Greene County Public Schools - Schoolwires



Greene County Public SchoolsLanguage Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 1Time/DatesSOL/StrandObjective/Content/Essential Questions/CognitiveLevelVertical AlignmentVocabularyCross-curricular ConnectionsAugust 17-19(3 days) ReadingSOL 6.4e The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. e) Use word-reference materials. Essential Knowledge Recognize that many words have multiple meanings and that context and dictionaries are both supportive in determining which meaning is most appropriate Cognitive Level: Remember, Analyze 5th Grade use reference materials.ThesaurusGlossaryGuidewordsHistory and Science vocabulary: reconstruction, laws, slavery, inferring, observation, experimentAugust 22-September 2(10 days) Reading SOL 6.5aThe student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.a)Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. Essential Knowledge? Identify and define the elements of narrative structure.? Understand that fiction includes a variety of genres, including short story, novel, and drama.? Understand that narrative nonfiction includes biography, autobiography, and personal essay.? Understand setting as time and place.? Understand plot as: the development of the central conflict and resolution; the sequence of events in the story; and the writer’s map for what happens, how it happens, to whom it happens, and when it happens? Understand that character traits are revealed by: what a character says; what a character thinks; what a character does; and how other characters respond to the character. 5th Grade discusses characters, setting, and important events and identifies themes. GenreFictionNonfictionNarrativeSettingCharacterPlotConflictTheme Social Studies Read fiction or narrative nonfiction on: Reconstruction: black codes/laws Westward Expansion: Nez Perce article, Chief Joseph speech Cognitive level: Remember, Understand Resources: Textbook: “Tuesday of the Other June,”“Eleven,” Jamestown series: Literary Forms, readworks article on bullying August 22-September 2(10 days) ReadingSOL 6.4a, bThe student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: re- Essential Knowledge? Use word structure to analyze and show relationships among words.? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning.? Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills, 5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance, -ess, -ive/-ative/tive PrefixSuffixWord originDerivationRootSynonymAntonym August 22-September 2(10 days) WritingSOL 6.8h The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Use correct spelling for frequently used words. Essential Knowledge 5th Grade uses correct spelling of commonly used words. Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence. Cognitive Level: Knowledge September 6-September 13(6 days)ReadingSOL 6.5d, gThe student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.d) Describe cause and effect relationships and their impact on plot.g) Explain how character and plot development are used in a selection to support a central conflict or story line. Essential Knowledge? Analyze in detail how a key individual, even, or idea is introduced, illustrated, and elaborated in a text.? Describe how a fictional plot is often episodic, and how characters develop. Cognitive level: Remember, Understand Resources: Textbook: “Lob’s Girl,” other short story collections: “The Enchanted Raisin,” Jamestown series: Understanding Characters, 5th Grade discusses characters, setting, and important events and identifies themes. Cause and EffectPlot DevelopmentCentral Conflict September 6-13 (6 days) WritingSOL 6.7a, b, c, d The student will write narration, description, exposition, and persuasion.a) Identify audience and purpose. b)Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic.d)Establish a central idea and organization. Essential Knowledge? Use prewriting strategies to select and narrow topics.? 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. 5th Grade introduced to prewriting strategies.Cluster, WebPlan OutlineBulleted ListGraphic OrganizersPrewriting StrategiesOrganizeTopicAudiencePurposeCentral Idea ? Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.? Write using strategies such as definition, classification, comparison/contrast, and cause/effect.? Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.? Establish and maintain a formal style of writing when appropriate.? Provide an appropriate conclusion for the purpose and mode of writing.? Identify audience and purpose for any piece of writing.? Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining Focus: Narrative Writing Cognitive Level: Apply, Analyze, Create September 14-September 28 (11 days) Reading SOL 6.4d ReadingSOL 6.5j Reading 6.5c The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. d)Identify and analyze figurative language. The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. j)Identify and analyze the author’s use of figurative language. Essential Knowledge? Recognize that figurative language enriches text.? Identify figurative language in text, including: simile (figures of speech that use the words like or as to make comparisons); hyperbole (intentionally exaggerated figures of speech); and metaphor (a comparison equating two or more unlike things without using “like” or “as.”? Understand that imagery and figurative language enrich texts.? Notice an author’s craft, including use of: language patterns; sentence variety; vocabulary; imagery; and figurative language.? Recognize and author’s use of simile, hyperbole, and metaphor.? Recognize an author’s choice of words and images.? recognize and author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone. recognize an author’s theme(s).? recognize an author’s tone including serious, humorous, objective, and personal.? Use strategies for summarizing, such as graphic organizers.? Recognize poetic forms, including: haiku, limerick, ballad, and free verse.? Recognize poetic elements in prose and poetry, including: rhyme, rhythm, repetition, alliteration, and onomatopoeia.? 