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This is a suggested curriculum guide with supplementary unit guides to teach 6th Grade ELA Common Core Standards.

This document is not intended as a mandated curriculumbut as a starting point for planning a year’s instruction.

Access to Holt McDougal OnlineTextbook

Created by BCS Teachers Rev. Summer 2014

6th Grade ELA Curriculum and Unit Guides2014 - 2015

https://docs.google.com/a/bcsemail.org/document/d/1whhjAuItwHsbLKwcV6x3qPAQMwhaOrNuFpSKTOzB4tU/edit

BCS 6th Grade ELA Curriculum GuideUnit 1 – Growing Up (4 Weeks)

RL 6.1 Inference/Evidence RL 6.7 Content and Diverse Media RI 6.1 Inference/Evidence W 6.3 Write Narrative SL 6.1 Academic Discourse/Collaboration L 6.1 Standard English Grammar

Unit 2 – Folklore: Blast From The Past (5-6 Weeks) RL 6.2 Central Ideas/Themes/Summary RL 6.3 Individuals/Events/Ideas RL 6.5 Text Structure/Organization RI 6.3 Individuals/Events/Ideas RI 6.7 Content and Diverse Media W 6.2 Write to Inform/Explain L 6.3 Style/Effective Language Choices L 6.6 Academic/Domain Specific Vocabulary

Unit 3 - Word Pictures (4 weeks) RL 6.4 Vocabulary/ Word Choice W 6.8 Gather/Synthesize Information SL 6.6 Adapt Speech/Command of Formal English L 6.5 Figurative Language/Word Relationships

Unit 4 – Person to Person (6 Weeks) RL 6.6 Point of View/Purpose RL 6.8 Arguments/Evidence RL 6.9 Comparison of Texts/Authors RI 6.4 Vocabulary/Word Choice RI 6.9 Comparison of Texts/Authors W 6.5 Plan/Revise/Edit

Unit 5 – Know the Facts (5-9 Weeks) RI 6.2 Central Ideas/Themes/Summary RI 6.5 Text Structure/Organization RI 6.6 Point of View/Purpose RI 6.8 Arguments/Evidence W 6.1 Write Arguments SL 6.3 Point of View SL 6.4 Present Findings SL 6.2 Content in Diverse Media SL 6.5 Use Media W 6.7 Conduct Research W 6.9 Write to sources (Draw Evidence)

Key to Common Core Strand AbbreviationsRL – Reading Literature W – Writing L - Language

RI - Reading Informational Text SL – Speaking and Listening

BCS 6th Grade ELA Curriculum and Unit Guide

6th Grade Foundation StandardsRL 6.10 Complex TextRI 6.10 Complex TextW 6.4 Clear / Coherent WritingW 6.6 Use of TechnologyW 6.10 Write RoutinelySL 6.1 Academic Discourse/CollaborationL 6.1 Standard English GrammarL 6.2 Standard English MechanicsL 6.4 Vocabulary Strategies

Foundation StandardsFoundation Standards are designated

Common Core State Standardsto be taught continually, in all units of study,

throughout the year.

BCS 6th Grade ELA Curriculum and Unit Guide6th Grade General Writing Resources/Strategies

Writing StandardStudent

ExpectationsTeacherMoves

Genres

W6.1 – Argument/Persuasive

Write arguments to support claims with clear reasons and relevant evidence

Model varying points of view and different positions on a specific topic

Design quick writes of opinions Provide appropriate and interesting

topics.

essays speeches editorials letters to the

editorW6.2 – Informative/Explanatory

Write informative/Explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

Provide multiple resources Model a topic study Integrate content area (teachers) Teach note-taking Teach/review planning with Thinking

Maps Allow time for research

Report of information

Summary Technical

analysis Literary Analysis

W6.3 – Narrative Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well structured event

Teach cause and effect Expose students to a variety of

genres including mentor texts and memoirs

Create a powerful shared experience

Autobiography Biography Creative fiction Memoirs

sequences

BCS 6th Grade ELA Curriculum and Unit GuideWriter’s Workshop Framework

Teacher Moves Time Frame

Writing Lesson Focus Point: “Today we will learn…” Students learn why today’s instruction is important. Model for writers whatever is being taught by demonstrating and explaining. Actively engage Students in talking or practicing (for a minute) what has just been taught. Link today’s lesson to not only their writing today, but to everyday before releasing them to write.

10 – 15 minutes – This will happen every day. Teachers should begin the lesson each day with the writing focus.

Write and Confer: Children continue on with their writing based upon the unit of study and the focus of today’s lesson. Teacher confers with individual students or small groups of students to facilitate the writing workshop.

