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6th Grade English Language Arts 2nd Quarter

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a

Shelby County Schools of 25

6th Grade English Language Arts 2nd Quartercomprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TN Core Literacy StandardsThe TN Core Literacy Standards (also known as the College and Career Teachers can access the TN Core standards, which are featured throughout this

curriculum map and represent college and career ready student learning at each Shelby County Schools

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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

6th Grade English Language Arts 2nd QuarterReady Literacy Standards): http://www.tncore.org/english_language_arts.aspx

respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.htmlhttp://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Using the Curriculum Maps, Grades 6-8 Begin by examining the text(s) selected for the week. Read the text(s) carefully and become familiar with all text(s) and the “Big Idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Plan your weekly and daily objectives, using the evidence statements to help. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.


http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/710/text-dependent-question-resources

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf



https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/642/text-complexity-collection

http://www.tncore.org/english_language_arts.aspx

6th Grade English Language Arts 2nd Quarter Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those

that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include activities differentiated

by process for small-group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Weeks 1 – 3 Reading Selections Literary Analysis Workshop

o from “This Land Was Made for You and Me” (1020L) by Elizabeth Partridge (p. 383)

o from “Zlata’s Diary” (640L) (non-fiction) by Zlata Filipovic (p. 384-392)

Anchor Texts: “Jackie Robinson: Justice at Last” (710L) by Geoffrey C. Ward and Ken Burns (p. 422-424)


http://my.ccsd.net/userdocs/documents/UgBE67sujyGRQ1ga.pdf

6th Grade English Language Arts 2nd Quarter “The Shutout” (1200L) by Patricia C. McKissack and Fredrick McKissack, Jr. (p. 428-432)

Supplemental Text: “Life Doesn’t Frighten Me” (poem) by Maya Angelou (p. 574-575)

Essential Question: How do people preserve dignity in the face of adversity?TN State Standards Evidence Statements Content

Reading Complex Texts

Reading: Informational Texts

RI.6.2Determine 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.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).RI.6.4Determine 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.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Reading: LiteratureRL.6.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

These standards are constant and

Evidence Statements Provides a statement of the central

idea(s) of a text. Provides an objective summary of

the text distinct from personal opinions or judgments. RI.6.2

Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes).

Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes). RI.6.3

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.4

Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text.

Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.5

Provides a statement of an author’s point of view in a text.

Provides a statement of an author’s purpose in a text.

Provides an explanation of how the author’s point of view or purpose is conveyed in the text.

Prentice Hall Literature – Reading Selections

Unit 3 – Types of Nonfiction Literary Analysis Workshop (RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6)

From “This Land Was Made for You and Me” (nonfiction) o Skill Focus: Author’s Purpose (Elements of Nonfiction)o Text-Dependent Questions (Using annotated exemplar, p.

383)1. Which details in this selection relate to the title?2. What do these examples suggest about life during

this time?3. What details from the text support the author’s

purpose in writing the text?o Thematic Connection: Given what you’ve read about

Woody Guthrie in this selection, how do you think he preserved his dignity when faced with adversity? (Possible answer: He wandered off. He rambled around. He traveled to another place.)

From “Zlata’s Diary” (narrative essay)o Skill Focus: Author’s Purpose (Elements of Nonfiction)o Text Dependent Questions: (Using annotated exemplar, p.

384-392)1. What does the title tell you about this text and the

author’s purpose?2. To what does Zlata compare the crowd of people?

Why does she say it will “win”?3. What fact does Zlata offer at the beginning of this

entry? What state idea about war does this fact support?

4. Compare the May 2 entry to the March 30 entry. How has Zlata’s purpose for writing changed? Use examples from the text to support your claims.

5. How would you describe the tone of the May 2 entry?

6. Zlata has begun to repeat a certain idea in her journal entries. State it in your own words.

7. The two entries on p. 389 tell a story. What makes the story suspenseful? What key ideas does the


https://www.dropbox.com/s/q2x4bcg5oh4a6x7/Life%20Doesnt%20Frighten%20Me%20Poem.rtf?dl=0

http://www.endeavorcharterschool.com/cms/lib6/NC01000873/Centricity/Domain/132/TheShutout.pdf

6th Grade English Language Arts 2nd Quartershould be taught throughout each quarter. Cite Evidence: RL/RI.6.1Analyze Content: RL/RI.6.2-9Text Complexity: RL/RI.6.10

RI.6.6

Reading: Literature Determine the meaning of literal

and figurative language (metaphors and similes) in literary text.

Analyze how an author’s word choice affects tone and meaning. RL.6.4

story support?8. Compare/contrast two later entries. Has Zlata’s

purpose for writing changed? Has her tone changed? Use examples from the text to explain.

o Thematic Connection: Based on her diary entries, Zlata’s method for dealing with adversity might involve what actions? (Possible answers: She might write about it until she cools down. She might send a letter to someone who cares about her or an issue. She would probably argue for peace. Ultimately, she and her family decided to leave Sarajevo. Once she got to Paris, she focused on the positivity of the present and not the darkness in the past.)