5th Grade introduced to figurative language. Figurative LanguageSimileMetaphorHyperbolePersonificationOnomatopoeiaalliteration Cognitive Level: Remember , Analyze Resources: textbook, short story collections, poetry collections, Jamestown series: Literary Forms, , brainpop September 14-September 28 (11 days) ReadingSOL 6.4a, bThe student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: un- Essential Knowledge? Use word structure to analyze and show relationships among words.? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning.? Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze 5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance, -ess, -ive/-ative/tive Resources: The Learning Works: Prefixes & Suffixes, Word Trek/Words Their Way, Wordskills, , brainpop September 14-September 28 (11 days)WritingSOL 6.8hThe student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h)Use correct spelling for frequently used words. Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence. Cognitive Level: Knowledge 5th Grade uses correct spelling of commonly used words. September 14-September 28 (11 days)WritingSOL 6.8f WritingSOL 6.7i The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. f)Use quotation marks with dialogue. The student will write narration, description, exposition, and persuasion.i)Revise sentences for clarity of content including specific vocabulary and information. Essential Knowledge? Punctuate and format dialogue.? Correctly use quotation marks in dialogue.? Revise drafts for improvement, using teacher assistance peer collaboration, and growing independence.? Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.? Use complete sentences with appropriate punctuation.? Capitalize language classes or classes followed by a number.? Capitalize mom and dad only when those title replace names or are used as proper nouns. Cognitive Level: Remember5th Grade introduced to use quotation marks. Quotation Marks Resource: textbook, students’ independent reading books, September 29-- October 11 (9 days)WritingSOL 6.8b, dThe student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.b)Use subject-verb agreement with intervening phrases and clauses.d) Maintain consistent verb tense across paragraphs. Essential Knowledge? Use singular verbs with singular subjects and plural verbs with plural subjects.? Maintain a consistent verb tense within sentences and throughout and across paragraphs. Cognitive level: Apply Resources: Daily Edits, textbook, reading SOL 6.5j and 6.4d is used to address reading during editing., 5th Grade learns subject verb agreement and past and present verb tenses. SubjectVerbIntervenePhraseClauseConsistentTense September 29--October 11(9 days) ReadingSOL 6.4c The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. Essential Knowledge? Use context as a clue to the meaning.? Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.? Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast. Cognitive Level: Remember, Analyze Resources: Wordskills 5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words. Definition and RestatementExampleComparisonContrastCause and EffectInference from GeneralContext Social Studies: Relate to prohibition and the roaring 20’s. September 29--October 11(9 days) WritingSOL 6.7j The student will write narration, description, exposition, and persuasion. j)Use computer technology to plan, draft, revise, edit, and publish writing. 5th Grade uses technology as a tool to research,organize, evaluate, andcommunicate information. NarrationDescriptionExpositionPersuasionPlan September 29--October 11(9 days) SOL 6.6ll)Use reading strategies to monitor comprehension throughout the reading process. Essential Knowledge Use specific and helpful clues in the context, including definitions (which define words within the text); signal words (which alert readers that explanations or examples follow); direct explanations (which explain terms as they are introduced); synonyms (which provide a more commonly used term); antonyms (which contrast words with their opposites; and inferences(which imply meaning and help readers deduce meaning). Cognitive Level: Apply Resource: textbook, Wordskills October 12-14 (3 days)End of first 9 weeks. CommunicationSOL 6.1a CommunicationSOL 6.2d, e The student will participate in and contribute to small-group activities. a)Communicate as leader and contributor. The student will present, listen critically, and express opinions in oral presentations.d)Paraphrase and summarize what is heard.e) Use language and vocabulary appropriate to audience, topic, and purpose. Essential Knowledge? Interact as both group leader and member.? Use strategies that contribute to the discussion.? Pose and respond to questions.? Relate and retell information.? Restate briefly and critically the main idea(s) or theme(s) discussed within a group.? Use active listening to focus on what is said and what is implied.? Summarize what is heard.? Retain and rethink ideas based on what is heard.? Infer and assimilate new ideas.? Paraphrase by putting into their own words what has been said by others.? Paraphrase and summarize by restating the main points more succinctly than the original presentation.? Paraphrase or summarize what others have said. Cognitive Level: Understand, Apply 5th Grade participate as contributors to discussions.Leader and contributor Beginning of second nine weeksReadingSOL 6.6g ReadingSOL 6.6h The student