20 – 30 minutes – This time period should be the chunk of the writing time. Try not to use too much teacher talk to allow students a good amount of writing time.

Mid-Workshop Teaching Point: In the midst of a writing workshop, a teacher will want to interrupt the hum of writing to teach the entire class something she has noticed in student writing and feels would strengthen the writing of others.

5 minutes – This is not required every day.

Share: This provides one more opportunity for the teacher to highlight a small part of one student’s work pertaining to today’s lesson, creating a trail that others could follow in their writing tomorrow.

5 minutes – This is not required every day.

Resources:- The Reading and Writing Project - http://readingandwritingproject.com/resources/assessments/performance-

assessments.html- DPI LiveBinder for ELA: http://www.livebinders.com/play/play/297779

http://www.livebinders.com/play/play/297779

http://readingandwritingproject.com/resources/assessments/performance-assessments.html


Writing Assessment Rubric: https://docs.google.com/a/bcsemail.org/document/d/1k3PVnw5XF5lbxuvjYQ0XehHbHN0ZO1HATjcU7rS1TCw/edit

BCS 6th Grade ELA Unit GuideUnit 1 – Growing Up (4 Weeks)

Unit Overview/ Questions: Is growing up really what I want to do?

Focus Standards RL 6.1 Inference/Evidence RL 6.7 Content and Diverse Media RI 6.1 Inference/Evidence W 6.3 Write Narrative SL 6.1 Academic Discourse/Collaboration L 6.1 Standard English Grammar

Maintenance Standards Inference / Evidence Content and Diverse Media Write Narrative Academic Discourse / Collaboration Standard English Grammar

Learning TargetsI can . . .

identify details within text to understand, analyze, and make inferences.

compare and contrast the experience of reading a text to listening to or viewing a version of the text.

write a narrative using descriptive details and a structured sequence of events.

collaborate in a group to discuss a topic. use pronouns in the proper case.

Content/Academic VocabularyContent-Specific Inferences, Connections, Questions, Predictions, Annotations, Fiction, Non-Fiction, Idioms, Imagery, Interview, NarrativePronouns, Subjective/Objective, Possessive, IntensiveAcademic Collaborate, Connotation, Denotation, Evidence, Explicit, Significance, Technique “Powerful” Words Analyze, Compare, Contrast, Describe, Evaluate, Explain, Formulate, Infer, Predict, Summarize, Support, Trace

https://docs.google.com/a/bcsemail.org/document/d/1k3PVnw5XF5lbxuvjYQ0XehHbHN0ZO1HATjcU7rS1TCw/edit

https://docs.google.com/a/bcsemail.org/document/d/1k3PVnw5XF5lbxuvjYQ0XehHbHN0ZO1HATjcU7rS1TCw/edit

BCS 6th Grade ELA Unit GuideUnit 1 – Growing Up (4 Weeks)

Suggested Text (Examples of text)Lesson Link contains lessons using these and other texts

Fiction “Eleven” by Sandra Cisneros (Textbook * +) “Tuesday of the Other June” by Norma Fox Mazer (Textbook * +) “All Summer In a Day” by Ray Bradbury (Textbook * +)

Poetry “Past, Present, Future” by Emily Bronte http://www.poetsgraves.co.uk/Classic%20Poems/Bronte/Past%20Present

%20Future.htm “The Quarrel” by Eleanor Farjeon (Textbook +)

Non-Fiction “The Vicious Sixth Grade Game” by Carole Currie (Asheville Citizen Times, Sept. 2, 1998) “All I Really Need to Know I Learned In Kindergarten” by Robert Fulghum (Textbook +) “The Problem with Bullies” by Sean Price (Textbook *)

Other Media Willy Wonka and the Chocolate Factory (Film 1971) Clip from X Factor http://www.wimp.com/bulliedteen/ Finding Neverland (Film 2004) “Forever Young” by Bob Dylan (Song Lyrics) “Time of Your Life” by Greenday (Song Lyrics) “Turn, Turn, Turn” by The Birds (Song Lyrics) “Never Grow Up” by Taylor Swift (Song Lyrics) “The House That Built Me” by Miranda Lambert (Song Lyrics)

http://www.wimp.com/bulliedteen/

http://www.poetsgraves.co.uk/Classic%20Poems/Bronte/Past%20Present%20Future.htm

http://www.poetsgraves.co.uk/Classic%20Poems/Bronte/Past%20Present%20Future.htm

https://docs.google.com/a/bcsemail.org/document/d/1wsA8YgmFJ5prgs8hC8HQtkc-1Lj3W5DoaTIAGYh3XgY/edit

