Pacing Guide
6th Grade Literature
Month: / Performance Objective to be Taught / Common Assessment / Skills / Vocabulary / ResourcesAugust/September / 6.RI.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
S3.C1.PO4.-Identify the author’s stated or implied purpose(s) for writing expository text / Purpose
Stated
Implied / “From Exploring the Titanic”
Majestically
Collision
Novelty
Watertight / Prentice Hall Text Book:
“The Strange Geometry of Stonehenge”
“The Loch Ness Monster”
“The Shutout”
“How the Internet Works”
August/September / S3C1.PO8 - Identify organizational features of expository text / Chronological Order
Compare/Contrast
Cause/Effect
Logical Order / “From Titanic”
Juxtaposition
Stoicism
Abstract / “From Exploring the Titanic”
“From Lou Gehrig, The Iron Horse”
“The Shutout”
August/September / 6.RI.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.
S3C1.PO7 - Interpret graphic features of expository text / Charts
Maps
Diagrams
Illustrations
Tables
Timelines
Graphs / The Loch Ness Monster”
Illusive
Abundant
“From Lou Gehrig, The Iron Horse”
Renowned
Contemptuous
Eminent
Chronic
Concluded
Irrepressible
“The Shutout”
Anecdotes
Evolved
Diverse
Opposed
Irrational / Prentice Hall Text Book:
“From Exploring the Titanic”
“The Shutout”
“Jackie Robinson: Justice at Last”
August/September / 6.W.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
S3C1.PO5 - Locate specific information by using organizational features of expository text / Table of Contents
Headings
Captions
Bold Print
Italics
Glossaries
Indices
Guide Words
Topic Sentences
Concluding Sentences / “How the Internet Works”
Protocols
Transmission
Domain
“Jackie Robinson: Justice at Last”
Integrate
Retaliate
“Ellis Island”
Exhibits
Galleries
Heirlooms / Prentice Hall Text Book:
“From Exploring the Titanic”
“Jackie Robinson: Justice at Last”
“Ellis Island”
August/September / 6.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
S3C1.PO1 - Restate the main idea and supporting details of expository text / Locate Main Idea
Supporting Details / Prentice Hall Text Book:
“From Titanic”
“How the Internet Works”
August/September / 6.W.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.
S3.C.P6.-Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, internet) for a specific purpose. / Locating specific information using given reference source / Guide Words
Key / Supplemental Resources
BCESD #15 (7/2011)6th Grade Literature Pacing Guide – Page 1 of 24
Month: / Performance Objective to be Taught / Common Assessment / Skills / Vocabulary / ResourcesAugust/September / 6.L.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.
(continued next page)
- 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.
- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
- 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.
Comparisons
Antonyms
Examples
Definitions
Restatements / Story Vocabulary:
“Stray”
Timidly
Trudged
Grudgingly
Ignore
Exhausted / Prentice Hall Text Book:
“Jeremiah’s Song”
“Stray”
“The King of Mazy May”
September/October / 6.RI.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.
S3C3.PO1 - Determine an author’s purpose for writing persuasive text / Common Assessment 12, Persuasive Text, 6th Grade / Author’s Purpose
Persuade / Persuade /
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
September/October / S3C3.PO2 - Evaluate the effectiveness of the facts used to support an author’s argument / Common Assessment Persuasive Text, 6th Grade / Author’s Purpose
Facts to Support Argument / Persuade /
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
September/October / S3C3.PO3 - Describe the intended effects of propaganda techniques / Common Assessment Persuasive Text, 6th Grade / Bandwagon
Peer Pressure
Repetition
Testimonial
Transfer
Loaded Words / Bandwagon
Peer Pressure
Repetition
Testimonial
Transfer
Loaded Words /
September/October / S3C3.PO4 - Identify instances of bias in persuasive text / Persuade
Author’s Purpose / Persuade
Bias /
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
BCESD #15 (7/2011)6th Grade Literature Pacing Guide – Page 1 of 24
Month: / Performance Objective to be Taught / Common Assessment / Skills / Vocabulary / ResourcesSeptember/October / WS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusions / Interpret
Analyze
Opinion
Facts
Feelings
October/November / 6.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
S3C1.PO1 - Restate the main idea and supporting details of expository text / Locate Main Idea
Supporting Details / Prentice Hall Text Book:
“From Titanic”
“How the Internet Works”
October/November / 6.RL.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.
