English Language Arts Curriculum



Reading: Sixth GradeIn sixth grade, students read grade-appropriate, complex literature and informational text and cite textual evidence to support analyses. They examine how authors use reasons to make their points and support arguments with evidence. Students share their findings in class discussions and in written expression. Students expand their vocabularies as they become more attuned to using context, knowledge of Greek and Latin roots and affixes and word analysis to determine the meaning of academic words. Students become better independent readers as they learn how writers influence reading and as they read more challenging literature. Students learn how to answer questions through writing and can use rewriting opportunities to refine their understanding of a text or topic. Sixth grade may include the following novels: Zach’s Lie by Roland Smith, Soldier’s Heart by Gary Paulsen, Lincoln’s Grave Robbers by Steve Sheinkin, and possibly, The Gadget by Paul Zindel. Course Information:Frequency & Duration: Daily for 40 - 45 minutesText: The Language of Literature. Boston: McDougal Littell, 2002.Treasures. New York: McGraw-Hill, 2011. Novels: Zach’s Lie by Roland Smith (Lexile 580)Soldier’s Heart: Being the Story of the Enlistment and Due Service of the Boy Charley Goddard in the First Minnesota Volunteers by Gary Paulsen (Lexile 1000) historical fictionLincoln’s Grave Robbers by Steve Sheinkin (Lexile not available)The Gadget by Paul Zindel (Lexile 590)Duration: August/ September (3 weeks)Fiction and Nonfiction SkillsWritingContentBeginning of Year Activities (August) Middle School acclimation. 25 Book Challenge, library, computer) CDS Testing (This also takes time away from regular curriculum). Interviewing skillsInterview/BiographyEssential Question:What is involved in good interviewing skills? What makes a good written interview?What is a biography?Skills: Apply information from “Student Interview” with Karen Odom to their own interview techniquesWrite grade appropriate answers comparing and evaluating the interviewAssessment:Students will:Answer questions on the “Student Interview” Students will: Create good interview questions.Write a good copy of an interview into a mini biography. Resources:Treasures: Student Interview by Karen OdomTreasures: Student Interview by Karen OdomStandards:CC.1.4.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on other’s ideas and expressing their own. CC.1.4.6.X Write routinely over extended timeframe (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. Duration: September (2 weeks)Fiction and Nonfiction SkillsWritingContentStory plot development Unknown and multi meaning words and phrases on grade-level reading and contentNarrativeEssential Question:How do strategic readers create meaning from fictional text? How does vocabulary influence reading skills?How do we learn the definition of words we do not know?How does writing in reading make us better readers? Skills: Describe how a story unfoldsDescribe how a character responds or changes towards the resolutionAnalyze text for development of theme, setting, and plotDetermine or clarify meaning of unknown words or phrases using multiple meaning strategies to discover meaningsDetermine a theme or central ideaWrite a paragraph on how the character changes in the story and whyStudents will write citing evidence from the textAssessment:Students will create a story mapGiven words in context, students will be able to select the correct definition. Students can sequence the story in the correct eventsStudents will be able to identify the themeStudents will complete a Text Dependent Analysis (TDA), this skill will be taught during this time period, telling the way that the character changes throughout the storyStudents will write the story in sequence using the correct conventions of writingResources:Language of Literature, “President Cleveland Where Are You?Teacher created Power Point on, “What is text dependent analysis?” Standards:CC.1.3.6C Describe how a particular story 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. CC.1.3.6.F Determine how the structure of a text contributes to the development of theme, setting, and plot. CC.1.2.6.K Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.*CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in context.