English Language Arts: Grade 6 (2014)

English Language Arts: Grade 6 (2014)

Trimester 1

Common Core / RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2Determine 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.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.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.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.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.
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RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.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.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
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.
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SL.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.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.
L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Time Frame:
Short Story Unit
(chapter/pages)
Includes additional informational texts as appropriate / Choose from the selection:
“Julie of the Wolves”“Dragon, Dragon”
“Mr. Tumnus”“Storm”
“The Jacket”“The Monkey’s Paw” (Whitman)
“Nancy”“Eleven”
“The Smallest Dragon Boy”“The Legend of Sleepy Hollow”
“A Secret For Two”“All Summer in a Day”
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Informational texts:
Other resources / Elements of Writing
You Tube:
“Making inferences”
“Harriet Tubman”
Essential Questions
Concepts, Content / How can close reading help one understand, react, and comment on a text?
What is annotation?
Targeted Skill(s)
Language skills are introduced and reinforced throughout the trimester. / Understand and identify traditional short story structure and elements: Conflict, Setting, Characterization, Theme, Plot, Foreshadowing, Mood, Tone, Point of View: 1st. Person, Omniscient
Identify/explain an properly use/incorporate:Sentence Structure, Capitalization (review), Punctuation, Quotations, Nouns (review), Adjectives (review), Verbs, Pronouns & Antecedents: Subject, Object, Possessive, Intensive
Vocabulary usage/skills: synonyms, antonyms, analogies, connotation, denotation, diction, context clues, precise word choice
Spelling skills: prefixes and suffixes
Assessment Practices / Teacher created unit tests, quizzes, essays, story maps, MCAS practice tests – open response and multiple choice, collaborative discussions, graphic organizers, personal reflections, comprehension questions, vocabulary packet, annotated text
Time Frame:
Introductory Poetry Unit: / “The Road Not Taken” by Robert Frost (LTF activity)
The Witch by Jack Prelutsky (LTF activity)
Essential Questions
Concepts, Content / How do you analyze a poem?
Targeted Skill (s) / Identify and analyze the following: simile, metaphor, personification, alliteration, onomatopoeia, rhythm, rhyme (internal/end rhyme and rhyme scheme)
Study the different rhetorical elements of the poem – figurative language, diction, imagery, etc. – and construct meaning from patterns found in those elements.
Assessment Practices / LTF activities/assessments, annotating a poem
Common Core / W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
Time Frame:
Essential Questions
Concepts, Content / How should one properly respond to a writing prompt?
Why is it important to “show” rather than “tell” in a story?
Writing the Personal Narrative / Summer Moment Reflection (DDM pre-assessment)
Resources:

• learnzillion.com
• model essays
• graphic organizers/outlines
• review of adjectives/vivid verbs for use in essay

Targeted Skills / Practice giving voice to a real experience
Explore the experience and give it meaning
Use a graphic organizer or brainstorming techniques to organize thoughts
Compose a multi-paragraph essay
Incorporate specific details and strong images
Assessment / Common Personal Narrative: (DDM post-assessment)
Choose a vivid time from your childhood. Narrate the events related to the childhood memory you have chosen so that your readers will understand why the event was important and memorable.
*Common Middle School Literacy Rubric to be used for scoring

Trimester Two

Common Core State Standards
Time Frame
Text Chapter(s)/pages / Hanson
Myth and Mythic Heroes – background information from Introduction to Literature text
Various myths from the anthology and teacher resources. / Whitman
A Single Shard (Linda Sue Park)
Other resources
Essential Questions/ Concepts/ Content
Targeted Skill(s) / Students will identify and analyze the elements of myths including plot and theme
Available Assessment(s) / Teacher created student activity packets, pre-reading stations, comprehension/vocab packets, story map
Writing / Character trait analysis
(Answer, evidence, explanation – typed essay)
Common Core State Standards
Time Frame
Text Chapter(s)/pages / Non-Fiction: History
“Harriet Tubman”
“Backwards Boy”
“The Most Vulnerable People” / Folk Literature Unit:
Why the Tortoise’s Shell is not Smooth
Paul Bunyan
Selected Fairy Tales
Perseus
MCAS Packet: Athene’s City (myth), The Leopard’s Noisy Drum (trickster), The King and the Bee (folktale)
Essential Questions
Targeted Skill(s) / Use a graphic track sequence of main events and cause and effect
Students will understand that fact and fiction are two valid ways of explaining our world.
Students will realize that injustice affects individual lives as well as society as a whole
Biography, Main Idea Description
Use details to infer and draw conclusion about the main idea of a selection
Identify setting, plot, and theme
Identify conflict, interpret meanings, and recognize cause and effect
Other Resources
Available Assessment(s)
Writing / Compare and Contrast essay
*Venn Diagram
Common Core State Standards
Time Frame / March
Text Chapter(s)/pages / Introduction to Literature (Textbook)
Various selections from the anthology as well as teacher resources:
-MCAS Packet: “In My Mother’s Kitchen”
-“Throwing a Tree”, “The Old Gumbie Cat”
-Children’s Poet Laureate: J. Patrick Lewis – poetry
-“Casey at Bat”
-“Firework” by Katy Perry
-“The Sneetches” Dr. Seuss
Essential Questions
Targeted Skill(s) / Students will be able to identify and utilize figurative language (personification, metaphor, simile), elements of imagery, rhyme and rhythm, alliteration, and onomatopoeia (sound effects)
Other Resources
Available Assessment(s) /

• Teacher created test, various worksheets, MCAS multiple choice and open response questions,

Writing
Common Core State Standards
Time Frame / March
Text Chapter(s)/pages / MCAS Preparation:
Reading Comprehension selections with open response questions
MCAS Packet: Invisible Inks (How-to article), An Island is Born(Geographic article), from The Incredible Story of China’s Buried Warriors (Social Studies article)
Various non-fiction pieces
Ex. Polar Bears
Volcanos
Pompeii
Non-fiction excerpts on Korea
Other resources
Essential Questions/ Concepts/ Content
Targeted Skill(s) / Students will make generalizations and clearly state opinions, incorporating sufficient supporting details.
Available Assessment(s) / Teacher generated questions
Writing / Common Open Response: Flying Frog

Trimester Three

Common Core State Standards
Time Frame
Text Chapter(s)/pages / The Midnight Zoo
By: Sonya Hartnett
Fables
Essential Questions
Targeted Skill(s)
Other Resources / Animal Research – web based materials
Available Assessment(s) / Comprehension Packet/Vocabulary Packet
Rubric – student pre-read packet
Teacher created vocabulary quizzes and final exam
Writing / Sensory detail essay- a zoo
Persuasive writing prompt – Animal testing??

Updated December 2013 1