*required reading: freak the textbooks, teacher …...written expression writing conventions reading...

MAURY COUNTY PUBLIC SCHOOLS June 2015

Office of Instruction of 12

Quarter 1

6th Grade TN Ready Blueprint; Parts I and II Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary

25% 11% 22-28% 22-28% 8-13%

*Required Reading: Freak the Mighty

******Materials needed: Encyclopedias, FTM trade books, science textbooks, teacher selected informational websites, graphic organizers, daily grammar, and FTM handouts. (Daily grammar and FTM handouts will be shared at county wide kick off meeting.)******

Essential Question: How do I locate and cite evidence to improve my comprehension? How do I effectively use the writing process? How do I analyze literary text structure to improve my comprehension and writing?

Final Product/Assessment: Informative/explanatory essay to convey ideas through analysis of content.

Wee

k 1

- 9

Standards Skills: Instruction/Strategies RL.6.1 RL.6.2 RL.6.3 RL.6.5 RL.6.6 RL.6.9 W.6.2 L.6.1

Cite textual evidence and infer

Find central ideas and details/summarize without opinion

Find plot elements

Recognize contributions to theme, setting, and plot

Determine point of view

Compare/contrast texts in different forms/genres, in terms of similar themes and topics

Select, organize, analyze relevant content

Introduction, formatting, (headings), graphics, (charts and graphics), multimedia

Organize using definition, classification, compare and contrast, and cause and effect

Determine relevant facts, definitions, details, definitions, quotations, etc.

Use transitions appropriately

Understand and apply precise language and domain specific vocabulary

Establish and maintain a formal style

Provide a concluding statement

In whole class, small group, and/or pair/share discussions, students will share evidence that supports the inferences they make

Students will complete an anticipation guide

Summarize a chapter from the book that includes, characters, plot development, sequence of events, with an emphasis on using transitional words

Diagram the plot elements, including; Exposition, rising action, climax, falling action, and resolution

Use graphic organizer to include; (details, plot, character, setting, dialogue, inferred theme, and character changes, from the text)

Explain the different points of view, to include: 1st, 2nd 3rd, and omniscient. Determine how point of view affects the text.

Pull various informational texts (encyclopedia, science textbook, websites) to compare/contrast different presentations of scientific subjects discussed by Freak and Max throughout the book



Recognize and use proper pronouns

Apply subjective, objective, and possessive pronouns

Peer edit and review chapter summary (CUPS) (Capitalization, usage, punctuation, spelling)

Quarter 1 Continued Student Learning Target:

Wee

ks 1

- 9

Standards Student Learning Target:

Instruction/Strategies:

L.6.1 Continued L.6.2 L.6.3 L.6.4 L.6.5, RL.6.4 & RI.6.4 W.6.7 RI.6.1 &2

Recognize and correct inappropriate shifts in number and person Recognize and correct vague pronouns Recognize variation in standard English from their own and in others’

writing and speaking and identify and use strategies to improve written expression

Command of capitalization, punctuation, spelling in writing Vary sentence patterns for meaning, interest, and style Maintain consistency in style and tone Apply context clues, multiple meaning words, affixes and roots.

Dictionaries, glossaries, and thesauruses Verify definitions (inferred meaning in context, or with a dictionary) Recognize and use figurative language and speech, analogies, cause

and effect, denotations, and connotations, in meaning and tone Conduct short research projects to answer a question, drawing on

several sources Cite text evidence, determine a central idea, details, and summarize

Throughout the nine weeks, teachers will periodically ask students to choose one of the statements from the anticipation guide to develop into essays. These essays should be edited and revised with a partner or with small groups.

Language conventions will be covered daily with each school’s version of daily grammar practice. (Year long)

Peer editing

Rough drafts and final drafts

Editing checklists

Conduct a short research project, drawing on several sources. Students may choose one of the scientific discussions from the book or research on bullying and the social aspects of the book.



Quarter 2

6th Grade TN Ready Blueprint; Parts I and II Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary

25% 11% 22-28% 22-28% 8-13%

*****Required Reading: The Great Fire*****

***Materials needed: TGF (textbook),and supplemental materials from teacher kit. Also need teacher selected graphic organizers, and teacher chosen various versions of the story of Mrs. O’Leary from TGF.*******

Essential Question: How do I use all of the steps of the writing and reading processes to produce an argumentative essay?

Final Product/Assessment: Argumentative essay explaining opinion about prevention of the “Great fire” and citing evidence to prove and support ideas.