*CC.1.4.6.X Comments: * This skill will be used throughout the entire school year using various forms of genre. Duration: October/November (5 weeks)Fiction and Nonfiction SkillsWritingContentStory plotCharactersTextual evidence – supportTheme or central idea NarrativeEssential Question:How do strategic readers create meaning from fictional text? How does vocabulary influence reading skills?How does the plot of a novel affect the characters? Why is writing essential when understanding text?Skills: Read and comprehend literary fiction on grade-level, reading independently and proficientlyDetermine the meaning of wordsInterpret figurative languageDescribe how a novel unfoldsDraw evidence to support analysis, reflection and researchCite evidence to support analysis of what text explicitly saysDiscussionsStudents will:Respond to a prompt using analysis, reflection, and researchWrite a narrative describing the character Zach/JackAssessment:Create a story mapQuestions on independent reading citing evidenceOral discussions Students can respond to a prompt using analysis, reflection, and research.Inferences worksheetsStudents can respond to a prompt using analysis, reflection, and researchTDA on themeResources:Novel: Zach’s Lie or The Day of Pelican.Teacher made materials.Research materials (to be determined) Research on The Witness Protection Program.Resources to be determined to teach text dependent analysis. Standards:CC.1.3.6C Describe how a particular story 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. CC,1.3.6.F Determine how the structure of a text contributes to the development of theme, setting, and plot. CC.1.2.6.K Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.*CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in context.*CC.1.3.6.CB Cite textual evidence to support analysis of what the text says, explicitly, as well as inferences and/or generalizations drawn from the .1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, issues, building on other’s ideas and expressing their own clearly. CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, apply grade-level reading standards for literature and .1.4.6.P Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another, provide a conclusion that follows from the narrative experiences and events. Comments:Duration: November (2 weeks) Fiction and Nonfiction SkillsWritingContentPoetryThemePoetryEssential Question:How do readers analyze poetry? How do authors state a theme?Why write to understand poetry?Skills: Examine two authors on one topicIdentify the common themeInterpret figurative languageUnderstand new word meanings Analyze text and support citing evidenceStudents will:Write line of poetry in narrative formAssessment:Students can identify the theme of the poems Students can compare and contrast how authors present the same theme citing evidenceGiven a different resources students can identify simile, metaphor and simileA narrative description of the poem.Resources: “The Glove and the Lions’ and “Ozymandias/A Sphinx”*Additional resources to be determined. “The Glove and the Lions’ and “Ozymandias/A Sphinx”Standards:CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in .1.3.6.A Determine 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 .1.3.6.F Determine the meaning of words and phrases as they are used in context, including interpretation of figurative language in .1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalization drawn from the text. CC.1.5.6.A CC.1.4.6.X Duration: November/ December (3 weeks)Fiction and Nonfiction SkillsWritingContentLiterary NonfictionSummaryEssential Question:How does an understanding of the different genres and their characteristics help the reader better comprehend the meaning of text?Why is it important to summarize a story?Skills: Given grade level appropriate text students will: Determine or clarify meaning of unknown words Determine the meaning of words in contextAnalyze the structure using paragraphs or sectionsWrite a summary (find central idea) Compare two authors and two types of textWrite a narrative to develop events that have been readAssessment:Using grade appropriate literature:Complete a Venn diagram on the poems and the biographyIdentify and define vocabulary in context Write a summary of central ideaComplete a graphic organizer on text structureGive direct quotes to analyze the text giving evidenceTDAWritten summary using the correct conventions of Grade 6Narrative explanation of poetryWrite a HaikuResources:Treasures: The Great Serum Race.Short Story: The Last Great Race.Articles on the Iditarod to be determined*.Poem: Haiku.Possibly use “Stopping by Woods on a Snowy Evening” by Robert Frost.Treasures: The Great Serum Race.Short Story: The Last Great Race.Articles on the Iditarod to be determined*.Poem: Haiku.Stopping by Woods on a Snowy Evening.Standards:CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the .1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a .1.2.6.D Determine an author’s point of view or purpose in a text and explain how it is conveyed in the .1.2.6.E Analyze the author’s structure through the use of paragraphs, chapters, or .1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context. CC.1.3.6.M Write narratives to develop read or imagined experiences or events. CC.1.4.6.R Demonstrate a grade appropriate command of standard English grammar, usage, capitalization, punctuation, and .1.4.6.SDuration: December (2 weeks) Fiction and Nonfiction SkillsWritingContentResearchResearchEssential Question:How do I get information on a topic without plagiarizing?How can a topic of interest be developed into a research presentation?Skills: Students will read information and sort