S3C1.PO2 - Summarize main idea of expository text / Common Assessment, Expository Text, 6th Grade / Summarize
Paraphrase / Academic
Expository
Main Idea
Supporting Details
Summarize
Paraphrase
Fact
Opinion
Author’s Purpose
Organizational Features
Conclusion / Prentice Hall Text Book:
“How to Write a Letter”
“The Shutout”
“Hw the Internet Works”
October/November / 6.SL.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..
S3C1.PO9 - Draw valid conclusions about expository text / Common Assessment Expository Text, 6th Grade / Draw conclusions
Text Evidence / “How to Write a Letter”
Confidence
Anonymity
Obligatory
Episode
Sibling / Prentice Hall Text Book:
“How to Write a Letter”
“The Loch Ness Monster”
“From Lou Gehrig, The Iron Horse”
“Jackie Robinson: Justice at Last”
October/November / 6.RI.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.
S3C1.PO3 - Distinguish fact from opinion in expository text / Common Assessment Expository Text, 6th Grade / Proven Facts
Supporting Text Evidence / “The Strange Geometry of Stonehenge”
Immemorial
Colossal
Inscrutable
Eradicate
Orientation
Successive / Prentice Hall Text Book:
“The Strange Geometry of Stonehenge”
“From Exploring the Titanic”
“The Loch Ness Monster”
November/December / 6.RI.10
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
AZ.6.RI.10
a. By the end of the year, read and comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
S3C2.PO1 - Use information from text to determine sequence of activities to carry out a procedure / Common Assessment Functional Text, 6th Grade / Procedure
Sequence / Functional Text /
November/December / S3C2.PO2 - Determine what information is extraneous in functional text / Common Assessment Functional Text, 6th Grade / Steps in Directions
Legends
Supplies Needed
Illustrations
Diagrams
Sequence / Functional Text
Extraneous Information /
(world maps)
(diagrams)
November/December / S3C2.PO3 - Interpret details from a variety of functional text / Common Assessment Functional Text, 6th Grade / Warranties
Product Information
Technical manuals
Instruction Manuals
Consumer Safety publications / Warranties
Product Information
Technical manuals
Instruction Manuals
Consumer Safety publications /
November/December / S3C2.PO4 - Evaluate the adequacy of details and facts from functional text to achieve a specific purpose / Survey facts and details-achieve a specific purpose / Functional Text
Facts
Details
Purpose /
January/February / 6.RL.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
S1C6.PO7 - Use reading strategies to comprehend text / Common Assessment Vocab/Plot, 6th Grade / Predict
Cause/effect
Compare/contrast
Sequence
Drawing conclusions
Foreshadowing
Questions while reading
Inferences / “Jeremiah’s Song”
Diagnosis
Disinfect
Precocious
Uninspired
Perpetual / Prentice Hall Text Book:
“Zlateh the Goat”
“Jeremiah’s Song”
“Lob’s Girl”
“Stray”
BCESD #15 (7/2011)6th Grade Literature Pacing Guide – Page 1 of 24
Month: / Performance Objective to be Taught / Common Assessment / Skills / Vocabulary / ResourcesJanuary/February / 6.RL.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.