“Jackie Robinson: Justice at Last” (710L, expository essay) (RI.6.6) Skill Focus: Author’s Purpose (Elements of Nonfiction) Text-Dependent Questions:

o Use the TDQs provided in this unit from achievethecore: http://tinyurl.com/hmrt59u

Thematic Connection: How did Jackie Robinson preserve his dignity in the face of adversity? (Many examples from the text may be given.)

The Shutout (1200L; expository essay) (RI.6.6) Skill Focus: Author’s Purpose (Elements of Nonfiction) Text-Dependent Questions:

o Reread the paragraphs marked on p. 429 in the bracketed passage. Identify the main idea of each paragraph.

o Based on the information in the text, why would there be a need to establish guidelines for “proper play”?

o Look at the bracketed passage #6 on p. 430. What details in this paragraph provide focus for the topic of the essay?

o What is the author’s general purpose for writing this essay? What is the author’s specific purpose for writing this essay?

o Based on the text, what were the team owners’ reasons for not letting African Americans play? What effect did this exclusion have on the history of baseball? What attitudes and conditions contributed to this exclusion?

Thematic Connection: Describe an example of adversity or a tough situation from this text. According to the author, what is the outcome of this adverse situation? How did the people involved handle the problem? Was the problem solved, based on information included in the text? (Many examples from the text may be given.)

“Life Doesn’t Frighten Me” by Maya Angelou (poem) (RL.6.4) Skill Focus: Literal Meaning/Figurative Language, Tone/Mood Text-Dependent Questions:

o Use the TDQs provided in this unit from achievethecore: Shelby County Schools

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http://tinyurl.com/hmrt59u

6th Grade English Language Arts 2nd Quarterhttp://tinyurl.com/hhykzcm

Thematic Connection: How does the speaker of the poem maintain her dignity when faced with adversity? (Possible answer: By repeating certain lines of the poem, she is trying to build up her confidence so she can face her fears. Her repetition is an act of bravado.)

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: EnteringIdentify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.

Level 2: EmergingIdentify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.

Level 3: DevelopingIdentify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.

Level 4: ExpandingDetermine the theme or central idea of a text citing details to support the theme, using a highlighted text.

Level 5: BridgingDetermine the theme or central idea of a text citing details to support the theme.

Language – Vocabulary

L. 6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.6.4-6

Evidence Statements Demonstrates the ability to 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.

Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Vocabulary

Prentice Hall Literature- Pearson Publishing

Literary Analysis Workshop - from “This Land Was Made” (nonfiction) and from “Zlata’s Diary” (narrative essay) o Introducing the Big Question: Learning Big Question Vocabulary pg. 377

“Jackie Robinson: Justice at Last” (expository essay)o Latin prefix sup- or super-o Making Connections: Vocabulary pg. 420o Vocabulary Development pgs. 422, 423, 424o After You Read: Vocabulary pg. 425

“The Shutout” (expository essay)o Latin prefix ir-o Making Connections: Vocabulary pg. 426o Vocabulary Development pgs. 428, 429, 431, 432o After You Read: Vocabulary pg. 433

“Life Doesn’t Frighten Me” (poem)o Latin root –mal-o Making Connections: Vocabulary pg. 570o After You Read: Vocabulary pg. 581

Pearson Online Resourceswww.pearsonsuccessnet.com


http://www.pearsonsuccessnet.com/

http://tinyurl.com/hhykzcm

6th Grade English Language Arts 2nd Quarter Benchmark and Unit Assessments Unit Resources Common Core Companion

Other resources www.pearsonsuccessnet.com - Vocabulary Central Word Benches pg. 57-61 (Greek and Latin affixes)

http://www.tennessee.gov/education/standards/english/ENG_3081.pdf Online Dictionary: http://www.wordcentral.com/ Vocabulary Strategies and graphic organizers

http://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm

Writing to Texts Writing

Argumentative WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.1a Introduce claim(s) and organize the reasons and evidence clearly. W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented.

Informational/ExplanatoryW 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.6.2aIntroduce a topic; organize ideas,

Evidence Statements

Development of Ideas The student response addresses the

prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.

The development is consistently appropriate to the task, purpose, and audience.

Organization The student response demonstrates

purposeful coherence, clarity, and cohesion

Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of Language The student response establishes

and maintains an effective style, while attending to the norms and conventions of the discipline.

The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Writing

Routine Writing (text-dependent questions) Writing About the Essential Question (Thematic Connections) After You Read, Journal entries, Summaries, Daily Language Practice, Graphic

Organizers

The Argumentative Rubric http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

Teaching the Argumentative Rubric’s Traits The Scoring Guides and Sample Student Responses

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

o Explanation of terms per trait

Argumentative Writing Resources Pearson Common Core Companion – Writing Workshop Unit (p. 173-183) (How to write an argumentative essay)

http://www.roanestate.edu/owl/argument.html (How to write an argumentative essay)

http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

(argumentative essay frame) http://www.baltimorecityschools.org/Page/16215

Culminating Writing Task (Week 4)

Analysis (focus on argument) At the end of the article, “Jackie Robinson: Justice At Last,” the authors

Geoffrey C. Ward and Ken Burns conclude with the statement, “Something wonderful happened to baseball – and to America – the day Jackie Robinson joined the Dodgers.” What was the “wonderful thing”? How does Jackie Robinson’s dignified response to prejudice illustrate the best way to rise above


http://www.baltimorecityschools.org/Page/16215



http://www.roanestate.edu/owl/argument.html



http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

http://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm


http://learningtasks.weebly.com/vocabulary-strategies.html

http://www.wordcentral.com/

http://www.tennessee.gov/education/standards/english/ENG_3081.pdf


6th Grade English Language Arts 2nd Quarterconcepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2eEstablish and maintain a formal style.