Wee

ks 1

- 9

Standards Student Learning Target: Instruction/Strategies: RI. 6.1 RI.6.2 RI.6.3 RI.6.5 RI.6.6 RI.6.8 RI.6.9 RL.6.9


Find central ideas and details/summarize without opinion Analyze key individuals, events, ideas, and details elaborated in a

text

Analyze the structure (sentence, paragraph, chapter, section, etc) and the developments of the text and its contributions to the development of the main idea

Determine the author’s purpose, point of view, and how each is conveyed in a text

Distinguish between claims that are supported by evidence and claims that are not

Compare/contrast one author’s coverage of an event or person, with that of another author

Students will restate and answer a question, with explanation, while citing evidence from the text.

Type a summary of a piece of informational text

Students will produce a timeline that illustrates the development of an individual/event in a text.

Students will produce a graphic organizer that illustrates the structure of the main idea

Students will write a paragraph in which another student will determine the author’s purpose and how a change in point of view will affect the purpose.

Students differentiate between fact and opinion as demonstrated on a graphic organizer.

Use a Venn diagram to compare/contrast



Quarter 2 continued RI.6.4 L.6.4 L.6.5 W.6.1 W.6.7

Compare/contrast texts in different forms/genres, in terms of

similar themes and topics

Determine the meanings of words and phrases as they are used in text, including figurative, connotative, or technical meanings

Apply context clues, multiple meaning words, affixes and roots. Dictionaries, glossaries, and thesauruses

Understand figurative language

Write arguments to support claims with clear reasons and relevant evidence

Conduct short research projects to answer a question, drawing on several sources

similarities and differences on an assigned

continued

topic from the text

Students will write a short essay comparing and contrasting the coverage of Mrs. O’Leary

(continued)

in TGF, and another account of her in another genre

Students will produce a response that explains the figurative, connotative, or technical meaning of selected readings. (poetry, lyrics, rap, reader’s theater, etc)

Students will use the Frayer model to demonstrate understanding of context clues, multiple meaning words, figurative language, affixes, and root words, from the text(synonym, definition, drawing, and definition in own words)

Students will produce a written conclusion based on presented arguments.

Two column notes or note cards that summarize research from various sources.



L.6.1 L.6.2 L.6.3






Recognize and correct inappropriate shifts in number and person

Recognize and correct vague pronouns

Recognize variation in standard English from their own and in others’ writing and speaking and identify and use strategies to improve written expression

Command of capitalization, punctuation, spelling in writing

Vary sentence patterns for meaning, interest, and style

Maintain consistency in style and tone

Language conventions will be covered daily with each school’s version of daily grammar practice. (Year long) Reading response journal (ongoing)

o Writing journal (ongoing) o Word study (ongoing) o Illustrate literal and figurative

meanings o Graphic organizer o Text dependent questions • Class discussion



6th Grade TN Ready Blueprint; Parts I and II Quarter 3

*Required reading: Freedom Walkers

*Materials needed: FW book and supplemental supplies from the teacher kit. Teacher selected graphic organizers, teacher selected publications on Rosa Parks, and Martin Luther King Jr., and teacher selected informational websites.

Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary

25% 11% 22-28% 22-28% 8-13%

Essential Question: What is my position on this topic and how do I support it with evidence?

Final Product/Assessment: Three part argumentative essay on an assigned topic.

Wee

ks 1

- 9

Standards Student Learning Target: Instruction/Strategies: RI. 6.1 RI.6.2 RI.6.3 RI.6.5 RI.6.6 RI.6.8


Find central ideas and details/summarize without opinion Analyze key individuals, events, ideas, and details elaborated in a

text

Analyze the structure (sentence, paragraph, chapter, section, etc) and the developments of the text and its contributions to the development of the main idea

Determine the author’s purpose, point of view, and how each is conveyed in a text

Distinguish between claims that are supported by evidence and

claims that are not

Students will restate and answer questions, with explanation, while citing evidence from the text.


Students will produce a timeline that illustrates the development of an individual/event in a text.

Students will produce a graphic organizer that illustrates the structure of the main idea

Students will write a paragraph in which another student will determine the author’s purpose and how a change in point of view will affect the purpose.

Students differentiate between fact and opinion as demonstrated on a graphic organizer.