S2C1.PO1 - Describe plot and its components / Conflict
Exposition/Introduction
Rising action
Climax
Falling action
Resolution / “The King of Mazy May”
Toil
Endure
Prospectors
Liable
Poising
Declined
Summit / Prentice Hall Text Book:
“Zlateh the Goat”
“Lob’s Girl”
“Stray”
“Thunder Butte”
“The King of Mazy May”
January/February / WS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusions / Interpret
Analyze
Opinion
Facts
Feelings / All Stories
January/February / 6.RL.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.
S2C1.PO1 - Describe plot and its components / Conflict
Exposition/Introduction
Rising action
Climax
Falling action
Resolution / “The All-American Slurp”
Emigrate
Mortified
Etiquette
Consumption / Prentice Hall Text Book:
“Aaron’s Gift”
“Dragon, Dragon”
“The Southpaw”
“The Friends of Kwan Ming”
“The Wounded Wolf”
“Breaker’s Bridge”
“The Phantom Toll Booth”
January/February / 6.RL.9
(continued)
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.
S2C1.PO2 - Identify theme in short stories / Author’s message
Central/main idea
Relate to life
Directly/indirectly stated / “Dragon, Dragon”
Plague
Ravage
Tyrant
Reflecting
Crane / “The Stone”
“The All-American Slurp”
“The Fun They Had”
“Grandpa and the Statue”
January/February / S1C6.PO4 - Use graphic organizers to clarify meaning of text / Compare/contrast
Cause/Effect
Plot Pyramid
Venn Diagram / Prentice Hall Text Book:
“Dragon, Dragon”
“Aaron’s Gift”
“The Wounded Wolf”
“Breaker’s Bridge”
January/February / S6C5.PO5 - Connect information and events to experience / Connect text to personal experience / Prentice Hall Text Book:
“Grandpa and the Statue”
“The All American Slurp”
January/February / 6.RL.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
S1C6.PO6 - Apply knowledge of organizational structures to aid in comprehension / Chronological Order
Time Sequence
Cause/Effect / Prentice Hall Text Book:
“Dragon, Dragon”
“Aaron’s Gift”
January/February / 6.RL.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
S1C6.PO7 - Use reading strategies to comprehend text / Drawing conclusions
Determining cause/effect
Making inferences
Sequencing / Prentice Hall Text Book:
“Aaron’s Gift”
“The Stone”
“Grandpa and the Statue”
January/February / 6.RL.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
S2C1.PO3 - Character motivations / Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires / “The Southpaw”
Former
Terrific
Laughing Stock
Sprained
Permanent
Unreasonable / Prentice Hall Text Book:
“Aaron’s Gift”
“The Stone”
“The Southpaw”
“Breaker’s Bridge”
“Grandpa and the Statue”
“The Phantom Toll Booth”
January/February / 6.RL.6
Explain how an author develops the point of view of the narrator or speaker in a text. / 1st person
2nd person
3rd person
3rd person limited
Omniscient
Limited omniscient
Perspective / “The Friends of Kwan Ming”
Meager
Retorted
Wearily
Stingy / Prentice Hall Text Book:
“The All-American Slurp”
“The Southpaw”
“The Wounded Wolf”
January/February / 6.RL.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
S2C1.PO5 - Analyze the influence of setting / Time
Place
Mood
Environment
Influence on plot / “The Phantom Toll Booth”
Ignorance
Precautionary
Misapprehension
Dissonance
Admonish
Iridescent
Malicious
The Wounded Wolf”
Massive
Stoic
Gnashes / Prentice Hall Text Book:
“Dragon, Dragon”
“The Friends of Kwan Ming”
“The Wounded Wolf”
“Grandpa and the Statue”
“The Phantom Toll Booth”
January/February / 6.W.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.
S2C1.PO6 - Draw conclusions about mood based on authors’ word choice / Atmosphere
Readers’ feeling toward text / Breaker’s Bridge
Obstacle
Writhing
Piers
Executioner
Immortal / Prentice Hall Text Book:
“The Wounded Wolf”
January/February / 6.RL.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.
