Bullets in Italics are not 6th state benchmarks, but we ...



6th Grade Language Arts/Writing Curriculum Map

QUARTER 1 COMMON CORE STANDARDS

(Some of the Language Progressive Skills (L) are introduced at lower grades, but are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking, and for that reason included.)

QUARTER 1 COMMON CORE STANDARDS

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|Writing: Production and Distribution of Writing |

|6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific |

|expectations for writing types are defined in standards 1–3 below.) |

|6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new |

|approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.). |

|Writing: Range of Writing |

|6.W.10 Write routinely over extended time frames (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. |

|Language: Conventions of Standard English: |

|6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

|Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* |

|Spell correctly. |

|Language: Knowledge of Language |

|6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

|Vary sentence patterns for meaning, reader/listener interest, and style.* |

|Maintain consistency in style and tone.* |

|Language: Vocabulary Acquisition and Use |

|6.L.4.1f. Produce complete sentences, recognizing and correcting poor fragments and run-ons. |

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|6.L.6 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 expression. |

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|QUARTER 1 ASSESSMENT |

|Mapping, Outline 6.W.4 Step up |

|Paragraph Structure 6.W.4 Step up |

|QUARTER 1 TEACHING POINTS |“I can” statements |

|Trait Focus: |I can organize details into an outline |

|Sentence Fluency – introduce types of sentences, | |

|Conventions, | |

|Planning – Step up Outline | |

|Voice | |

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|Sentence Fluency | |

|Long, Medium, and Short Sentences | |

|Sentences Begin in Different Ways | |

|Fixing Fragments | |

|Identify and Fix Run On Sentences | |

|Writing Compound Sentences | |

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|Conventions (Flex Quarter) | |

|Commas before the conjunction in a compound sentence | |

|Use semicolon to connect main clauses (compound sentence) | |

|Spell correctly frequently misspelled words (their/they're/there, | |

|loose/lose/loss, choose/chose, through/threw, it's/its). | |

|Use correct capitalization. | |

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|Voice | |

|Smiley Face Tricks | |

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|Planning | |

|Use a variety of strategies to prepare for writing, such as brainstorming, making| |

|lists, mapping, outlining, grouping related ideas, using graphic organizers, and | |

|taking notes. | |

|Outlines (Step Up) | |

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|Paragraph Review | |

|Writing Process Review | |

|Traits Overview | |

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|RESOURCES |Recommended: |

|Required: |Handy Pages |

|Step-Up paragraph |Writer’s Choice for grammar |

|Types of sentences |Editing and Revision |

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QUARTER 2 COMMON CORE STANDARDS

|6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of |

|relevant content. |

|Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include |

|formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. |

|Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. |

|Use appropriate transitions to clarify the relationships among ideas and concepts. |

|Use precise language and domain-specific vocabulary to inform about or explain the topic. |

|Establish and maintain a formal style. |

|Provide a concluding statement or section that follows from the information or explanation presented. |

|6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. |

|6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new |

|approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.). |

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|6.W.10 Write routinely over extended time frames (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. |

|6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific |

|expectations for writing types are defined in standards 1–3 above.) |

|6.L.5b Use the relationship between particular words (e.g. cause/effect, part/whole, item/category) to better understand each of the words. |

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|QUARTER 2 ASSESSMENT |

|summary paragraphs, IVF summarizing – Step Up |

|compare contrast paragraphs – Step Up |

|QUARTER 2 TEACHING POINTS |“I can” statements |

|Trait Focus: Organization, Planning, Sentence Fluency, Conventions |I can identify the different types of sentences |

|Mode Focus: Expository |I can list transition words |

|Writing Samples: Summary and Compare/Contrast Paragraphs |I can write sentences with transition words |

|Introduce 5 Paragraph Informative (at end of quarter) |I can identify the difference between supporting details and the main idea |

| |I can recognize different kinds of supporting details in an informational text. |

|Sentence Fluency: | |

|Continue Types of Sentences (Step Up) | |

| |I can write a concluding statement |

|Organization: | |

|Transitions |I can use a scoring guide to review, evaluate, and revise my own work |

|Ideas in order |I can use the writing process on my own without help from a teacher or from |

|Focus on a central idea |notes. |

|Conventions: | |

|Edit and proofread one's own writing, as well as that of others, using the |I can edit and proofread my own and other’s writing |

|writing conventions, and, for example an editing checklist or list of rules with | |

