pacing guide 06

NNPS Curriculum Pacing Guide – English 6

NNPS Curriculum Pacing Guide

EnglishGrade 6

Course Description

The sixth-grade student will be an active participant in classroom discussions. The student will present personal opinions, understand differing viewpoints, distinguish between fact and opinion, and analyze the effectiveness of group communication. The student will continue in the study of the elements of media literacy as introduced in earlier grades. The student will begin the study of word origins and continue vocabulary development. The student will read independently a variety of fiction and nonfiction texts, including a significant number of classic works, for appreciation and comprehension. The student will also plan, draft, revise, and edit narratives, descriptions, and explanations, with attention to composition and style as well as sentence formation, usage, and mechanics. The student will also demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. In addition, technology will be used as a tool to research, organize, and communicate information. As in earlier grades, the meaning and consequences of plagiarism will be stressed.

VDOE English Standards of Learning for Virginia Public Schools—January 2010

Revised on: 4/8/2023


1st Marking Period

Estimated

Time

Enduring Understandings

Essential Questions

Topics Standards

Introductory Unit – Unit 1

2 Weeks Students will understand that…

Reading and writing will help me achieve my goals.

Knowing the ground rules and expectations in a new place is important.

Students will consider the following…

How well do I read?How well do I write?

How can I be successful in middle school?

PERFORMANCE ASSESSMENT: Portfolio Reflection, goal-setting for writing.

Must be stored in students’ writing portfolios.

Introductory Unit Rules and Expectations: Prioritize establishing

relationships as well as rules. Baseline Writing – Narrative prompt provided

in unit plan to be scored using the NNPS rubric and used in determining supplemental mini-lessons for both grammar and writing.

DORA testing to be followed by individual student conferences.

Summer Reading Assessment: See unit plan for discussion/reflection questions.

Introduction to REV It Up! and language awareness.

WRITING INSTRUCTION: Students will complete Writing Territories and an Interest Inventory (see unit plan).VOCABULARY INSTRUCTION: REV It Up! units 1-3 are required for 1st quarter. Identify word origins and derivations. Use roots, cognates, affixes, synonyms, and

antonyms to expand vocabulary.

Communication6.1 a-b

ReadingWord Analysis6.4 a-b, f

Writing6.7 a-j6.8 b-h



Estimated Time


Essential Questions

Topics Standards

Through a Reporter’s Eyes – Unit 2

4 Weeks –Nonfiction

3 Weeks – Expository (Informative and Explanatory)Writing

Students will understand that…

Understanding a text’s purpose and structure helps a reader better understand its meaning.

Nonfiction is a major source of information in our world today.

Readers make judgments about our world based on what they read.

Students will keep considering…

How is nonfiction unique, and how do I read and write nonfiction differently than fiction?

Why is it important to read nonfiction?

How do I make decisions about what is going on in our world today?

PERFORMANCE ASSESSMENT: Portfolio Reflection. Must be stored in

students’ writing portfolios.

Study of Nonfiction Teacher selected nonfiction texts. See unit

plan for suggested texts. Active Reading Strategies Text structures (boldface and/or italics type,

type set in color, vocabulary, graphics or photographs, headings and subheadings)

Organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem-solution, generalization or principle)

Draw conclusions and make inferences, fact and opinion, main idea, summarization, compare and contrast, cause and effect

Use text-dependent question stems to generate questions for discussion and critical thinking.

WRITING INSTRUCTION: Direct instruction on expository (informative/explanatory) texts to examine a topic and convey ideas, concepts, and information. Use a variety of prewriting strategies. Elaborate writing to give detail, add depth,

and to continue the flow from idea to idea without interruption.

Compose a topic sentence or a thesis statement.

Compose with attention to: central idea, unity, elaboration, and organization.

Maintaining consistent point of view

ReadingWord Analysis6.4 a-c, fNarrative Nonfiction6.5 a-lNonfiction6.6 a-l

Writing6.7 a-j6.8 a-h



Estimated Time


Essential Questions

Topics Standards

GRAMMAR INSTRUCTION: Use complete sentences with appropriate

punctuation and edit for fragments and run-ons.

Use subject-verb agreement with intervening phrases and clauses.