S2C1.PO8 - Identify various genres of fiction and their characteristics / Mystery
Science Fiction
Fantasy
Historical Fiction
Drama
Realistic Fiction
Comedy
Tragedy
Horror
Thriller
Fairy Tales
Tall Tales
Mythology
Fables / The Fun They Had
Calculate
Loftily
Dispute
Nonchalantly / Prentice Hall Text Book:
“Aaron’s Gift”
“The Stone”
“Dragon, Dragon”
“The Friends of Kwan Ming”
“The Wounded Wolf”
January/February / Grandpa and the Statue
Stingy
Subscribe
Peeved
Uncomprehending
Tempest
January/February / S2C2.PO1 & PO2 - Describe and identify common structures and stylistic elements of literature, folklore, and myths / Common Assessment Myths, Legends…, 6th Grade / Specific genre
Setting
Era
Character Analysis
Natural Occurrences / Academic Vocabulary
Myth
Mythology
Folktale
Culture
A Crippled Boy”
Foliage
Amuse
Pity
Demonstrate
“Orpheus”
Inspiration
Preside
Fierce
“The Gorgon’s Head”
Evade
Perilous
Venomous
Abash
Valorous
Rivulets / Prentice Hall Text Book:
“Orpheus”
“The Gorgon’s Head”
“Arachne”
“Why the Tortoise’s
Shell is Not Smooth”
“The Ant and the Dove”
“He Lion, Bruh Bear, and Bruh Rabbit”
“Senor Coyote”
“Why Monkey’s Live In Trees”
“A Crippled Boy”
“The Three Wishes”
“Loo-Wit, The Fire-Keeper”
January/February / S2C1.PO1 - Describe plot and its components / Common Assessment Myths, Legends…, 6th Grade / Conflict / “Why Monkey’s Live In Trees”
Satisfied
Disturbing
Semicircle
Astonished
Sturdy
He Lion, Bruh Bear, and Bruh Rabbit”
Liar
Cordial / Prentice Hall Text Book:
“Orpheus”
“The Gorgon’s Head”
“Arachne”
“The Emperor’s New Clothes”
“The Ant and the Dove”
“He Lion, Bruh Bear,
and Bruh Rabbit”
“Senor Coyote”
January/February / S2C1.PO2 - Identify theme in short stories / Author’s message
Central/main idea
Relate to life
Directly/indirectly stated / “The Emperor’s New Clothes”
Exquisite
Property
Dreadful
Rogues
Becoming
“Why the Tortoise’s Shell is Not Smooth”
Famine
Orator
Eloquent
“The Ant and the Dove”
Startled
“Senor Coyote”
Gnaw
Ungrateful
Reproachfully
Indignantly / Prentice Hall Text Book:
“Arachne”
“Why the Tortoise’s Shell is Not Smooth”
“The Emperor’s New Clothes”
“The Ant and the Dove”
“He Lion, Bruh Bear, and Bruh Rabbit”
“Senor Coyote”
“Why Monkey’s Live In Trees”
“A Crippled Boy”
“The Three Wishes”
“Loo-Wit, The Fire-Keeper”
January/February / S2C1.PO3 - Character motivations / Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires / “Arachne”
Obscure
Immortal
Mortal
Obstinacy
The Three Wishes”
Embrace
Covetous
Content
Custom
Lodge / Prentice Hall Text Book:
“Orpheus”
“Arachne”
“Why the Tortoise’s Shell is Not Smooth”
“The Emperor’s New Clothes”
“The Ant and the Dove”
“He Lion, Bruh Bear, and Bruh Rabbit”
“Senor Coyote”
“Why Monkey’s Live In Trees”
“A Crippled Boy”
“The Three Wishes”
“Loo-Wit, The Fire-Keeper”
BCESD #15 (7/2011)6th Grade Literature Pacing Guide – Page 1 of 24
Month: / Performance Objective to be Taught / Common Assessment / Skills / Vocabulary / ResourcesJanuary/February / S2C1.PO8 - Identify various genres of fiction / Myth
Legend
Folk Tale / Prentice Hall Text Book:
“Orpheus”
“The Gorgon’s Head”
“Arachne”
“Why the Tortoise’s
Shell is Not Smooth”
“The Ant and the Dove”
“He Lion, Bruh Bear, and Bruh Rabbit”
“Senor Coyote”
“Why Monkey’s Live In Trees”
“A Crippled Boy”
“The Three Wishes”
“Loo-Wit, The Fire-Keeper”
January/February / 6.RL.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.