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

W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

Knowledge of Language and Conventions The student response demonstrates

command of the conventions of Standard English consistent with effectively edited writing.

Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks

it? Explain and support your reasoning with relevant and sufficient evidence from the text, including direct quotes and page numbers.

Full instructional plan included here from achievethecore: http://tinyurl.com/hmrt59u

To support student progress, use the Pearson Common Core Companion Writing Workshop Unit, p. 173-183.

Prentice Hall Literature- Pearson Publishing Routine Writing (text-dependent): Writing About the Big Question After You Read, Journal entries, Summaries, Daily Language Practice, Graphic

Organizers

Argument Argumentative prompt pg. 435 (Jackie Robinson / The Shutout) Write a letter to a friend, persuading him or her to read the expository essay

that you read.

Other Resources The Informational/Explanatory Rubric

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf

Narrative resourcehttp://betterlesson.com/common_core/browse/1501/ccss-ela-literacy-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-or-events-using-effective-technique-relevant-de

Annotation http://www.readwritethink.org/files/resources/lesson_images/lesson1132/

AnnotationGuide.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson1132/

EJ0964Have.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-

student-annotation-constructing-1132.html?tab=3#tabs http://www.collegewood.org/ourpages/auto/2014/8/17/63598523/Beyond

%20the%20Yellow%20Highlighter.pdf

Language Evidence Statements Conventions


http://www.collegewood.org/ourpages/auto/2014/8/17/63598523/Beyond%20the%20Yellow%20Highlighter.pdf

http://www.collegewood.org/ourpages/auto/2014/8/17/63598523/Beyond%20the%20Yellow%20Highlighter.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=3#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=3#tabs

http://www.readwritethink.org/files/resources/lesson_images/lesson1132/EJ0964Have.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson1132/EJ0964Have.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson1132/AnnotationGuide.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson1132/AnnotationGuide.pdf


http://tinyurl.com/hmrt59u

6th Grade English Language Arts 2nd QuarterL6.1c Recognize and correct inappropriate shifts in pronoun number and person.

L6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

L6.3b Maintain consistency in style and tone

These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3

Distinguish inappropriate shifts in pronouns usage (i.e., number and person) and make corrections as necessary.

Identify and correctly use adjectives in context (i.e., articles, common, and proper).

Construct sentences with the correct use of common and proper adjectives.


“Jackie Robinson” / The Shutout (expository essay) Integrated Language Arts: Comparison with Adjectives, p. 434.

Reading Application Writing Application Prentice Hall Writing Coach

Elements of Language- Holt Publishing Adjectives and Articles Comparisons with Adjectives (comparative/ superlative)

Other resources www.pearsononlinesuccess.net (online teacher’s manual) https://web.cn.edu/kwheeler/gram_pronoun_shifts.html (background knowledge

for the teacher) http://macmillanmh.com/ccssreading/imagineit/grade6/

ccslh_g6_lg_8_1d_l6.html (Correcting pronoun shifts in number) http://macmillanmh.com/ccssreading/imagineit/grade6/

ccslh_g6_lg_8_1d_l7.html (Correcting pronoun shifts in person) http://www.chompchomp.com/presentations/pronounshift.pdf (pronouns shift

worksheet) http://www.grammar-worksheets.com/worksheets/

Lesson.Consistent.Point.of.View.pdf (pronouns shift worksheet) http://printableworksheets.in/?dq=Common%20And%20Proper%20Adjectives

(multiple worksheets for all adjective skills)

Speaking and Listening

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. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

These standards are constant and should be taught throughout each quarter.

Evidence Statements Select the most appropriate

behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, and understand the responsibilities of various roles within the team).

Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines



Activities Comprehension and Collaboration pg. 435- Invite a coach to discuss

baseball basics. Then, in a small group, prepare an instructional presentation for younger students.

Other Resources http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?

id=6402&parent=5013 http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?

id=6413&parent=5013 http://www.sharemylesson.com/TaxonomySearchResults.aspx?

area=resources&keywords=SL.6.6


6th Grade English Language Arts 2nd QuarterAnalyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6

and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings

Weeks 4 – 6 Anchor Text: Extended Reading

Leon’s Story (960L) by Walter Tillage (autobiography; exemplar)

Supplemental Texts:Historical Text Set One

Plessy v. Ferguson (990L) NewsELA Brown v. Board of Education (990L) NewsELA

Historical Text Set Two When Humans Became Inhumane (Lexile 960) NewsELA Lincoln’s Emancipation Proclamation (Lexile 970) NewsELA

Essential Question: Does democracy make everyone equal?


Reading: Informational Texts

RI6.2 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 6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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

Evidence Statements Provides a statement of the central

idea(s) of a text. Provides a statement of how the

central idea is conveyed through particular details.

Provides an objective summary of the text distinct from personal opinions or judgments. RI6.2

Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes).

Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes).

Provides detailed analysis of how a key individual, event or idea is elaborated in a text (e.g., through examples and anecdotes). RI 6.3

Extended Text – Informational

Types, Elements, Determining Author’s Purpose and Point of View, and Analyzing the Development of Key Ideas in Nonfiction “Leon’s Story” (Lexile 960; autobiography; exemplar) (RI6.3, RI6.4, RI6.5,

RI6.6) Skills focus: author’s purpose, mood, tone, autobiographical essay,

main idea, key ideas, supporting details, word choice, author’s influences, forms of nonfiction, types of support, figurative language

BetterLesson packet: http://tinyurl.com/hew5d9h Literature and Vocabulary Test, Selection Review:

http://tinyurl.com/hv2zfwo Leon’s Story graphic organizer: http://tinyurl.com/gn8yvaz Guided Reading Lesson Plan for Leon’s Story:

http://tinyurl.com/hsbca8l

TEXT PACKET for Historical Texts: http://tinyurl.com/hbq9rju

1) Plessy v. Ferguson (RI.6.2, RI.6.3, RI.6.6) TDQ’s for Central Ideas (RI.6.2)

How did Homer Plessy violate the law? What are ‘the amendments’ discussed by Justice Harlan in his last


http://tinyurl.com/hbq9rju

http://tinyurl.com/hsbca8l

http://tinyurl.com/gn8yvaz

http://tinyurl.com/hv2zfwo

http://tinyurl.com/hew5d9h

https://newsela.com/articles/primary-source-emancipation/id/18348/

https://newsela.com/articles/BHP-WH-When-Humans-Became-Inhumane/id/7426/

https://newsela.com/articles/primary-source-brown-vs-board/id/18485/

https://newsela.com/articles/primary-source-plessy-ferguson/id/18507/

6th Grade English Language Arts 2nd QuarterRI 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 6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

These standards are constant and should be taught throughout each quarter. Cite Evidence: RL/RI.6.1Analyze Content: RL/RI.6.2-9Text Complexity: RL/RI.6.10




Provides a statement of an author’s point of view in a text.

Provides a statement of an author’s purpose in a text.

Provides an explanation of how the author’s point of view or purpose is conveyed in the text. RI.6.6

paragraph? Why does he bring them up at this point? Write a short response to summarize the disagreement Justice Henry

Brown and Justice John Marshall Harlan. Which of the two arguments is better supported? Explain you answer

in detail? TDQ’s for Analyzing Key Details (RI.6.3)

Who was Homer Plessy, what are some key details about him? Why are those details significant to the Supreme Court case?

What rights do the Thirteenth and Fourteenth Amendment protect according to Justice Brown?

According to Justice Brown, does the law violate the Thirteenth Amendment? Why or Why not?

According to Justice Brown, does the law violate the Fourteenth Amendment? Why or Why not?

Based on Justice Harlan’s description, what might the Dred Scott case have decided?

According to Justice Halan, does the law violate the Thirteenth and/or Fourteenth amendments? Why?

TDQ’s for POV/Author’s purpose (RI.6.6) According to Justice Brown, how will equal rights and social

prejudices be eliminated? According to Justice Harlan, what is the purpose of Louisiana’s law?

Why is this significant to his overall argument? What is Justice Harlan’s MOST important reason for disagreeing with

Justice Brown?

2) Brown v. Board of Education TDQ’s for Vocabulary Development (RI.6.4)

What does the word ‘neglected’ mean in the section “A Child’s Motivation to Learn?” Why is that word significant to Chief Justice Warren’s position on segregation?

TDQ’s for Central Ideas (RI.6.2) According to Chief Justice Warren, if all facilities and advantages are

exactly equal, can schools remain segregated? Why or why not? TDQ’s for Analyzing Key Details (RI.6.3)

Why does Chief Justice Warren say their decision ‘cannot be based on comparison of the schools themselves?”

How does Chief Justice Warren PRIMARILY explain the importance of integrated education?

TDQ’s for POV/Author’s purpose (RI.6.6) Compare and contrast the argument Justice Henry Brown makes in

Plessey v. Ferguson and the argument Chief Justice Warren makes in Brown v. Board of Education.

In Justice Harlan’s dissent of Plessy v. Ferguson, he stated: “Evaluate this statement in light of the decision in Brown v. Board of Education?

TDQ’s for Text Structure (RI.6.5)


6th Grade English Language Arts 2nd Quarter Why does Chief Justice Warren include the section “Many Negros

Could Not Even Read?” How does it support is broader argument?

Using the Historical Text Sets:o All small group texts can be found formatted and leveled in the

supplementary packet found above.o Use the small group texts to supplement your student centered

instructional time in alignment to the CLIP model. o Links to NewsELA articles are included with each text. On the NewsELA

site there are multiple choice questions and writing prompts for each article.

o If using the texts in a teacher-lead small group teachers should keep the highest Lexile to give students scaffolding during teacher-lead small group instruction.

o If using the texts in small groups, use the strategies below to craft aligned tasks in comprehension, vocabulary, fluency, and/or writing.