Maintain consistent verb tense. Avoid using coordinating conjunctions at the

beginning of a sentence. Other grammar needs as indicated by

students’ writing.ROOTS INSTRUCTION:

ROOTmon/o (one, singular)

du/o (two, twice)tri (three, third)ann/enn (year)

mater/matr/i (mother)pater/patr/i (father)

PREFIXdi-

poly-SUFFIX-able-arch

VOCABULARY INSTRUCTION: REV It Up! Continue with Units 1-3 for 1st

quarter. Use roots, cognates, affixes, synonyms, and

antonyms to expand vocabulary. Use context and sentence structure to

determine meaning and differentiate among multiple meanings of words.

1ST QUARTERLY ASSESSMENT



2nd Marking Period

Estimated

Time


Essential Questions

Topics Standards

Short Passages – Unit 3

6 Weeks – Short Passages

3 Weeks – Narrative Writing


Extensive reading expands our worlds by showing us new people, places, cultures, and experiences.

Authors purposefully craft the plot, characters, and setting to create memorable stories.

Authors purposefully craft informational texts to convey meaning and to impact the reader.


How does extensive reading influence the way we think, act, and view the world?

To what extent are plot, characters, and setting significant to the overall impact of the short story?

How do authors craft nonfiction to convey meaning and to impact the reader?

How does comparing and contrasting texts add meaning and deepen understanding for the reader?

PERFORMANCE ASSESSMENT: Performance Product, Readers’ Theater Portfolio Reflection. Must be stored in

students’ writing portfolios

Short Passages Teacher selected nonfiction and fiction from

the textbook and other sources. See unit plan for suggested paired passages.

Elements of Fiction (characterization, setting, theme, with an emphasis on plot)

Features of Nonfiction: text structures (boldface and/or italics type, type set in color, vocabulary, graphics or photographs, headings and subheadings) and organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem-solution, generalization or principle)

Active Reading Strategies Use text-dependent question stems to

generate questions for discussion and critical thinking.

WRITING INSTRUCTION: Direct instruction on narrative writing. After conferencing, revising, and editing, baseline writing will be re-evaluated using the NNPS rubric. Use a variety of prewriting strategies. Elaborate writing to give detail, add depth, and

to continue the flow from idea to idea without interruption.

Compose a topic sentence or a thesis

Communication6.1 a-d

Reading,Word Analysis6.4 a-b, fFiction6.5 a-lNonfiction6.6 a-l

Writing,6.7 a-j6.8 a-h



Estimated

Time


Essential Questions

Topics Standards

statement Compose with attention to: central idea, unity,

elaboration, and organization. Maintaining consistent point of viewGRAMMAR INSTRUCTION: Use pronoun-antecedent agreement to include

indefinite pronouns. Differentiate between subjects and objects

when choosing pronouns. Use first person pronouns appropriately in

compound subjects and objects. Recognize and correct vague pronouns. Avoid comma splices and fused sentences. Use commas in a series and commas to

indicate interrupters. Other grammar needs as indicated by the


ROOTquad/quart (four, fourth)pent/a; quin/t (five; fifth)

astro/aster (stars, outer space)helio (sun)

geo (earth, soil, global)PREFIX

ex-inter-

SUFFIX-er, -or- nomy

VOCABULARY INSTRUCTION: REV It Up! units 4-6 are required for 2nd

quarter. Identify word origins and derivations. Use roots, cognates, affixes, synonyms, and

antonyms to expand vocabulary.



Estimated

Time


Essential Questions

Topics Standards

2ND QUARTERLY ASSESSMENT

3rd Marking Period

Estimated

Time


Essential Questions

Topics Standards

Through an Artist’s Eyes – Unit 4

3.5 Weeks –Poetry

1 Weeks –Narrative Writing


Prose and poetry are both able to impact the reader; however, they are fundamentally different.

Authors use poetic elements purposefully to elicit emotions, bring to mind sensory images, and to create tone and mood.

Understanding poetic form impacts a reader’s ability to analyze poetry.


How does poetry help us express our innermost thoughts differently from prose?

How do poets purposely affect their readers?

How does the form of a poem impact its meaning?

PERFORMANCE ASSESSMENT: Source/Comparative Analysis, Analyzing a

Narrative Poem Portfolio Reflection. Must be stored in

students’ writing portfoliosStudy of Poetry

Emphasis on the beauty and pleasure of poetry – understanding and comprehension of language before an analysis.

Teacher selected poetry from the textbook and other sources. See unit plan for suggested poems and possible nonfiction pairings.

Poetic elements (rhyme, rhythm, repetition, alliteration, onomatopoeia)and poetic forms (haiku, limerick, ballad, free verse)

Figurative language (simile, metaphor, hyperbole)

Nonfiction reading to support research for performance assessment.