through essential and nonessential text to:Draw on sourcesRefocus inquiryCreate a presentation with visual aidsWrite a short research paper drawing on sources and refocusing the inquiryAssessment:Presentation on materialPoster or media approach Written information or media presentationResources:Internet sources.Library books.Internet sources.Library books.Standards:CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and .1.5.6.F Include multimedia components and visual displays inpresentations to clarify .1.5.6.C 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 .1.4.6.V Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when .1.4.6.W Gather relevant information from multiple print digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basis bibliographic information for sources. CC.1.5.6.E Adapt speech to a variety of contexts and tasks. Comments: Duration: January (4 weeks) Fiction and Nonfiction SkillsWritingContentTheme or central ideaidentificationdevelopment through detailsText structureLiterary nonfiction and informational grade level textTextual evidence (support)Different types of text NarrativeTDAEssential Question:How does an understanding of the different genres and their characteristics help the reader better comprehend the meaning of text?Why is a journal important? What is journal writing?Skills: Cite evidence to support analysis of what text explicitly statesCite evidence to support inferencesCite evident to support generalizationsAnalyze text structure using paragraphsExamine two authors and two textsIdentify the theme Write main ideas and detailsEngage is discussions Write journal entries citing evidenceWrite text dependent answers Write comparing charactersAssessment:Given Grade Level Appropriate Texts (GLAT) students will:Analyze the structure of the selectionCite evidenceSummarize Identify central ideasJournals writing:Students will keep a journal from a different perspective. Resources:Language of Literature “Matthew Henson at the Top of the World”.Mini biographies on Henson and Peary.Language of Literature “Matthew Henson at the Top of the World”.Standards:CC.1.2.6.A Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or .1.3.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in .1.3.6.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and .1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and context, including interpretation of figurative .1.3.6.J Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or .1.2.6.I Determine how two authors present similar information in different types of .1.3.6.M Write narratives to develop read or imagined experiences or events. CC.1.4.6.R Demonstrate a grade appropriate command of standard English grammar, usage, capitalization, punctuation, and .1.4.6.X Duration: February (3 weeks)Fiction and Nonfiction SkillsWritingContentAuthor Study: Gary PaulsenLiterary nonfictionNarrativeEssential Question:How do I read and understand the work of a particular author?Why do I need to know the view of an author? How do I learn new words? How does reading a particular author improve my writing skills?Skills: Students will:Determine author’s view or purpose Identify the central ideaCite textual evidenceIdentify text structureRead literary nonfictionRead different types of testAnalyze how individual events are introduced, illustrated, and elaborated Write the meaning of unknown words and multiple meaning wordsWrite short answers that draw on evidence to support analysis, reflection and research. TDA Write about an individual event Assessment:Given GLAT students will:Identify unknown words and use a dictionary to find meaningIdentify unknown words in context (quiz)Use a Venn diagram to compare The Buffalo Soldiers to Charley in Soldier’s Heart Point out the theme of the stories and cite evidence to supportComplete short answer question citing text TDA graded according to the PA Common Core RubricAnswer text dependent questions citing evidence for supportResources:Power Point on Author’s Perspective.Short Story “Older Run”.“Soldier’s Heart” /The Great Serum race.Short Story “Older Run”.Resource material on Gary Paulsen.Standards:CC.1.2.6.D CC.1.2.6.B (EO6.B-K.1.1.3)CC.1.2.6.KCC.1.2.6.FCC.1.3.6.M Write narratives to develop real or imagined experiences or events. CC.1.4.6.R Demonstrate a grade appropriate command of standard English grammar, usage, capitalization, punctuation, and .1.4.6.XComments:Duration: March (3 weeks ) Fiction and Nonfiction SkillsWritingContentCentral ideas can be the same in different types of genresTheme Figurative LanguageNarrativeEssential Question:What are the elements and structures of poetry that deepen the understanding of poetry?How can writing help me to understand a poem?Skills: Identify Main ideaSupport textual EvidenceDetermine an author’s point of view/purposeInterpret figurative language Read and comprehend grade level literatureWrite sentences using figurative languageAssessment:Complete a summary chart Analyze sentences to determine the meaning of figurative