Grade 6 2017-2018 SY Term 3 Term 4 - School District of Philadelphia

[Pages:15]Term 1

StudySync Grade 6

2017-2018 SY

Term 2

Term 3

Dates of Cycle

September 5, 2017November 13, 2017

November 14, 2017January 29, 2018

January 30, 2018April 9, 2018

Total Teaching Days

Total Instructional Days: 46 Including 1 Half Day

Total Instructional Days: 45 Including 5 Half Days

Total Instructional Days: 46 Including 4 Half Days

Theme: Instinct and Action

Theme: Taking a Stand

Theme: Experiences Shape Lives

Theme & Suggested Collections

Study Sync Unit 1: Turning Points Study Sync Unit 3: Facing Challenges Study Sync Unit 2: Ancient Realms

Term 4 April 10, 2018-

June 6, 2018 Total Instructional Days: 40

Including 5 Half Day Theme: Overcoming Circumstance

Study Sync Unit 4: What Does it Mean to be a Hero?

Performance Task and

Performance Assessment

Options

Focus Mode: Informative and Explanatory

Extended Writing Project StudySync Grade 6, pages 60-95

Focus Mode: Opinion/Argumentative

Extended Writing Project StudySync Grade 6, pages 257-294

Focus Mode: Narrative

Extended Writing Project StudySync Grade 6, pages 159-192

*You may navigate through each StudySync unit to meet the needs of your students.

Focus Mode: All Modes: Review, Reteach, and Enrich

Extended Writing Project StudySync Grade 6, pages 360-405

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The School District of Philadelphia Standards Mapping: Grade 6 Term 1

Theme: Instinct and Action Study Sync Unit 1: Turning Points

Assessments: The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit.

ELL Resources:

Struggling Learner Resources:

The instructional path contains an Access Path, which provides targeted differentiation for English Learners. Students interact with course materials through Access Handouts, which provide differentiated activities for each proficiency level.

Emerging ? Access 1 Intermediate ? Access 2 Advanced ? Access 3

The instructional path contains an Access Path, which provides targeted differentiated instruction for struggling learners. Students interact with course materials through Access Handout 4, which provides differentiated activities and support for struggling learners.

Please note that the Philadelphia School District reports an ELL student's English proficiency level via an access score/level. This level does not align with the Access Path, used by Study Sync Grade 6. Therefore, when selecting which Access Path to support ELL instruction, please evaluate students independently to meet their individual needs and engage in conversation with ESL teacher.

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Term 1 Unit 1 | Turning Points

Suggested Days

Text

Days 1-4

Hatchet Pages 5-8

Online Resource: Blast: Turning

Points

Focus Skills: Point of View

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.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 judgments. CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text. CC.1.3.6.C 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 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.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction.

CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.1.4.6.U 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. CC.1.4.6.W 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. CC.1.4.6.X 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. CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Eligible Content E06.A-K.1.1.2

E06.A-K.1.1.1

E06.A-K.1.1.3

E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2

E06.E.1.1.1 E06.E.1.1.2 E06.E.1.1.3 E06.E.1.1.4 E06.E.1.1.5 E06.E.1.1.6

3

Suggested Days

Text

Days 5-7

"Guts: The True Stories

Behind Hatchet and

the Brian Books" Pages 9-13

Focus Skills: Central or Main Idea

Greek and Latin Affixes

and Roots

S& L

Writing

Reading Informational Text

PA Core Standards Addressed

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 judgments.

Eligible Content E06.BK.1.1.2

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 text.

E06.B-K.1.1.1

CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

E06.B-K.1.1.3

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.

E06.B-V.4.1.1 E06.B-V.4.1.2

CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction.

CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.1.4.6.U 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. CC.1.4.6.W 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. CC.1.4.6.X 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. CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

E06.E.1.1.1 E06.E.1.1.2 E06.E.1.1.3 E06.E.1.1.4 E06.E.1.1.5 E06.E.1.1.6

4

Suggested Days

Text

Island of the Blue Dolphins

Pages 14-18

Online

Days 8-10

Resource: Blast: Survivors

Focus Skills: Textual Evidence

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.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 judgments.

Eligible Content E06.A-K.1.1.2

CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text. CC.1.3.6.C 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 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.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction.

CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.1.4.6.U 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. CC.1.4.6.W 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. CC.1.4.6.X 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. CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

E06.A-K.1.1.1

E06.A-K.1.1.3

E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 E06.E.1.1.1 E06.E.1.1.2 E06.E.1.1.3 E06.E.1.1.4 E06.E.1.1.5 E06.E.1.1.6

5

Suggested Days

Text

Days 1113

Dragonwings Pages 19-23

Focus Skills: Connotation and Denotation

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.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 judgments.

Eligible Content E06.A-K.1.1.2

CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text. CC.1.3.6.C 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 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.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction.

CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.1.4.6.U 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. CC.1.4.6.W 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. CC.1.4.6.X 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. CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

E06.A-K.1.1.1

E06.A-K.1.1.3

E06.A-C.2.1.3 E06.A-V.4.1.1 E06.A-V.4.1.2 E06.E.1.1.1 E06.E.1.1.2 E06.E.1.1.3 E06.E.1.1.4 E06.E.1.1.5 E06.E.1.1.6

6

Suggested Days

Text

"The Father of Chinese Aviation"

Pages 24-28

Days 1417

Online Resource: Blast: What Do You Mean?

Blast: Innovative Immigrants

Focus Skills: Textual Evidence

S& L

Writing

Reading Informational Text

PA Core Standards Addressed

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 judgments.

Eligible Content E06.BK.1.1.2

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 text.

E06.B-K.1.1.1

CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

E06.B-K.1.1.3

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.

E06.B-V.4.1.1 E06.B-V.4.1.2

CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction.

CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.1.4.6.U 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. CC.1.4.6.W 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. CC.1.4.6.X 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. CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

E06.E.1.1.1 E06.E.1.1.2 E06.E.1.1.3 E06.E.1.1.4 E06.E.1.1.5 E06.E.1.1.6

7

Suggested Days

Text

Days 1822

"I Never Had It Made" Pages 29-33

Online Resource: Blast: Turning

Points

Focus Skills: Informational Text Structure

Figurative Language

Media

S& L

Writing

Reading Informational Text

PA Core Standards Addressed

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 judgments.

Eligible Content E06.BK.1.1.2

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 text.

E06.B-K.1.1.1

CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

E06.B-K.1.1.3

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.

E06.B-V.4.1.1 E06.B-V.4.1.2

CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction.

CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.1.4.6.U 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. CC.1.4.6.W 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. CC.1.4.6.X 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. CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.6.D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

E06.E.1.1.1 E06.E.1.1.2 E06.E.1.1.3 E06.E.1.1.4 E06.E.1.1.5 E06.E.1.1.6

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