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Pacing Guide6th Grade Literature
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Augu
st/S
epte
mbe
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6.RI.6Determine 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
PurposeStatedImplied
“From Exploring the Titanic”Majestically
CollisionNovelty
Watertight
Prentice Hall Text Book: “The Strange Geometry of
Stonehenge”
“The Loch Ness Monster”
“The Shutout”
“How the Internet Works”
Augu
st/S
epte
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S3C1.PO8 - Identify organizational features of expository text
Chronological OrderCompare/Contrast
Cause/EffectLogical Order
“From Titanic”Juxtaposition
StoicismAbstract
“From Exploring the Titanic”
“From Lou Gehrig, The Iron Horse”
“The Shutout”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 1 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
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6.RI.7Integrate 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
ChartsMaps
DiagramsIllustrations
TablesTimelinesGraphs
The Loch Ness Monster”Illusive
Abundant
“From Lou Gehrig, The Iron Horse”
RenownedContemptuous
EminentChronic
ConcludedIrrepressible
“The Shutout”Anecdotes
EvolvedDiverse
OpposedIrrational
Prentice Hall Text Book: “From Exploring the Titanic”
“The Shutout”“Jackie Robinson: Justice at Last”
Augu
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6.W.8Gather 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 ContentsHeadingsCaptionsBold Print
ItalicsGlossaries
IndicesGuide Words
Topic SentencesConcluding Sentences
“How the Internet Works”Protocols
TransmissionDomain
“Jackie Robinson: Justice at Last”
IntegrateRetaliate
“Ellis Island”ExhibitsGalleries
Heirlooms
Prentice Hall Text Book: “From Exploring the Titanic”
“Jackie Robinson: Justice at Last”
“Ellis Island”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 2 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Augu
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mbe
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6.RI.4Determine 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 IdeaSupporting Details
Prentice Hall Text Book: “From Titanic”
“How the Internet Works”
Augu
st/S
epte
mbe
r
6.W.8Gather 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 WordsKey Supplemental Resources
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 3 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Augu
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6.L.4Determine 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)a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
c. 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.
S1C4.PO3 - Use context to identify multiple meaning words
Common Assessment Vocab/Plot, 6th Grade
SynonymsComparisons
AntonymsExamplesDefinitions
Restatements
Story Vocabulary:
“Stray”Timidly
TrudgedGrudgingly
IgnoreExhausted
Prentice Hall Text Book:“Jeremiah’s Song”
“Stray”“The King of Mazy May”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 4 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Sept
embe
r/Oct
ober
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
PersuadePersuade
www.hhs.helena.k12.mt.us/techerlinks/oconnerj/
persuasion.html#activities
www.famous-speeches-and-speech-topics.info/persuasive-speeches.html
www.readwritethink.org/classroom-resources/lesson-plans/persuasive-
essay-environmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewritingintroductoryunit58ht
m
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/
lesson3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 5 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Sept
embe
r/Oct
ober 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 ArgumentPersuade
www.hhs.helena.k12.mt.us/techerlinks/oconnerj/
persuasion.html#activities
www.famous-speeches-and-speech-topics.info/persuasive-speeches.html
www.readwritethink.org/classroom-resources/lesson-plans/persuasive-
essay-environmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewritingintroductoryunit58ht
m
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/
lesson3.com
www.literacyleader.com/?9=node/468
www.ivcc.edu/ramboleng1001/paragraph_development.htm
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 6 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Sept
embe
r/Oct
ober
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
www.historymatters.gmu.edu/mse/ads/online.html
www.tjhsst.edu/~crepetsk/psych/propaganda/examples.php
www.classroomtools.com/proppage.htm
www.propaganda.mrdonn.org/techniques.html