Reading Strategies and graphic organizers http://www.readingrockets.org/strategies http://www.cps.k12.in.us/Page/1311







L. 6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase



Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Reviewed throughout the quarter:Synonyms/antonyms

Vocabulary

Tier 2 Academic Vocabulary – organize, establish, recognize, engage, adapt List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by

Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 1-25 for Tier 2

List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 26-71 for ELA Tier 3








6th Grade English Language Arts 2nd Quarterimportant to comprehension or expression.

Affixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Resource(s): https://quizlet.com/31743418/leons-story-vocabulary-flash-cards/ - Leon’s Story

Vocabulary (audio speller test, online test, flashcard, scatter & space race game)

www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)

http://www.oldham.k12.ky.us/files/intervention_resources/Reading/ Comprehension.pdf (Instructional strategies)

Note: The links below will bring you to an Achieve the Core vocabulary analysis for every text. You may use these to inform your focus words for whole group instruction, pre-teaching strategies, targeted TDQs, and/or Vocabulary Station work (paired with one of the Strategies and Graphic Organizers found in the ‘Resources’ Section below. For more on how to use the Academic Word Finder here: http://achievethecore.org/page/2800/learn-more-about-the-academic-word-finder

Historical Documents:Cross-Text Vocabulary

Constitute, Support, Criminality, Deprivation, GovernmentKey text vocab

Plessy V. Fergusono Opinion, Petition(er), amendment, assume, grounds, judgment o http://bit.ly/2bmNt8L

Brown v. Boardo Segregate, public, opportunity, effect, affect, deny, motivationo http://bit.ly/2aZwdHa

When Humans Became Inhumane 810L http://bit.ly/2aVjFzF

Lincoln’s Emancipation Proclimation 970L: http://bit.ly/2biEqRD

Other resourceswww.pearsonsuccessnet.com - Vocabulary centralWord Benches pg. 57-61 (Greek and Latin affixes)

http://www.tennessee.gov/education/standards/english/ENG_3081.pdfPHLit Online! www.PHLitOnline.com Vocabulary Central (tools, activities, and songs

for studying vocabulary) Vocabulary Strategies and graphic organizers

http://learningtasks.weebly.com/vocabulary-strategies.htmlGraphic and Thinking Organizers

http://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic %20Organizers.htm

Writing to Texts Writing

Argumentative Writing

Evidence StatementsDevelopment of Ideas The student response addresses the

Writing

Routine Writing (text-dependent):







http://bit.ly/2biEqRD

http://bit.ly/2aVjFzF

http://bit.ly/2aZwdHa

http://bit.ly/2bmNt8L

http://achievethecore.org/page/2800/learn-more-about-the-academic-word-finder

http://www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf%20%20www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf%20%20

http://www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf%20%20www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf%20%20

http://www.ereadingworksheets.com/

https://quizlet.com/31743418/leons-story-vocabulary-flash-cards/

6th Grade English Language Arts 2nd QuarterW.6.1 Write arguments to support claims with clear reasons and relevant evidence.W6.1a Support claim(s) and organize the reasons and evidence clearly.W.6.1b Support Claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented.

Informational/Explanatory RubricW 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.6.2aIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.










command of the conventions of standard English consistent with effectively edited writing.


Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance task

After You Read, Journal entries, Summaries Daily Language Practice, Graphic Organizers Other Resources

Argumentative Writing Write a response in which you assume the role of Leon, from “Leon’s Story” by Leon Tillage. The purpose of the speech is convincing the court to seek justice for his father. You must decide what you think he and his family were thinking and feeling during the time of his father’s death, and then write a speech asking the court for justice for his father. You should argue your position using at least three references to the text.

The Argumentative Rubric http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf



o Explanation of terms per trait

Informative and Explanatory Writing Resources: www.acheivethecore.org/page/504/common-core-informative-explanatory-

writing https://www.aea267.k12.ia.us/english-language-arts/writing/text-types-and-

purposes/informational-writing/ (Informative/Explanatory writing samples) www.writingfix.com/genres/informative.htm (Model Expository/Informative

Lessons and Interactive Writing prompts) www.kn.att.com/wired/fil/pages/listwritingma5.html (Writing Resources,

Mechanics and Online Interactive activities)

Analysis (focus on informing and explaining) Leon said that white people kept black people down because they didn't

educate black people. What does Leon mean? Do you agree with him? Support your answer with evidence from the text.

Leon is surprised when the National Guard arrests white men for abusing them. Why is he surprised? Explain your answer.

Throughout the book Leon's parents encourage Leon and the other kids to just leave things alone and don't try to change things. They accepted the way they were treated and didn't think it would ever change. Why do you think they felt that way? Do you think they eventually changed their minds? Why or why not? Support your answer with evidence from the text.

Describe what it was like for Leon to buy clothes. Do you think that he was treated fairly? Support your answer with evidence from the text.

Why do you think Leon would want to buy a soda from a place that only sells to whites, when he could buy a soda anywhere else? Explain your answer.


http://www.kn.att.com/wired/fil/pages/listwritingma5.html

http://www.writingfix.com/genres/informative.htm

https://www.aea267.k12.ia.us/english-language-arts/writing/text-types-and-purposes/informational-writing/

https://www.aea267.k12.ia.us/english-language-arts/writing/text-types-and-purposes/informational-writing/

http://www.acheivethecore.org/page/504/common-core-informative-explanatory-writing

http://www.acheivethecore.org/page/504/common-core-informative-explanatory-writing



http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

6th Grade English Language Arts 2nd QuarterW.6.2eEstablish and maintain a formal style.W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W 6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

Leon said that many of the blacks loved the Clarks. Why do you think they did? Support your answer with evidence from the text.