RI.6.9 & RL.6.9 RI.6.4 L.6.4 L.6.5 W.6.1 W.6.7

Quarter 3 continued

Compare/contrast one author’s coverage of an event or person, with that of another author

Compare/contrast texts in different forms/genres, in terms of similar themes and topics

Determine the meanings of words and phrases as they are used in text, including figurative, connotative, or technical meanings

Apply context clues, multiple meaning words, affixes and roots. Dictionaries, glossaries, and thesauruses

Understand figurative language

Write arguments to support claims with clear reasons and relevant evidence

Conduct short research projects to answer a question, drawing on several sources

Use a Venn diagram to compare/contrast similarities and differences on an assigned topic from the text

Students will write a short essay comparing and contrasting the coverage of Rosa Parks, or of Martin Luther King Jr. in FW, and another account of either of them, in another publication

Students will produce a response that explains the figurative, connotative, or technical meaning of selected readings. (poetry, lyrics, rap, reader’s theater, etc)

Students will use the Frayer model to demonstrate understanding of context clues, multiple meaning words, figurative language, affixes, and root words, from the text(synonym, definition, drawing, and definition in own words)

Students will produce a written conclusion based on presented arguments.

Two column notes or note cards that summarize research from various sources

Language conventions will be covered daily with each school’s version of daily grammar practice. (Year long)

Reading response journal (ongoing)

Writing journal (ongoing)

Word study (ongoing)

Illustrate literal and figurative meanings

Graphic organizer

Text dependent questions

Class discussion

L.6.1 L.6.2










Vary sentence patterns for meaning, interest, and style



L.6.3 Maintain consistency in style and tone



Quarter 4

***Required reading: Where the Red Fern Grows

****Materials needed: WRFG trade books, teacher selected informational websites, and teacher selected handouts. (handouts to be shared at county wide kick off meeting) Teacher selected graphic organizers, and creative writing handouts.*****

Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary

25% 11% 22-28% 22-28% 8-13%

Essential Question: What makes a story great and how can I tell one of my own?

Final Product/Assessment: Students will produce and present an original literary piece (narrative, poetry, or drama).

Wee

k 1

- 9

Standards Student Learning Target: Instruction/Strategies:

RL.6.1

RL.6.2

RL.6.3

RL.6.5

Cite evidence from the text to support an analysis of what the text says and inferences made.

Determine a central idea or theme and summarize a text without personal opinion.

Describe how the plot unfolds using a series of episodes and explain how the

characters respond or change with the plot.

Explain how a particular sentence, chapter, etc, fits into the overall structure

of a text and contributes to the development of the theme, setting, or plot.

In whole class, small group, and/or pair-share discussions, students will share evidence that supports the inferences they make.

Students use a graphic organizer to identify the main idea and the supporting details, and use it to write a summary of a chapter.

Students use a graphic organizer to illustrate the plot elements and how the character evolves over time.

Students highlight selected texts to identify transitional words and phrases to convey sequence. *Students also need to take pieces of text that are out of order, and put them in order.



Quarter 4 Continued

Wee

ks 1

-9

Standards Student Learning Target: Instruction/Strategies:

RL.6.6

RL.6.9

RI.6.1

RI.6.2

RL.6.4

L.6.4

L.6.5

W.6.3

W.6.7

Explain how an author develops the point of view.

Compare and contrast texts of different forms on their treatment of the same topic.

Cite textual evidence and make inferences based on the text.

Find central ideas and details/summarize without opinion.

Analyze the impact of specific word choice on the meaning and tone of the passage.

Apply context clues, multiple meaning words, affixes and roots. Dictionaries, glossaries, and thesauruses.

Distinguish among connotations and denotations of words.

Write narratives to develop real or imagined events, using descriptive details,

effective techniques, and well structured event sequences.

Conduct a short research project, to answer a question, drawing on several sources.

Students will rewrite a piece from another point of view and discuss how the story changes.

A short, three part, compare-contrast essay.

Students will restate and answer questions, with explanation, while citing evidence from the text.


Students will identify impactful words and describe how they contribute to the tone of the piece.

After reading an editorial, students will identify the words that convey multiple meanings.

Students will complete a graphic organizer to demonstrate the positive and negative connotations.

Students will complete creative writing assignments. Newspaper reporter, open mind, etc. (See handouts from county wide meeting.)

Students will write a research project, using the informational websites the teacher will supply, including a bibliography.



Quarter 4 continued

L.6.1, L.6.2, & L.6.3










Vary sentence patterns for meaning, interest, and style Maintain consistency in style and tone

Language conventions will be covered daily with each school’s version of daily grammar practice. (Year-long)

*required reading: freak the textbooks, teacher …...written expression writing conventions reading...

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