www.business.ppst.com/advertising.html
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 7 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Sept
embe
r/Oct
ober
S3C3.PO4 - Identify instances of bias in persuasive text
Persuade
Author’s Purpose
Persuade
Bias
www.hhs.helena.k12.mt.us/techerlinks/oconnerj/
persuasion.html#activities
www.famous-speeches-and-speech-topics.info/persuasive-speeches.html
www.readwritethink.org/classroom-resources/lesson-plans/persuasive-
essay-environmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewritingintroductoryunit58ht
m
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/
lesson3.com
www.literacyleader.com/?9=node/468
www.ivcc.edu/ramboleng1001/paragraph_development.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 8 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Sept
embe
r/Oct
ober WS3C5.PO1 - Write
Responses to Literature: present clear ideas, support inferences and conclusions
Interpret
Analyze
Opinion
Facts
Feelings
Oct
ober
/Nov
embe
r
6.RI.4Determine 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 IdeaSupporting Details
Prentice Hall Text Book: “From Titanic”
“How the Internet Works”
Oct
ober
/Nov
embe
r
6.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.S3C1.PO2 - Summarize main idea of expository text
Common Assessment, Expository Text, 6th
Grade SummarizeParaphrase
AcademicExpositoryMain Idea
Supporting DetailsSummarizeParaphrase
FactOpinion
Author’s PurposeOrganizational Features
Conclusion
Prentice Hall Text Book: “How to Write a Letter”
“The Shutout”
“Hw the Internet Works”
Oct
ober
/Nov
embe
r
6.SL.2Interpret 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 conclusionsText Evidence
“How to Write a Letter”ConfidenceAnonymityObligatoryEpisodeSibling
Prentice Hall Text Book: “How to Write a Letter”
“The Loch Ness Monster”
“From Lou Gehrig, The Iron Horse”
“Jackie Robinson: Justice at Last”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 10 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Oct
ober
/Nov
embe
r6.RI.2Determine 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 FactsSupporting Text Evidence
“The Strange Geometry of Stonehenge”Immemorial
ColossalInscrutableEradicate
OrientationSuccessive
Prentice Hall Text Book: “The Strange Geometry of
Stonehenge”
“From Exploring the Titanic”
“The Loch Ness Monster”
Nove
mbe
r/Dec
embe
r
6.RI.10By 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
ProcedureSequence
Functional Text
www.cooks.com
http://alsnetbiz.com/homeimprovement/proced.html
http://www.integritycoatings.com/howto.htm
http://amby.com/educate/math/frac-div.html
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 11 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Nove
mbe
r/Dec
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S3C2.PO2 - Determine what information is extraneous in
functional text
Common Assessment Functional Text, 6th
GradeSteps in Directions
Legends
Supplies Needed
Illustrations
Diagrams
Sequence
Functional Text
Extraneous Information
www.mapquest
www.googleimages.com (world maps)
www.factmonster.com
www.wikipedia.com (diagrams)
www.azdeq.gov/environ/water/assessment/download/hohave.pdf
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 12 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Nove
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r/Dec
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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
http://www.sun.com/service/warranty/product_warranty_chart.xml
http://www.stainmaster.com/warranty/product_warranties.jsp
http://genet.gelighting.com/LightProducts/html/warranties.htm
http://www.consumer-reports.ca/
http://www.consumersearch.com/
http://www.shopdawg.com/navman.htm
http://the-manuals.com/
http://www.usersmanualguide.com/
http://instructionsmanuals.com/lista-51-en-Sanders.htm
http://tv.manualsonline.com/manuals/mfg/one_for_all/106.html
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 13 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Nove
mbe
r/Dec
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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
www.cooks.com
www.almanac.com
http://www.usersmanualguide.com/
http://instructionsmanuals.com/lista-51-en-Sanders.htm
http://tv.manualsonline.com/manuals/mfg/one_for_all/106.html
Janu
ary/
Febr
uary
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 14 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
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”
Janu
ary/
Febr
uary WS3C5.PO1 - Write
Responses to Literature: present clear ideas, support inferences and conclusions