Analysis (focus on argumentation) After reading the three key historical texts, write an essay arguing whether or

not establishing a democracy also creates equality in a society. Are the terms democracy and equality synonymous? o You must use evidence from three historical texts.o You may also use current events to support your argument if you cite your

source.

Analysis (focus on informing and explaining) (Plessy v. Ferguson)

o Which argument, Justice Brown’s or Justice Harlan’s is most supported by the concepts found in the Declaration of Independence? Use specific evidence from both texts in your answer.

(Brown v. Board)o Compare and contrast the argument Justice Henry Brown makes in

Plessey v. Ferguson and the argument Chief Justice Warren makes in Brown v. Board of Education

Language

L 6.3a Vary sentence patterns for meaning, reader/listener interest, and style.L6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.


Evidence Statements

Recognize sentence types (i.e., simple, compound, complex) and their role in varying sentence patterns.

Effectively and consistently use commas in compound sentences and introductory words/phrases.

Conventions

Elements of Language- Holt Publishing Conjunctions Adverbs

Other resources www.pearsononlinesuccess.net (online teacher’s manual) http://www.teachnology.com/worksheets/language_arts/

speech/adverbs/ad6.pdf (Comparative adverb worksheet) https://www.ego4u.com/en/cramup/grammar/adjectives-adverbs/

adverbs/exercises (Comparative adverb worksheet) http://a4esl.org/q/f/z/zz98bck.htm (Interactive preposition quiz) http://iteslj.org/cw/1/vm-prep.htm (Online preposition crossword puzzle) http://www.marks-englishschool.com/ games/b_prepmed.html


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

Evidence Statements Determine the most effective

methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

Organize ideas in the most effective order for an oral presentation.

Choose the statement that best

Prentice Hall Literature- Pearson Publishing Activities Comprehension and Collaboration pg. 509- In a small group hold an informal

discussion based on the selection you read.

Other resources (cooperative learning teaching strategy guide and assessment)

serc.carelton.edu/introgeo/cooperative/whatis.html (work-shop: cooperative and collaborative learning)


http://www.marks-englishschool.com/%20games/b_prepmed.html

https://www.ego4u.com/en/cramup/grammar/adjectives-adverbs/%20adverbs/exercises

https://www.ego4u.com/en/cramup/grammar/adjectives-adverbs/%20adverbs/exercises

http://www.teachnology.com/worksheets/language_arts/%20speech/adverbs/ad6.pdf

http://www.teachnology.com/worksheets/language_arts/%20speech/adverbs/ad6.pdf

6th Grade English Language Arts 2nd Quarterpronunciation.SL.6.5 Include multimedia components (e.g., graphics, images, music, and 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.

These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6

summarizes/communicates the message presented by a medium.

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html (How to write dialogue in a story)

http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways- (creative writing techniques for writing dialogue) http://www.creative-writing-now.com/how-to-write-dialogue-html

Weeks 7 – 9 Reading SelectionsAnchor Texts “Lob’s Girl” (970L) by Joan Aiken (p. 964-977) “Jeremiah’s Song” (970L) by Walter Dean Myers (p. 978-986)

Supplementary Texts Brain-game experiments test creativity and surprise scientists (910L) NewsELA Music misses the mark for some people (1040L) NewsELA

Essential Question: How do writers use plot techniques to keep readers engaged?TN State Standards Evidence Statements Content


Informational and Literature

RL.6.3Describe how a particular story’s or drama’s plot unfolds in a series of

Evidence Statements Provides a description of how a

particular story’s or drama’s plot unfolds in a series of episodes toward a resolution.

Prentice Hall Literature – Reading Selections

“Lob’s Girl” (970L, short story) Skill Focus: Comparing Literary Works, Plot Techniques Text-Dependent Questions:


https://newsela.com/articles/music-brain/id/2990/

https://newsela.com/articles/brain-creativity/id/10342/

http://parnoldyms6.weebly.com/uploads/1/3/6/1/13619744/jeremiahs_song_story_text.pdf

http://www.creative-writing-now.com/how-to-write-dialogue-html

http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways-

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

6th Grade English Language Arts 2nd Quarterepisodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.5Analyze 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.

RI.6.4Determine 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.

These standards are constant and should be taught throughout each quarter. Cite Evidence: RL/RI.6.1Analyze Content: RL/RI.6.2-9Text Complexity: RL/RI.6.10

Provides a description of how the characters respond of change as the plot moves toward a resolution. RL.6.3

Provides an analysis of how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text.

Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL.6.5




o Use the TDQs provided in this unit from achievethecore: http://tinyurl.com/zruxumc

Thematic Connection: How did Joan Aiken use flashback and foreshadowing to maintain suspense by not revealing the resolution too soon? (Many examples from the text may be given.)