|specific examples of corrections of specific errors. | |

|Semicolon and commas for transitions. The deadline passed; however, we can do it | |

|next year. | |

|Planning: | |

|Use a scoring guide to review, evaluate, and revise writing for meaning and | |

|clarity. | |

|Use the writing process--prewriting, drafting, revising, editing, and publishing | |

|successive versions. | |

|Edit and proofread one's own writing, as well as that of others, using the | |

|writing conventions, and, for example, an editing checklist or list of rules with| |

|specific examples of corrections of specific errors. | |

|Discuss ideas for writing with classmates, teachers, and other writers, and | |

|develop drafts alone and collaboratively. | |

|Revise drafts to improve the organization and consistency of ideas within and | |

|between paragraphs. | |

|Use the writing process--prewriting, drafting, revising, editing, and publishing | |

|successive versions | |

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|RESOURCES |

|Required: |

|Editing made Easy |

|Step Up |

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QUARTER 3 COMMON CORE STANDARDS

|6.W.1 Write arguements to support claims with clear reasons and relevant evidence. |

|Introduce claim(s) and organize the reasons and evidence clearly. |

|Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. |

|Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. |

|Establish and maintain a formal style. |

|Provide a concluding statement or section that follows from the argument presented. |

|6.W.8 Gather 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. |

|6.W.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of |

|keyboarding skills to type a minimum of three pages in a single sitting. |

|6.W.10 Write routinely over extended time frames (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. |

|6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific |

|expectations for writing types are defined in standards 1–3 above.) |

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|QUARTER 3 ASSESSMENT |

|5 paragraph Informative Essay/Report |

|Essay (Argumentative) – end of 3rd |

|Sentence types continued |

|QUARTER 3 TEACHING POINTS |“I can” statements |

|Trait Focus: Ideas, Planning, Organization |I can correctly use all the Step-up to writing topic sentences. |

|Mode Focus: Expository-Persuasive | |

|Writing Samples: Persuasive Paragraph and Persuasive Essay | |

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|Ideas | |

|Clear, Focused, Ideas in Order | |

|Enough Supporting Details | |

|Details Related to Topic | |

|Awareness of Audience/Purpose | |

|Planning | |

|Use effective note-taking techniques to ensure appropriate documentation of | |

|quoted as well as paraphrased material. | |

|Use a variety of resource materials to gather information for research topics | |

|(e.g., books, magazines, newspapers, dictionaries, schedules, journals, phone | |

|directories, web resources). | |

|Identify audience and purpose. | |

|Organization | |

|Beginning is an inviting full paragraph | |

|Ending is satisfying and a full paragraph | |

|Paragraph Breaks | |

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|RESOURCES |

|Digital? Standard 8 |

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QUARTER 4 COMMON CORE STANDARDS

|6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event |

|sequences. |

|Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and |

|logically. |

|Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. |

|Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. |

|Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. |

|Provide a conclusion that follows from the narrated experiences or events. |

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|6.W.10 Write routinely over extended time frames (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. |

|6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 above.) |

|6.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|Ensure that pronouns are in the proper case (subjective, objective, possessive). |

|Use intensive pronouns (e.g., myself, ourselves). |

|Recognize and correct inappropriate shifts in pronoun number and person.* |

|Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* |

|Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional |

|language.* |

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|6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

|Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* |

|Spell correctly. |

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|QUARTER 4 ASSESSMENT |

|FICTIONAL NARRATIVE or personal narrative |

|Argumentative Speech |

|QUARTER 4 TEACHING POINTS |“I can” statements |

|Trait Focus: Voice, Word Choice, Conventions, Ideas and Content | |

|Mode Focus: Narrative | |

|Writing Samples: Descriptive Writing, Imaginative Writing, Fictional Narrative | |

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|Voice | |

|Specific Details | |

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|Ideas and Content | |

|Character Development | |

|Setting | |

|Plot Development | |

|Leads | |

|Conventions | |

|Use Correctly Indefinite Pronouns (all, another, both, each, either, few, many, | |

|none, one, other several some. | |

|Use Correctly Present Perfect Verb Tense (have, been, has, been) | |

|Use Correctly Past Perfect Verb Tense (had, been) | |

|Use Correctly Future Perfect Verb Tense (shall, have been) | |

|Ensure that verbs agree with compound subjects. | |

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|Word Choice | |

|Variety of Words | |

|Figurative Language | |

|Descriptive Language | |

|Avoid Cliches | |

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|RESOURCES |

|Craft Lessons: narrative elements |

|Conventions - grammar |

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