InterpretAnalyzeOpinionFacts
Feelings
All Stories
Janu
ary/
Febr
uary
6.RL.3Describe 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
ConflictExposition/Introduction
Rising actionClimax
Falling actionResolution
“The All-American Slurp”EmigrateMortifiedEtiquette
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”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 15 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Janu
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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 messageCentral/main idea
Relate to lifeDirectly/indirectly stated
“Dragon, Dragon”PlagueRavageTyrant
ReflectingCrane
“The Stone”
“The All-American Slurp”
“The Fun They Had”
“Grandpa and the Statue”
Janu
ary/
Febr
uary
S1C6.PO4 - Use graphic organizers to clarify meaning of
text
Compare/contrastCause/EffectPlot Pyramid
Venn Diagram
Prentice Hall Text Book: “Dragon, Dragon”
“Aaron’s Gift”
“The Wounded Wolf”
“Breaker’s Bridge”
Janu
ary/
Febr
uary 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”
Janu
ary/
Febr
uary
6.RL.1Cite 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 OrderTime Sequence
Cause/Effect
Prentice Hall Text Book: “Dragon, Dragon”
“Aaron’s Gift”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 16 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
6.RL.1Cite 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 conclusionsDetermining cause/effect
Making inferencesSequencing
Prentice Hall Text Book: “Aaron’s Gift”
“The Stone”
“Grandpa and the Statue”
Janu
ary/
Febr
uary
6.RL.3Describe 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 resolutionS2C1.PO3 - Character motivations
Compare/ContrastMan vs. man
Man vs. natureMan vs. self
Man vs. societyImpulses
ProtagonistAntagonistEmotionsDesires
“The Southpaw”FormerTerrific
Laughing StockSprained
PermanentUnreasonable
Prentice Hall Text Book: “Aaron’s Gift”
“The Stone”
“The Southpaw”
“Breaker’s Bridge”
“Grandpa and the Statue”
“The Phantom Toll Booth”
Janu
ary/
Febr
uary
6.RL.6Explain how an author develops the point of view of the narrator or speaker in a text.
1st person2nd person3rd person
3rd person limitedOmniscient
Limited omniscientPerspective
“The Friends of Kwan Ming”MeagerRetortedWearilyStingy
Prentice Hall Text Book: “The All-American Slurp”
“The Southpaw”
“The Wounded Wolf”
Janu
ary/
Febr
uary
6.RL.5Analyze 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 plotS2C1.PO5 - Analyze the influence of setting
TimePlaceMood
EnvironmentInfluence on plot
“The Phantom Toll Booth”Ignorance
PrecautionaryMisapprehension
DissonanceAdmonishIridescentMalicious
The Wounded Wolf”Massive
StoicGnashes
Prentice Hall Text Book: “Dragon, Dragon”
“The Friends of Kwan Ming”“The Wounded Wolf”
“Grandpa and the Statue”“The Phantom Toll Booth”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 17 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
6.W.8Gather 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
AtmosphereReaders’ feeling toward text
Breaker’s BridgeObstacleWrithing
PiersExecutioner
Immortal
Prentice Hall Text Book: “The Wounded Wolf”
Janu
ary/
Febr
uary
6.RL.9Compare 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
MysteryScience Fiction
FantasyHistorical Fiction
DramaRealistic Fiction
ComedyTragedyHorrorThriller
Fairy TalesTall TalesMythology
Fables
The Fun They HadCalculate
LoftilyDispute
Nonchalantly
Prentice Hall Text Book: “Aaron’s Gift”“The Stone”
“Dragon, Dragon”“The Friends of Kwan Ming”
“The Wounded Wolf”
Janu
ary/
Febr
uary
Grandpa and the StatueStingy
SubscribePeeved
UncomprehendingTempest
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 18 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C2.PO1 & PO2 - Describe and identify common structures
and stylistic elements of literature, folklore, and myths
Common Assessment Myths, Legends…, 6th
Grade
Specific genreSetting
EraCharacter Analysis
Natural Occurrences
Academic VocabularyMyth
MythologyFolktaleCulture
A Crippled Boy”FoliageAmuse
PityDemonstrate
“Orpheus”Inspiration
PresideFierce
“The Gorgon’s Head”Evade
PerilousVenomous
AbashValorousRivulets
Prentice Hall Text Book: “Orpheus”
“The Gorgon’s Head”
“Arachne”“Why the Tortoise’sShell 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”
Janu
ary/
Febr
uary
S2C1.PO1 - Describe plot and its components
Common Assessment Myths, Legends…, 6th
Grade
Conflict
“Why Monkey’s Live In Trees”Satisfied
DisturbingSemicircleAstonished
Sturdy
He Lion, Bruh Bear, and Bruh Rabbit”
LiarCordial
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”