Textbooks Referenced: * Literature Grade 6, Holt McDougal, 2012 + The Language of Literature Grade 6, McDougal Littell, 2006

BCS 6th Grade ELA Unit GuideUnit 1 –

Growing Up (4 Weeks)

Suggested Writing Tasks (Developing for Units 1 & 2)

1. Teach/Review Writing Conventions2. Teach/Review Introductions/Conclusions3. Teach/Review My Story with Thinking Maps4. Teach/Review paragraph writing

Resources:

http://www.learnnc.org/lp/editions/few/686

Teaching the features of effective writing – 5 lesson module

*Refer to current year’s Writing Plan for expectations of writing task completion and scoring requirements

http://www.learnnc.org/lp/editions/few/686

References: DPI LiveBinder Secondary Tasks:http://www.livebinders.com/media/get/NDQzNjI1OA==

BCS 6th Grade ELA Unit GuideUnit 2 – Folklore: Blast From the Past (5-6 Weeks)

Unit Overview/ Questions: Why do some stories never go away? What can we learn about ourselves and our world from these ancient myths, legends, and more?

http://www.livebinders.com/media/get/NDQzNjI1OA==

Focus Standards RL 6.2 Central Ideas/Themes/Summary RL 6.3 Individuals/Events/Ideas RL 6.5 Text Structure/Organization RI 6.3 Individuals/Events/Ideas RI 6.7 Content and Diverse Media W 6.2 Write to Inform/Explain L 6.3 Style/Effective Language Choices L 6.6 Academic/Domain Specific Vocabulary

Maintenance Standards Inference / Evidence (Fiction & Nonfiction) Central Ideas/Themes/Summary Individuals/Events/Ideas (Fiction and

Nonfiction) Style / Effective language choices Academic/Domain Specific Vocabulary Content and diverse Media Write to Inform/Explain Text Structure/Organization

BCS 6th Grade ELA Unit GuideUnit 2 – Folklore: Blast from the Past (5-6 Weeks)

Learning Targets Content/Academic Vocabulary

I can . . . determine the theme and explain how it is

portrayed through details. prepare for a class discussion and participate

by referring to my finding during discussion. describe how a story’s plot unfolds using a

series of episodes write an informative piece, which examines a

topic and conveys ideas. vary sentence patterns for interest and style use vocabulary appropriate to sixth grade

topics analyze how an individual, event, or idea is

introduced and elaborated upon in informational text

utilize media or graphics to develop a coherent understanding of a topic

Content-Specific Episode, Etymology, Folklore, Hyperbole, Narrative, Oral tradition, Myths, Legends, Tall Tales, Personification, Photographic essay, Plot structure: exposition, rising action, climax, falling action, resolution, Universal theme, Conflict, Elements of setting: place/time

Academic Clarify, Collaborate, Connotation, Elaborate, Evidence, Inquiry, Integrate, Paraphrase, Reflect, Significance

“Powerful” Words Analyze, Compare, Contrast, Describe, Evaluate, Explain, Formulate, Infer, Predict, Summarize, Support, Trace




Fiction “Apollo’s Tree: The Story of Daphne and Apollo” by Mary Pope Osborne (Textbook *) “Arachne” by Olivia E. Coolidge (Textbook * +) “Damon and Pythias: A Drama, Dramatized by Fan Kissen (Textbook * +) “Yeh-Shen: A Cinderella Story From China” by Ai-Ling Louie (Textbook *) “Sootface: An Ojibwa Cinderella Story” by Robert D. San Souci (Textbook *) “ The Chenoo” by Joseph and James Bruchac (Textbook *)

Poetry http://endicottsudio.typepad.com/poetrylist/folklore_myth_poems/

Non-Fiction Text Analysis workshop: Myths, Legends, and Tales (Textbook *) “Spider Webs” (Textbook *) From “In Search of Pompeii” by Giovanni Caselli “Vicious Vikings” by Terry Deary and Martin Brown

Other Media The Lightning Thief: Percy Jackson and The Olympians (Film) http://www.nashville.gov/Parks-and-Recreation/Parthenon/Athena.aspx http://www.fanpop.com/clubs/greek-mythology/images/687267/tiles/zeus-wallpaper The Odyssey (Film or Play) “Reflection” (Excerpt from the Mulan Film)

http://www.fanpop.com/clubs/greek-mythology/images/687267/tiles/zeus-wallpaper

http://www.nashville.gov/Parks-and-Recreation/Parthenon/Athena.aspx



Suggested Writing Tasks

Informational Writing Report of information Summary Technical analysis Literary Analysis

Resources:

http://www.doe.virginia.gov/instruction/graduation/project_graduation/online_tutorials/english/materials/writing_middleschool.pdf

Middle School Writing Modules – a how-to teach effective writing to middle school students complete with lessons and resources from the Virginia Department of Education





BCS 6th Grade ELA Unit GuideUnit 3 – Word Pictures (4 Weeks)

Unit Overview/ Questions: Is that what I meant to say? A study of the power of words.