Active Reading Strategies Modeling of the reading and analysis of

poetry. Use text-dependent question stems to

Reading,Word Analysis6.4 a, b, d, fFiction6.5 a-lNonfiction6.6 b, c, e, g, i, l


Research6.9 a-e



Estimated

Time


Essential Questions

Topics Standards


WRITING INSTRUCTION: Direct instruction on narrative techniques (dialogue, description, etc.) Identify audience and purpose. Select vocabulary and information to enhance

the central idea, tone, and voice. Use transition words effectively. Incorporate sentence variety using

appropriate modifiers, coordination, and subordination.

GRAMMAR INSTRUCTION: Choose adjectives and adverbs appropriately. Punctuate and format dialogue. Use reference resources to differentiate

among homophones and easily confused words.

Other grammar needs as indicated by the students’ writing.

ROOTS INSTRUCTION:ROOT

hex/a (six)sept/i (seven, seventh)auto (self, same, one)

scrib, script (write, written)graph (draw, record)

PREFIXin-de-pre-

SUFFIX-tion-ic

VOCABULARY INSTRUCTION: REV It Up! units 7-9 are required for 3rd



Estimated

Time


Essential Questions

Topics Standards

quarter. Identify and analyze figurative language.



Estimated

Time


Essential Questions

Topics Standards

Media Literacy – Unit 5

3.5 Weeks – Media Literacy

1 Week –Expository Writing


All media messages are purposefully constructed to impact the audience.


How do authors craft media messages to convey information and influence their audience?

Who is the author of the message?Who is the audience?What is the purpose?

PERFORMANCE ASSESSMENT: Portfolio Reflection. Must be stored in

students’ writing portfolios

Media Literacy Emphasis on deconstruction (author, format,

audience, content, purpose) of media messages

Compare and contrast media messages Create media messages Use text-dependent question stems to


WRITING INSTRUCTION: Students will write cause/effect and comparison/contrast texts to examine topics and analyze media messages. Select vocabulary and information to enhance

the central idea, tone, and voice. Incorporate variety into sentences by

expanding and embedding ideas by using modifiers, standard coordination, and subordination in complete sentences.

Use appropriate transitions to clarify the relationship among ideas and concepts.

Identify audience and purpose and select vocabulary and tone accordingly.

GRAMMAR INSTRUCTION: See Unit 4ROOTS INSTRUCTION: See Unit 4VOCABULARY INSTRUCTION: REV It Up! Continue with Units 7-9 for 3rd

quarter. Use word reference materials

Communication6.3 a-c

Reading,Word Analysis6.4 a-b, e-f

Nonfiction6.6 b-g, i, k-l




Estimated

Time


Essential Questions

Topics Standards

3RD QUARTERLY ASSESSMENT

4th Marking Period

Content teams will select Unit 6A OR Unit 6B.

Estimated Time


Essential Questions

Topics Standards

Bringing the Past to Life – Unit 6 A

3 Weeks – Building Background Knowledge

3 Weeks – Novel Study

1 Weeks – Descriptive Writing

2 Weeks – Persuasive Writing


Historical fiction is a combination of research and creative writing.

A text’s purpose and structure help a reader better understand its meaning.

An author’s style impacts the reader.

The way we respond to conflict reveals our character.


How can historical facts enrich fiction?

How is nonfiction unique, and how do I read nonfiction differently than fiction?

How does an author’s style bring a story to life?

How do individuals change as a result of conflict?

How does comparing and contrasting texts add meaning and deepen understanding

PERFORMANCE ASSESSMENT: Debate, Novel Portfolio Reflection, self-evaluation of writing

this year with a review of the goals set in the first quarter.

Study of Historical Fictionwith Related Nonfiction and Poetry

Choices include:Bud, Not Buddy

Fever 1793Number the Stars

See reading specialist for approval process for alternate titles.