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 19 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C1.PO2 - Identify theme in short stories
Author’s messageCentral/main idea
Relate to lifeDirectly/indirectly stated
“The Emperor’s New Clothes”ExquisitePropertyDreadfulRogues
Becoming
“Why the Tortoise’s Shell is Not Smooth”FamineOrator
Eloquent
“The Ant and the Dove”Startled
“Senor Coyote”Gnaw
UngratefulReproachfully
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”
Janu
ary/
Febr
uary
S2C1.PO3 - Character motivations
Compare/ContrastMan vs. man
Man vs. natureMan vs. self
Man vs. societyImpulses
ProtagonistAntagonistEmotionsDesires
“Arachne”ObscureImmortal
MortalObstinacy
The Three Wishes”EmbraceCovetousContentCustomLodge
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 20 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C1.PO8 - Identify various genres of fiction
MythLegend
Folk Tale
Prentice Hall Text Book: “Orpheus”
“The Gorgon’s Head”
“Arachne”“Why the Tortoise’sShell 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”
Janu
ary/
Febr
uary
6.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.S2C1.PO2 - Identify the theme
in works of poetry
Common Assessment Poetry, 6th Grade
Common Assessment Poetry, 6th Grade
Author’s Message
AcademicFigurative Language
SimileMetaphorHyperbole
IdiomPersonificationSound Devices
Rhyme/Rhyme SchemePoem FormMood/Tone
RhythmRepetition
Point of ViewOnomatopoeia
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
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 21 of 25
Janu
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uary
6.RL.4Determine 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 LanguageSimile
MetaphorHyperbole
IdiomPersonificationSound Devices
Rhyme/Rhyme SchemePoem FormMood/Tone
RhythmRepetition
“Books Fall Open”Delver
Venture
“Change”Crimson
“I’ll Tell You How the Sun Rose”Amethyst
“Wilderness Rivers”Staid
RelentlessExalted
“Alone in the Nets”OppositionEvaporate
“Adventures of Isabelle”CavernousRavenous
Rancor
“Was Worm”MosaicSaffronWeaned
Metamorphosis
“The Open Road”HenceforthWhimper
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
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 22 of 25
Janu
ary/
Febr
uary
(Continued)S2C1.PO7 - Identify the
characteristics and structural elements of poetry
Figurative LanguageSimile
MetaphorHyperbole
IdiomPersonificationSound Devices
Rhyme/Rhyme SchemePoem FormMood/Tone
RhythmRepetition
‘The Sidewalk Racer’Skimming
“Two Limericks”FlueFleaFlaw
“Parade”Gilded
Leisurely
“The Kitten at Play”Withered
PreyFeats
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 BashoPoem form, rhythm
“Haiku” by MusoSosekiPoem 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
Janu
ary/
Febr
uary WS3C5.PO1 - Write
Responses to Literature: present clear ideas, support inferences and conclusions
InterpretAnalyzeOpinionFacts
Feelings
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 23 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
Mar
. 7 Galileo
Mar
. 14
Spring Break Break
Mar
. 21 Galileo Benchmark Review:
Use data based on Galileo Benchmark #3 to review areas of need
Mar
. 28 Galileo Benchmark Review:
Use data based on Galileo Benchmark #3 to review areas of need
Apr.
4
AIMS TESTING
AIMS
Apr.
11 AIMS
Apr.
18
6.W.7Conduct short research
projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
WS3C6PO1; Write a summary of information from sources
ParaphraseSummarizeMain Idea
ParaphraseSummarizeMain Idea
Supporting Details
Prentice Hall Silver LevelChapter 11, Research pgs. 222-241
Apr.
25 WS3C6PO2: Write an informational report
TopicFacts
SequenceConclusion
Sources
Prentice Hall Silver LevelChapter 11, Research pgs. 222-241
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 24 of 25
Monthly Logic Problems/Problem Solving Skills August: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution.
September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered October: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
November: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning December: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informational and formal
mathematical language January: S5C2.PO11 – Identify simple valid arguments using if…then statements
February: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problem March: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context
BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – Page 25 of 25
Month: Performance Objective to be Taught
Common Assessment Skills Vocabulary Resources
May
2 Research Continued
May
9M
ay 1
6M
ay 2
3