“Jeremiah’s Song” (970L; short story) Skill Focus: Comparing Literary Works, Plot Techniques Text-Dependent Questions:

o In the flashback at the top of page 979, what period in Ellie’s life is the flashback describing?

o What clues at the top of p. 980 hint at a relationship developing between Macon and Grandpa Jeremiah?

o Reread what the doctor tells the family about Grandpa Jeremiah on p. 981. How does the doctor’s diagnosis affect the family? What does this suggest about the story’s likely theme? Explain.

o At the bottom of p. 982, what does the description of Grandpa Jeremiah suggest about events to come?

o At the top of p. 983, what does Macon’s behavior suggest about what he might do later?

o At the bottom of p. 983, how does Macon react to Grandpa Jeremiah’s illness?

o What details at the top of p. 984 hint that something pleasant may lie ahead?

o In what way are Grandpa Jeremiah’s stories like flashbacks? Use evidence from the text to explain your answer.

o What event may be foreshadowed in Macon’s description on p. 985?

o What event might the last sentence foreshadow? Thematic Connection: Explain how the Walter Dean Myers’s use

of plot techniques helps readers remain interested in the story he is telling. (Many examples from the text may be given.)

Brain-game experiments test creativity and surprise scientists (910L) NewsELA Text-Dependent Questions:

o Read the section “The Brain Game Experiment.” Select the paragraph that BEST shows why Allan Reiss decided to develop an experiment.

o Which sentence from the article BEST shows the outcome of the experiment conducted by Allan Reiss?

o Based on the information in the article, what is the main idea of the section title “Our Multitasking Brains”?

Thematic Connection: What is the connection between the



http://tinyurl.com/zruxumc

6th Grade English Language Arts 2nd Quarterinformation presented in the section “Don’t Think, Just Do It” and the concept in “Lob’s Girl” that hearing Lob’s whine might awaken Sandy from a coma? (Possible answer: If Sandy spends all her time with Lob, then hearing him whine is most familiar to her. So, that might become something her brain can connect to without working too hard.)

Music misses the mark for some people (1040L) NewsELA Text-Dependent Questions:

o According to the report, how common is it for people to hear music without enjoying it?

o What is the correlation between expressing pleasure from hearing music and exhibiting an emotional response?

o What is the difference between “amusia” and “anhedonia”?o Describe the music selection of hyper-hedonic people?o What was the purpose of this study? How do the

researchers plan to use the results? Thematic Connection: How does information gleaned from this

study support what we learned about Grandpa Jeremiah in “Jeremiah’s Song”? (Possible answer: Grandpa Jeremiah suffered from a stroke. He seemed to do better on days when he heard the music that he loved. He is emotional about music and has a reaction to hearing it, which is why the study in the article believes that hearing music can help stroke victims for people like Grandpa Jeremiah.)







L. 6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L. 6.6



Provides a statement demonstrating accurate meaning and use of grade-

Vocabulary

Tier 2 Academic Vocabulary – convey, examine, verify, develop, acquire List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by

Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

See pages 1-25 for Tier 2






6th Grade English Language Arts 2nd QuarterAcquire 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.

These standards are constant and should be taught throughout each quarter.Study and apply vocabulary – L.6.4-6

appropriate general academic words and phrases.

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Note: The links below will bring you to an Achieve the Core vocabulary analysis for every text. You may use these to inform your focus words for whole group instruction, pre-teaching strategies, targeted TDQs, and/or Vocabulary Station work (paired with one of the Strategies and Graphic Organizers found in the ‘Resources’ Section below. For more on how to use the Academic Word Finder here: http://achievethecore.org/page/2800/learn-more-about-the-academic-word-finder

Prentice Hall Literature- Pearson Publishing “Lob’s Girl”

Vocabulary Development pgs. 965, 967, 968 Tier II Vocab listed in the achievethecore.org unit here:

http://tinyurl.com/zruxumc “Jeremiah’s Song”

Vocabulary Development pg. 9811. diagnosis: explanation of or prediction about a person’s medical

condition2. disinfect: dialect, or regional language, for disinfectant, a substance that

kills germs3. distrust: to have a feeling that somebody or something is unreliable or

not honest4. disconnect: to detach one part from another5. disinterested: indifferent, or no longer interested6. disrespect: 7. disobey: to refuse to follow a rule or instruction8. condition: a state of health or physical fitness9. setback: a stopping of progress; a reversal

Supplementary Texts Academic Vocabulary: Brain-game experiments test creativity and surprise scientists (910L) NewsELA

http://tinyurl.com/h8qldf7 Music misses the mark for some people (1040L) NewsELA

http://tinyurl.com/hs97l9g

Other resources www.pearsonsuccessnet.com - Vocabulary central Word Benches pg. 57-61 (Greek and Latin affixes)

http://www.tennessee.gov/education/standards/english/ENG_3081.pdf PHLit Online! www.PHLitOnline.com Vocabulary Central (tools, activities, and

songs for studying vocabulary) Vocabulary Strategies and graphic organizers

http://learningtasks.weebly.com/vocabulary-strategies.htmlGraphic and Thinking Organizers

Writing to Texts Writing Evidence Statements: Writing





http://tinyurl.com/hs97l9g


http://tinyurl.com/h8qldf7


http://tinyurl.com/zruxumc

http://achievethecore.org/page/2800/learn-more-about-the-academic-word-finder

6th Grade English Language Arts 2nd QuarterInformational/Explanatory WritingW 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.6.2aIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2eEstablish and maintain a formal style.