Nonfiction and Poetry (Tied to the theme of the novel – see Unit Activities folder for suggested pairings)

Research Skills to Build Background Knowledge

Internet Searches Internal Citations Elements of Fiction (characterization, setting,

theme, with an emphasis on plot)

Communication6.1 a-d6.2 a-e

Reading,Word Analysis6.4 a, b, fFiction6.5 a-lNonfiction6.6 a-l


Research6.9 a-e



Estimated Time


Essential Questions

Topics Standards

for the reader? Features of Nonfiction: text structures (boldface and/or italics type, type set in color, vocabulary, graphics or photographs, headings and subheadings) and organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem-solution, generalization or principle)

Emphasize author’s craft (language patterns, sentence variety, use of imagery and figurative language)


WRITING INSTRUCTION:Direct instruction on descriptive writing with examination of selected passages from the novel. Students will write descriptively. Select vocabulary and tone with awareness of

audience and purpose.Direct instruction on persuasive writing. See unit plan for details. Identifying audience and purpose and

selecting vocabulary and tone accordingly. Selecting vocabulary and information to

enhance the central idea, tone, and voice Using appropriate transitions to clarify the

relationship among ideas and concepts. Incorporating variety into sentences by


GRAMMAR INSTRUCTION: Eliminate double negatives. Capitalize language classes or classes

followed by a number, and mom and dad only when those titles replace names or are used



Estimated Time


Essential Questions

Topics Standards

as proper nouns. Use the apostrophe for contractions and

possessives. Other grammar needs as indicated by the


ROOToct/a/o (eighth)

bene (good, well)mal/e (bad, ill, wrong)

phob/ia (fear)cent/i (hundred, hundredth)

PREFIXnon-dis-

SUFFIX-cial-ent

VOCABULARY INSTRUCTION: REV It Up! units 10-12 are required for 4th

quarter.



Estimated Time


Essential Questions

Topics Standards

Coming of Age – Unit 6 B

3 Weeks – Building Background Knowledge

3 Weeks – Novel Study

1 Weeks – Descriptive Writing

2 Weeks – Persuasive Writing


Families play an important role in shaping our values and beliefs.

Bullies exist in life and individuals must find ways to overcome them.

A text’s purpose and structure help a reader better understand its meaning.

An author’s style impacts the reader.

The way we respond to conflict reveals our character.


How does family play a role in shaping our values and beliefs?

What is the best way to respond to a bully?

How is nonfiction unique, and how do I read nonfiction differently than fiction?

How does an author’s style bring a story to life?

How do individuals change as a result of conflict?

How does comparing and contrasting texts add meaning and deepen understanding for the reader?’

PERFORMANCE ASSESSMENT: Novel DebatePERFORMANCE ASSESSMENT: Portfolio Reflection, self-evaluation of writing this year with a review of the goals set in the first quarter.

Novel Study with Related Nonfiction and Poetry

Choices include:Where the Red Fern Grows

LoserFlush

See reading specialist for approval process for alternate titles.

Nonfiction and Poetry (Tied to the theme of the novel – see Unit Activities folder for suggested pairings)

Research Skills to Build Background Knowledge

Internet Searches Internal Citations Elements of Fiction (characterization, setting,

theme, with an emphasis on plot) Features of Nonfiction: text structures (type,

headings, graphics, etc.) and organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem-solution, generalization or principle)

Emphasize author’s craft (language patterns, sentence variety, use of imagery and figurative language)


Communication6.1 a-d6.2 a-e

Reading,Word Analysis6.4 a, b, fFiction6.5 a-lNonfiction6.6 a-l


Research6.9 a-e



Estimated Time


Essential Questions

Topics Standards

WRITING INSTRUCTION:Direct instruction on descriptive writing with examination of selected passages from the novel. Students will write descriptively. Select vocabulary and tone with awareness of

audience and purpose. Maintain consistent point of view.Direct instruction on persuasive writing. See unit plan for details. Select vocabulary and information to enhance

the central idea, tone, and voice. Incorporate variety into sentences by


Use appropriate transitions to clarify the relationship among ideas and concepts.

Identify audience and purpose and select vocabulary and tone accordingly.

GRAMMAR INSTRUCTION: Eliminate double negatives. Capitalize language classes or classes followed

by a number, and mom and dad only when those titles replace names or are used as proper nouns.

Use the apostrophe for contractions and possessives.

Other grammar needs as indicated by the students’ writing.

ROOTS INSTRUCTION:ROOT

oct/a/o (eighth)bene (good, well)

mal/e (bad, ill, wrong)phob/ia (fear)

cent/i (hundred, hundredth)



Estimated Time


Essential Questions

Topics Standards

PREFIXnon-dis-

SUFFIX-cial-ent

VOCABULARY INSTRUCTION: REV It Up! units 10-12 are required for 4th

quarter.


pacing guide 06

Technology

dependent question stems

eliminate double negatives

emphasize authors craft

titles replace names

authors style impacts

unit activities folder

poetry choices include

authors style bring