Focus Standards RL 6.4 Vocabulary/Word Choice W 6.8 Gather/Synthesize Information SL 6.6 Adapt Speech/Command of Formal English L 6.5 Figurative Language/Word Relationship

Skill Focus Vocabulary/Word Choice Gather/Synthesize Information Adapt Speech/Command of Formal English Figurative Language/Word Relationships


Determine figurative and literal meaning of words and phrases based on how they are used in text

Quote or paraphrase information found for my finished work.

Adapt my speech to a variety of tasks and contexts

Interpret figures of speech in context

Content/Academic VocabularyContent-Specific Simile, Hyperbole, Alliteration, Metaphor, Personification, Oxymoron, Onomatopoeia, Rhythm, Rhyme, Stanza, Line, Speaker, Tone, Imagery, Visualization, Refrain, Repetition, FormAcademic Structure, Paraphrase“Powerful” Words Analyze, compare, contrast, describe, evaluate, explain, formulate, infer, predict, summarize, support, trace

BCS 6th Grade ELA Unit GuideUnit 3 – Word Pictures (4 Weeks)

Textbooks Referenced: * Literature Grade 6, Holt McDougal, 2012 + The Language of Literature Grade 6, McDougal Littell , 2006

BCS 6th Grade ELA Unit Guide


Poetry Access Textbook – Select “Unit 5, Word Pictures” http://my.hrw.com/index.jsp?isVerified=true&message=logout “I Am Phoenix: Poems for Two Voices” by Paul Fleischman

Other Media “Fireworks” by Katy Perry (Song Lyrics) http://www.traceeorman.com/2011/08/use-popular-music-to-teach-poetic.html http://www.educationalrap.com/song/poetry-for-life/ (may need to be purchased) http://www.youtube.com/watch?v=3K9pd6h9JT0

http://www.youtube.com/watch?v=3K9pd6h9JT0

http://www.educationalrap.com/song/poetry-for-life/

http://www.traceeorman.com/2011/08/use-popular-music-to-teach-poetic.html


Unit 3 – Word Pictures (4 Weeks)


BCS 6th Grade ELA Unit Guide

Suggested Writing Tasks1. Writing Prompted Essays2. Poetry3. Thinking Maps: Flow – timelines, Multi-flow – cause and effect, etc.

- Use Performance Tasks from this website to model a shared learning for writing prompted essays. There are examples at 5th, 6th, and 7th grade. We suggest you differentiate for your class and model either the 5th or 7th grade example. Afterwards, you will give the 6th grade example for the students to complete independently. Use all parts of the assessment including the video.

- Once on the Reading and Writing project Website - - - Select 2012-2013 (or 2011-2012 if you wish) Select “Fall 2012 Performance Assessment Information” Select chosen grade level Select the various components to use while modeling.

Resources:

The Reading and Writing Project website: http://readingandwritingproject.com/resources/assessments/performance-assessments.html




Unit 4 – Person to Person: Analyzing Character and Point of View (6 Weeks)

Unit Overview/ Questions: In this unit, students will study how the interactions among people are affected by who they are, what they know, and how they view life.

Focus Standards RL 6.6 Point of View/Purpose RL 6.8 Arguments/Evidence RL 6.9 Comparison of Texts/Authors RI 6.4 Vocabulary/Word Choice RI 6.9 Comparison of Texts/Authors W 6.5 Plan/Revise/Edit W 6.7 Conduct Research W 6.9 Write to sources (Draw Evidence) SL 6.2 Content in Diverse Media SL 6.5 Use Media

Maintenance Standards Point of View / Purpose Comparison of Texts / Authors (Fiction and Nonfiction) Vocabulary / Word Choice Plan / Revise / Edit Conduct Research Write to sources (draw evidence) Content in diverse media Use media

BCS 6th Grade ELA Unit GuideUnit 4 – Person to Person: Analyzing Character and Point of View (6 Weeks)


Use evidence from the text to support my analysis of what the text says and inferences I make.

Determine the theme and explain how it is portrayed through details.

Prepare for a class discussion and participate by referring to my finding during discussion.

Describe how a story’s plot unfolds using a series of episodes

Write an informative piece, which examines a topic and conveys ideas.