languageWrite answer to short answer questions TDAWrite a narrative analysis of a poemWrite sentences using correct conventions of grammar. Resources:Treasures:Poems from Caged Bird.I Dream a World.Time Magazine Free to Celebrate.Treasures:Poems from Caged Bird.I Dream a World.Time Magazine Free to Celebrate.Standards:CC.1.4.6.SCC.1.2.6.ACC.1.2.6.BCC.1.2.C.1.2.6.DCC.1.2.6.ICC.1.4.6.RCC.1.3.6.M CC.1.4.6.XComments:Duration: April (2 weeks)Fiction and Nonfiction SkillsWritingContentSchool Wide Read Content to be determined after the novel has been selected.SummarizingVocabulary developmentCharacterizationVisualizationNarrative summariesEssential Question:This unit fits somewhere in the curriculum. It depends on the unit. This will take the place of another book unit. Our skills and content can be taught with any novel. What is the Manhattan Project?What is the Gadget?What does visualization do to enhance comprehension.How do you write a summary?Skills: Determine or clarify meaning of unknown words.Read independently.Determine the meaning of words in prehensionWrite summariesAssessment:The students will create an ABC book. They will have 26 letters with summaries and Visualization. .SummariesResources:The Gadget by Paul ZinderVaries based on School Wide ReadStandards:CC.1.3.6.D Determine an author’s purpose in a text and explain how it is conveyed in the text.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and context, including figurative language in context.6.1-K.1.1 Demonstrate understanding of key ideas and details in ments:Duration: April (during reading PSSA’s )Fiction and Nonfiction SkillsWritingContentAutobiography and Video presentationThemeSetting PlotNarrative Essential Question:How does an understanding of the different genres and their characteristics help the reader better comprehend the meaning of text?How can I learning information from a movie? How does a character change within a movie or biography? Skills: Analyze text for development of theme setting plotCompare and contrast a movie to an autobiographyDescribe how a story unfoldsDescribe how a character responds or changes towards a resolutionAnalyze text for development of theme setting plot Identify an author’s purposeWrite a letter explaining how the character changes throughout the plotAssessment:A visual retell of plot including theme and settingWrite the author’s purpose and explain the meaning (compare purpose in autobiography vs biography)Complete a Venn diagram comparing autobiography and videoFinal copy of the letter describing how a character changes throughout the plotResources:Language of Literature : “The Autobiography of Helen Keller”.Movie “Miracle Worker”.Language of Literature.Movie “Miracle Worker”.Standards:CC.1.5.6.C Interpret information presented in diverse media and formats and explain how it contributes to a .1.3.C.1.3.6.DCC.1.3.6.ECC.1.2.6.HCC.1.4.6.SCC.1.3.6.M CC.1.4.6.XComments:Duration: May (3 weeks) Fiction and Nonfiction SkillsWritingContentLiterary nonfiction novelSummariesEssential Question:How can reading nonfiction help us to explore and understand our world?Why read nonfiction?How can summarizing or paraphrasing in writing help us understand complex texts?Skills: Determine author’s point of view or purposeCite evidence to support analysisCite evidence to support generalizations and inferences Unknown words and multiple meanings of wordsDetermine or clarify meaning of unknown words or phrases Write short answersWrite summariesAssessment:Create a timeline showing the unfolding of the plotAnswer appropriate questions citing several pieces of text supported evidenceCreate a generalization and support it with text evidence Students can use multiple strategies to determine or clarify unknown wordsSummariesShort answersTDAResources:Lincoln’s Graver Robbers.Support Material to be determined. Research the history of Pinkerton detective agency.Lincoln’s Graver Robbers.Support Material to be determined. Research the history of Pinkerton detective agency.Standards:CC.1.2.6.BCC.1.2.6.DCC.1.5.6.K CC.1.2.6.FCC.1.5.6.ACC.1.4.6.XCC.1.3.6RCC.1.4.6.SComments:Duration: May/ June (3 weeks)Fiction and Nonfiction SkillsWritingContentStory, drama (During PSSA’s on task but not demanding) Do not publishDrama /NarrativeEssential Question:How is a drama written?What are dialogue and stage directions, and why are they important?How do you write a drama?Skills: Read and comprehend grade level literature Adapt a story into a drama. Assessment:Perform a dramaWritten scriptWritten script showing correct drama format. Resources:Treasures: Student self-selected short stories. Treasures: A drama as a reference. Standards:CC.1.5.6G Demonstrate command of the conventions of standard English when speaking based on 6th grade level and content. CC.1.5.6.E Adapt speech to a variety of context and tasks. CC.1.3.6.GCC.1.3.6.KCC.1.4.6.N Engage and orient the reader by establishing a context and introducing a narrator and/or ments: ................
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