BGJHS
2013-2014 Pacing Guide (6th Grade Reading)
First Quarter
Date / Unit Goals / I Can Statements / Common Core/ Program StudiesAug. 6-9 / Effective readers use a variety of strategies to make sense of key ideas and details presented in a text.
Comprehension is enhanced through a collaborative process of sharing and evaluation ideas. / I can define textual evidence. I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. I can read closely and find answers explicitly in text and answers that require an inference. I can analyze an author’s words and determine textual evidence needed to support both explicit and inferential questions. I can define the rules and roles necessary for collaborative discussion. / RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.6.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Review reading strategies and diagnostic testing: Visualization, Prediction, Inference, Ask Question, Understanding, Prior Knowledge
Aug.12-16
Aug.19-23 / Effective readers use a variety of strategies to make sense of key ideas and details presented in text. Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. / I can define a theme. I can analyze plot to determine a theme. I can define summary. I can compose a summary stating key point of the text without adding my own opinions or feelings. I can define and identify the elements of plot structure. I can explain how plot is developed by key events and episodes experienced by the characters. I can determine qualities of characters in a text based on an author’s direct and indirect characterization. I can distinguish between a static and dynamic character. I can explain how dynamic characters change as the plot moves toward a resolution. I can classify different points of view. I can analyze how an author develops the narrator’s point of view by revealing thought, feelings, actions, and spoken words. / 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.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.
Aug. 26-30
Sept. 3-6
Sept. 9-13 / Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. / I can define and identify forms of figurative language. I can distinguish between literal language and figurative language. I can recognize the difference between denotative meanings and connotative meanings. I can analyze why authors choose words and phrases to create an overall fell for the reader. I can locate textual evidence. I can analyze text and determine the author’s purpose for including a particular sentence, chapter, scene, or stanza. I can recognize how a particular sentence, chapter, scene, or stanza contributes to the overall text and its meaning. / 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.
Sept. 16-20
Sept. 23-27
Sept. 30-Oct. 2 / Quarter Finals / Quarter Finals / Quarter Finals
Oct. 4-11 / Fall Break / Fall Break / Fall Break
BGJHS
2013-2014 Pacing Guide (6th Grade Reading)
Second Quarter
Date / Unit Goal / I Can Statements / Common Core/Program StudiesOct. 14-18 / To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats. / I can explain the mental images that occur while reading. I can compare and contrast mental images created while reading and the images presented in a media version of the same text. I can explain the characteristics of different forms and genres of texts. I can compare and contrast how two forms or genres of texts can communicate the same theme or topic. / 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.6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Oct. 21-25
Oct. 28-Nov. 1
Nov. 4-8 / Effective readers use a variety of strategies to make sense of key ideas and details presented in text. Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. / I can identify textual evidence. I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. I can read closely and find answers explicitly in text and answers that require an inference. I can analyze an author’s words and determine textual evidence needed to support both explicit and inferential questions. I can define central idea. I can analyze a text and determine how an author’s use of details conveys the central idea. I can define summary. I can compose a summary stating the key points of the text without adding my own opinions or feelings. I can distinguish which individual(s), event(s), and/or idea(s) are key for the text to be valid. I can explain how an author’s use of examples and/or anecdotes informs the readers about individual(s), event(s), and/or idea(s). I can analyze how an author’s choice of details and anecdotes about individual(s), event(s), and/or idea(s) impacts the text. I can define and identify various forms of figurative language. I can distinguish between literal language and figurative language. I can recognize the difference between denotative meanings and connotative meanings. I can recognize words that have technical meaning and understand their purpose in a specific text. I can analyze why authors choose words and phrases to create an overall feel for the reader. / RI.6.1: Cite textual evidence 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.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Nov. 11-15
Nov. 18-22
Nov. 25-26 / Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats. / I can locate textual evidence that supports the central idea of a text. I can analyze text and determine the author’s purpose for including a particular sentence, paragraph, chapter, or section. I can recognize how a particular sentence, paragraph, chapter, or section contributes to the overall text and its meaning. I can define point of view as how the author feels about the situation/topic of a text. I can determine an author’s point of view and explain his/her purpose for writing the text. I can analyze how an author develops the point of view by revealing thought, feelings, actions, and/or spoken words. I can recognize that authors use various formats when presenting information on a topic/issue. I can identify visual displays of information in a text. I can integrate all informational formats presented by an author to develop a deeper understanding of the topic/issue. / 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 the 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.
Dec. 2-6
Dec. 9-13
Dec. 16-20 / Quarter Finals / Quarter Finals / Quarter Finals
Dec. 23-Jan. 3 / Winter Break / Winter Break / Winter Break
BGJHS
2013-2014 Pacing Guide (6th Grade Reading)
Third Quarter
Date / Unit Goal / I Can Statement / Common Core/Program of StudiesJan 6-10 / To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats. / I can identify the side of an argument an author presents in a text. I can determine the credibility of the author and his/her purpose. I can identify claims that are supported by fact(s) and those that are opinion(s). I can evaluate an argument using the evidence an author provides. I can recognize how authors can present information differently based on their point of view. I can explain the characteristics of different forms of text. I can compare and contrast how two forms of texts can communicate the same topic(s)/ event(s). / 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 and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Jan 13-17
Jan. 21-24
Jan. 27-31
Feb. 3-7
Feb. 10-14
Feb. 18-21 / To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats. / I can identify the side of an argument an author presents in a text. I can determine the credibility of the author and his/her purpose (who wrote it, when it was written, and why it was written). I can identify claims that are supported by fact(s) and those that are opinion(s). I can evaluate an argument using the evidence an author provides. / RI.6.8: CCR Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Feb. 24-28
Mar. 3-7
Mar. 10-12 / Students are college and career ready read and interpret a variety of complex texts with confidence and independence. / I can closely read complex grade level texts. I can reread a text to find more information or clarify ideas. I can use reading strategies to help me understand difficult complex text. / RI.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Mar. 13-14 / 3rd Quarter Break/ Quarter Finals / 3rd Quarter Break/ Quarter Finals / 3rd Quarter Break/ Quarter Finals
BGJHS
2013-2014 Pacing Guide (6th Grade Reading)
Fourth Quarter
Date / Unit Goal / I Can Statement / Common Core/Program of StudiesMar. 17-21 / Students are college and career ready read and interpret a variety of complex texts with confidence and independence. / I can closely read complex grade level texts. I can reread a text to find more information or clarify ideas. I can use reading strategies to help me understand difficult complex text. / RI.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Mar. 24-28
Mar. 31-April 4 / Spring Break / Spring Break / Spring Break
April 7-11 / Students are college and career ready read and interpret a variety of complex texts with confidence and independence. / I can closely read complex grade level texts. I can reread a text to find more information or clarify ideas. I can use reading strategies to help me understand difficult complex text. / RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
April 14-17
Good Friday
April 21-25 / Review / Review / Review
April 28-May 2
May 5-9 / Testing Window??? / Testing Window??? / Testing Window???
May 12-16 / Quarter Finals / Quarter Finals / Quarter Finals
May 19-22
(May 20 Election Day)
THROUGHOUT ALL WEEKS OF THE YEAR:
RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.