Development of Ideas The student response addresses the










command of the conventions of standard English consistent with effectively edited writing.


Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs,

Routine Writing (text-dependent questions) Writing About the Essential Question (Thematic Connections) After You Read, Journal entries, Summaries, Daily Language Practice, Graphic

Organizers

Analysis (focus on informing and explaining) After You Read, p. 987, Comparing Foreshadowing and Flashback Timed Writing, p. 987

o Essay: Compare and contrast the authors’ use of foreshadowing and flashback in “Lob’s Girl” and “Jeremiah’s Song.” In an essay, discuss the effects of these literary devices.

o Use the 5-Minute Planner for scaffolding writing instruction.

Resources



o Explanation of terms per trait The Informational/Explanatory Rubric

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf Unit 3 Resources/Support for Writing p. 193

www.pearsononlinesuccess.net. PowerPoint on Annotation and Example

http://www.mycoachkatie.com/uploads/3/4/1/7/3417240/annotation_pp__fisher_.pptx

Strategy for Teaching Close reading and Annotationhttp://www.teachingthecore.com/purposeful-annotation-close-reading/


http://www.teachingthecore.com/purposeful-annotation-close-reading/



http://www.pearsononlinesuccess.net/




6th Grade English Language Arts 2nd QuarterPerformance tasks

Language

L 6.1e

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


Evidence Statements

Identify and correctly use adverbs (i.e., comparative) in context.

Locate and formulate prepositional phrases and nouns (objects) in the context of reading and writing.

Distinguish between coordinating and subordinating conjunctions and use them to vary sentence patterns.

Review of: Sentence parts- subject and

predicate Writing sentences Verbs Nouns Adjectives Adverbs

Conventions

Prentice Hall Literature- Pearson Publishing Comparing Literary Works (Explanatory Text: Essay)

After You Read, p. 987, Comparing Foreshadowing and Flashback Timed Writing, p. 987

o Use the 5-Minute Planner for scaffolding writing instruction.o Organize students into groups for peer editing.o Chunk grammar skills for multiple editing rounds: First have

students check for complete sentences. On the second read, students can check for the correct use of adjectives/adverbs. On the third read, students can ensure proper subject/verb agreement, etc.

Elements of Language- Holt Publishing Adjectives Adverbs

Other resources www.pearsononlinesuccess.net (online teacher’s manual) http://a4esl.org/q/f/z/zz98bck.htm (Interactive preposition quiz) http://iteslj.org/cw/1/vm-prep.htm (Online preposition crossword puzzle) http://www.marks-englishschool.com/ games/b_prepmed.html


SL. 6.1a 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. 6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL. 6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

These standards are constant and

Evidence Statements Select the most appropriate

behaviors for participating productively in a team.

Contribute appropriate and useful information and ideas.

Explain the purpose for working as a team.

Demonstrate an understanding of the responsibilities of various roles within the team.

Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and


Prentice Hall Literature - Pearson Publishing Activities As students read, have them identify examples of foreshadowing and flashback. During a reread, students can get into groups and pause at each example to

discuss evidence that makes the text example foreshadowing or flashback. Direct students to then interpret the effect of the plot technique on the story and

the characters involved. See graphic organizer p. 962 for possible use during note-taking.

Other resources (cooperative learning teaching strategy guide and assessment)

serc.carelton.edu/introgeo/cooperative/whatis.html (work-shop: cooperative and collaborative learning)

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html (How to write dialogue in a story)

http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways- (creative writing techniques for writing dialogue)




http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways-

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

http://www.marks-englishschool.com/%20games/b_prepmed.html

6th Grade English Language Arts 2nd Quartershould be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6

discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings

Research Project Research

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

Research

Evidence Statements Determine the most appropriate

research source for a given research topic.

Discern irrelevant research material from written text.

Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

Organize ideas in the most effective order for an oral presentation. W.6.7

Research

Prentice Hall Literature - Pearson Publishing

Activity 1: InvestigationLob is an extraordinary dog. He brings great joy to the Pengelly family, and evenin death his spirit is powerful medicine for Sandy. Although Lob may be unique,many animals form special bond with humans. How realistic is the bond sharedby Lob and Sandy?

Use the Internet and other resources to discover how specially trained animalshelp humans. For example, you can investigate guide dogs that lead the blindand capuchin monkeys that provide helping hands for the disabled. Use yourresearch to write a report about relationships between humans and helperanimals. At the end of your essay, write about what you think motivates theseanimals.

Activity 2: Examining PerspectivesThe characters in “Jeremiah’s Song” are often weighing the past against thepresent. For example, after Ellie goes to college, she thinks it is time to forget theold ways, including Grandpa’s stories. In contrast, Macon enjoys Grandpa’sstories of the past. Who is right?

Think of an art form, custom, game, or technology that has changed a lot fromthe past and that continues to change, such as music, health care,transportation, or baseball. Is it worth studying the old ways? Or is it better tofocus on the future? With a partner, stage a debate in which one of you arguesfor studying the past and the other looks only toward the future.
