Collaboration & Information Literacy
Career Ready Practices: CRP 4, CRP 6 & CRP 1