S2C1.PO2 - Identify the theme in works of poetry / Common Assessment Poetry, 6th Grade
Common Assessment Poetry, 6th Grade / Author’s Message / Academic
Figurative Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
Point of View
Onomatopoeia / Prentice Hall Text Book:
“Books Fall Open”
“Change”
“Wilderness Rivers”
“Life Doesn’t Frighten Me”
“The Open Road”
“Jimmy Jet and His TV Set”
“The Geese”
“The Circle of Life”
Month: / Performance Objective to be Taught / Common Assessment / Skills / Vocabulary / Resources
January/February / 6.RL.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
S2C1.PO7 - Identify the characteristics and structural elements of poetry / Common Assessment VI, Poetry, 6th Grade / Figurative Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme Scheme
Poem Form
Mood/Tone
Rhythm
Repetition / “Books Fall Open”
Delver
Venture
“Change”
Crimson
“I’ll Tell You How the Sun Rose”
Amethyst
“Wilderness Rivers”
Staid
Relentless
Exalted
“Alone in the Nets”
Opposition
Evaporate
“Adventures of Isabelle”
Cavernous
Ravenous
Rancor
“Was Worm”
Mosaic
Saffron
Weaned
Metamorphosis
“The Open Road”
Henceforth
Whimper
Querulous
“Someone”
Naught
“Jimmy Jet and His TV Set”
Lean
Antennae / Prentice Hall Text Book:
“Books Fall Open”
Rhyme, personification
“Change”
Simile, personification
“I’ll Tell You How the Sun Rose”
Simile, personification, mood, rhyme
“Wilderness Rivers”
Rhyme, personification, mood
“The World is Not a Pleasant lace to Be”
Personification
“Alone in the Nets”
Concrete form
“Adventures of Isabelle”
Rhyme, personification, stanza, rhythm
“Life Doesn’t Frighten Me”
Rhyme
“Arithmetic”
Simile
‘Was Worm”
Alliteration
“The Open Road”
Free verse, mood
“Someone”
Repetition, rhyme, personification
“Jimmy Jet and His TV Set”
Hyperbole, rhyme
Month: / Performance Objective to be Taught / Common Assessment / Skills / Vocabulary / Resources
January/February / (Continued)
S2C1.PO7 - Identify the characteristics and structural elements of poetry / Figurative Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme Scheme
Poem Form
Mood/Tone
Rhythm
Repetition / ‘The Sidewalk Racer’
Skimming
“Two Limericks”
Flue
Flea
Flaw
“Parade”
Gilded
Leisurely
“The Kitten at Play”
Withered
Prey
Feats / Prentice Hall Text Book:
“The Geese”
Stanza, mood
“The Circle of Life”
Rhyme
“The Sidewalk Racer”
Concrete form, rhyme
“Concrete Cat”
Concrete form
“Haiku” by Basho
Poem form, rhythm
“Haiku” by MusoSoseki
Poem form, rhythm
“Two Limericks”
Rhythm, rhyme, alliteration
“Parade”
Alliteration, personification, consonance
“April Rain Song”
Personification
“The Kitten at Play”
Rhyme, rhythm, assonance, simile
“The Shark”
Personification
January/February / WS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusions / Interpret
Analyze
Opinion
Facts
Feelings
BCESD #15 (7/2011)6th Grade Literature Pacing Guide – Page 1 of 24