Vary sentence patterns for interest and style Use vocabulary appropriate to sixth grade

topics Analyze how an individual, event, or idea is

introduced and elaborated upon in informational text

Utilize media or graphics to develop a coherent understanding of a topic

Content/Academic VocabularyContent-Specific First person point of view, Second person point of view, Third person point of view, Dialect, Conversational voice, Character traits, Autobiographies, Biographies, Character development

Academic Compare/contrast, Inferences, Perspective, Evaluate, Analyze

“Powerful” Words Analyze, Compare, Contrast, Describe, Evaluate, Explain, Formulate, Infer, Predict, Summarize, Support, Trace



Fiction “Ghost of the Lagoon” by Armstrong Sperry (Textbook * +) “Jeremiah’s Song” by Walter Dean Myers (Textbook *) “Aaron’s Gift” by Myron Levoy (Textbook * +)

Poetry “Life Doesn’t Frighten Me” by Maya Angelou (Textbook * +) “On Turning Ten” by Billy Collins (Textbook *)

Non-Fiction Text Analysis Workshop (Textbook *) “Role-Playing and Discovery” by Jerry Pinkey (Textbook *) “The Life and Adventures of Nat Love” by Nat Love (Textbook *) “Mathew Henson at the Top of the World” by Jim Haskins (Textbook *) “Boy: Tales of Childhood” by Roald Dahl

Other Media Media Study-Film clip from “Smallville” (Textbook *) “The Mighty” Excerpt from Freak the Mighty “Stronger” by Kelly Clarkson (Song Lyrics)



1. Personal Narrative2. Autobiography3. Biography4. Creative fiction5. Memoirs6. Thinking Maps – multi-flow7. Word Processing Skills

Resources:





BCS 6th Grade ELA Unit GuideUnit 5 – Know the Facts (5-9 Weeks)

Unit Overview/ Questions: What is the truth, and how do we know it? An analysis of informational and persuasive writing to determine how to find the truth in our world.



Focus Standards RI 6.2 Central Ideas/Themes/Summary RI 6.5 Text Structure/Organization RI 6.6 Point of View/Purpose RI 6.7 Integrate Information from Various Media RI 6.8 Arguments/Evidence W 6.1 Write Arguments SL 6.3 Point of View SL 6.4 Present Findings

Maintenance Standards Essential Ideas / Themes/Summary (Nonfiction) Text Structures/Organization (Nonfiction) Point of View/Purpose (Nonfiction) Arguments/Evidence (Nonfiction) Write arguments Point of View Present Findings


Determine the main idea of a text and explain how it is supported by key details.

Analyze how a sentence/chapter fits into the structure of a text and contributes to the development of the ideas.

Determine the author’s point of view and explain how it is conveyed through the text.

Trace and evaluate the argument and claims in a text.

Gather information from multiple sources (print and digital) and assess credibility of those sources

Identify a speaker’s argument and specific claims. Present claims and findings by sequencing ideas

logically and using important facts and descriptions

Content/Academic VocabularyContent-Specific Summarize, Persuasive, Argument, Propaganda, Reasoning, Research, Justify, Revise, Target Audience, Bias, Media, Advertising

Academic Synthesize, Inquiry, Elaborate, Evidence, Reflect, Significance, Support

“Powerful” Words Analyze, compare, contrast, describe, evaluate, explain, formulate, infer, predict, summarize, support, trace




Online Textbook Access Textbook – Select “Unit 8, Know the Facts” http://my.hrw.com/index.jsp?isVerified=true&message=logout

Informational Text “Hurricane Hunters” by Renee Skelton (Article-Textbook *) “Super Croc” by Peter Winkler (Magazine Article-Textbook *) “Bird Brains” by Gareth Huw Davies (Online Article-Textbook *) “Digging Up the Past: Discovery and Excavation of Shi Huangdi’s Tomb” by Helen Wieman Bledsoe (Article-Textbk*) “The First Emperor” from The Tomb Robbers by Daniel Cohen (Textbook * +) “What Video Games Can Teach Us” by Emily Sohn (Magazine Article-Textbook *) “The Violent Side of Video Games” (Magazine Article – Textbook *) “Should Wild Animals Be Kept as Pets?” by The Humane Society (Persuasive Essay-Textbook *)

Other Media News Reports/Clips (Textbook *) “No Thought of Reward” by Mawi Asgedom (Speech – Textbook *) “Start the Day Right!” (Public Service Announcement Script – Textbook*) “Shine-n-Grow: Hair Repair That Really Works!” (Advertisement – Textbook *) “Brain Breeze” (Advertisement – Textbook *)



1. Argumentative Writing2. Persuasive Essay3. Essays4. Speeches5. Editorials6. Letters to the Editor

Resources:







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