will read and demonstrate comprehension of a variety of nonfiction texts. g)Identify main idea. The student will read and demonstrate comprehension of a variety of nonfiction texts. h)Summarize supporting details. Essential Knowledge? Read beyond the printed text to understand the message stated or implied by an author.? Determine a central idea of a text and recognize how details support that idea. Cognitive Level: Remember, Understand, Apply Resources: Jamestown series: Identifying Main Idea, textbook: Ameila Earhart excerpt, 5th Grade identifies main idea Main Idea *Common Assessments: MAP, Writing Prompt, Elements of Fiction Quiz, Main Idea Quiz, Characterization Project, Miscellaneous Exit Tickets*Common Unit Plans: Elements of Fiction Greene County Public SchoolsLanguage Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 2 Time/DatesSOL/StrandObjective/Content/Essential Questions/CognitiveLevelVertical Alignment VocabularyCross-curricular Connections October 17Beginning of second nine weeksOctober 17-October 21(5 days) ReadingSOL 6.6g ReadingSOL 6.6h The student will read and demonstrate comprehension of a variety of nonfiction texts. g)Identify main idea. The student will read and demonstrate comprehension of a variety of nonfiction texts. h)Summarize supporting details. Essential Knowledge? Read beyond the printed text to understand the message stated or implied by an author.? Determine a central idea of a text and recognize how details support that idea. Cognitive Level: Remember, Understand, Apply Resources: Jamestown series: Identifying Main Idea, textbook: Ameila Earhart excerpt 5th Grade identifies main idea Main IdeaSupporting detailsSocial Studies: Harlem Renaissance Book on tape. Narrated by Puff Daddy. Discuss Main idea and supporting details. Langston Hughes: Poetry discussing Main Idea: I Sing America Too October 24-26 (3 days) ReadingSOL 6.6i The student will read and demonstrate comprehension of a variety of nonfiction texts. i)Compare and contrast information about one topic,which may be contained in different selections. Essential Knowledge? Use graphic organizers to show similarities and differences in the information found in several sources about the same topic.? Compare and contrast similar information across several texts.? Recognize an author’s tone including serious, humorous, objective, and personal. Cognitive Level: Analyze Resources: content area textbooks, newspaper, magazines, online publications, textbook: Lost Worlds: Tutankhamen excerpt, The First Emperor excerpt 5th Grade identifies compare/contrast relationships. ScienceRead nonfiction and fiction on: Kinetic/PotentialEnergy andWeathering & Erosion Social Studies Read nonfiction and fiction on: ProgressiveMovement, TeddyRoosevelt, WWI,1920s, GreatDepression October 27-November 4(7 days) ReadingSOL 6.5k ReadingSOL 6.6j The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. k)Identify transitional words and phrases that signal an author’s organizational pattern. The student will read and demonstrate comprehension of a variety of nonfiction texts. j)Identify the author’s organizational pattern. Essential Knowledge Identify how transitional words signal an author’s organization such as words indicating time, cause and effect, or indicating more information. 5th Grade identifies structural patterns found in nonfiction, and identifies cause and effect relationships following transition words signaling a pattern. ChronologicalCompare/ContrastCause/EffectFact/OpinionProblem/SolutionOrder of ImportanceSpatialConcept DefinitionTransition ? Recognize an author’s patterns or organization.? Identify common patterns of organizing text including: chronological or sequential; comparison/contrast; cause and effect; problem-solution; and generalization or principle. Cognitive Level: Remember, Analyze Resources: textbook: “President Cleveland, Where Are You?” “The Jacket,” Jamestown series: Understanding Organization, Wordskills November 9-15 (5 days) WritingSOL 6.7a, b, c, d, e The student will write narration, description, exposition, and persuasion. a)Identify audience and purpose. b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.e)Compose a topic sentence or thesis statement if appropriate. Essential Knowledge? Use prewriting strategies to select and narrow topics.? Compose with attention to: central idea; unity; elaboration; and organization.? 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.? Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.? Write using strategies such as definition, classification, comparison/contrast, and cause/effect.? Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.? Establish and maintain a formal style of writing when appropriate.? Provide an appropriate conclusion for the purpose and mode of writing.? Identify audience and purpose for any piece of writing.? Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining? Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.? Write an effective thesis statement focusing, limiting, or narrowing the topic.? Differentiate between a thesis statement and a topic sentence. Focus: Compare and Contrast/Prewriting, Writing Cognitive Level: Understand, Evaluate, Optional Resources: article: Compare and contrast wearing school uniforms and not using school uniforms. Write persuasion paragraph(s). November 9-15 (5 days) ReadingSOL 6.4a, b The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: dis- Essential Knowledge Use word structure to analyze and show relationships among words. 5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist,-logy/-ology, -ism, -ence/- ? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning.? Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskillsance, -ess, -ive/-ative/tive November 9-18 (8 days) WritingSOL 6.8h The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h)Use correct spelling for frequently used words. Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence. Cognitive Level: Knowledge 5th Grade uses correct spelling of commonly used words. November 17-December 1 (8 days) WritingSOL 6.7h, i The student will write narration, description, exposition, and persuasion.h)Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i)Revise sentences for clarity of content including specific vocabulary and information. Essential Knowledge? Revise drafts for improvement, using teacher assistance, peer collaboration, and growing independence.? Write using descriptive details.? Elaborate to: give detail; add depth; and continue the flow of an idea. 5th Grade writes multiparagraph compositions, use precise and descriptive vocabulary, and include supporting details that elaborate the main ideas. 5th Grade revises for clarity of content using specific vocabulary and information. ToneVoiceElaborationClarity ? Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions); and subordination (establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions).? Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.? Avoid comma splices and fused sentences.? Avoid using coordinating conjunctions at the beginning of a sentence. Focus: Revision Cognitive Level: Understand, Evaluate, Create November 17-December 1 (8 days) ReadingSOL 6.4a, b The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: pre- Essential Knowledge? Use word structure to analyze and show relationships among words.? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning. 5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance, -ess, -ive/-ative/tive November 17--28(5 days) Reading: 6.4c Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. Essential Knowledge? Use context as a clue to the meaning.? Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast. Cognitive Level: Remember, Analyze Resources: Wordskills 5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words. Definition and RestatementExampleComparisonContrastCause and EffectInference from GeneralContext November 17--28(5 days) WritingSOL 6.8h The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Use correct spelling for frequently used words. Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence. Cognitive Level: Knowledge 5th Grade uses correct spelling of commonly used words. November 29--November 30 (2 days) WritingSOL 6.8e, f The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Eliminate double negatives. Essential Knowledge Eliminate double negatives. Focus: Daily Edits Cognitive Level: Remember Resources: textbook 5th Grade introduced to use quotation marks with dialogue and elimination of double negatives. Negative November 29--December 2 (4 days) CommunicationSOL 6.2a ReadingSOL 6.6f The student will present listen critically, and express opinions in oral presentations.a) Distinguish between fact and opinion. The student will read and demonstrate comprehension of a variety of nonfiction texts. f) Differentiate between fact and opinion. Essential Knowledge 5th Grade introduced to differentiating between fact and opinion. Fact OpinionDistinguishDifferentiateExpress Social Studies: 50 states research project on a single state: included geography, culture, history Science: Animal: habitat, prey/predator, look ? Recognize that facts can be verified and that opinions cannot.? Take notes to record facts/opinions or differing viewpoints.? Recognize that a fact is something that can be proven, while an opinion is a personal feeling.? Summarize the text without providing a personal opinion. Cognitive Level: Analyze Resources: “The Roswell Incident,” “The MolassesFlood” December 2-22 (15 days) ResearchSOL 6.9a, b, c,d, e The student will find, evaluate, and select appropriate resources for a research product.a)Collect information from multiple sources including online, print, and media. b)Evaluate the validity and authenticity of texts.c)Use technology as a tool to research, organize, evaluate, and communicate. d)Cite primary and secondary sources. e)Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. Essential Knowledge? Understand that a primary source is an original document or a firsthand or eyewitness account or an event.? Understand that a secondary source discuss information originally presented somewhere else. Secondary sources provide analysis, interpretation, or evaluation of the original information.? Understand and use the online, print, and media references available in the classroom, school, and public libraries, including: general and specialized dictionaries; thesauruses and glossaries; general and specialized encyclopedias; directories; general and specialized databases; and Internet resources, as appropriate for school use. 5th Grade collects information from multiple resources including online, print and media. 5th Grade uses technology as a tool to research, organize, evaluate, and communicate. 5th Grade gives credit to sources used in research. 5th Grade defines the meaning and consequences of plagiarism. ValidityAuthenticityCiteResourceEvaluatePrimary SourcesSecondary SourcesPlagiarismEthicalLegal Reliable ? Evaluate the validity and authenticity of texts, using questions, such as: Does the source appear in a reputable publication? Is the source free from bias? Does the writer have something to gain from his opinion? Does the information contain facts for support? Is the same information found in more than one source?? Prevent plagiarism and its consequences by giving credit to authors when idea and/or words are used in research.? Differentiate between a primary and secondary source.? Provide a list of sources using a standard form for documenting primary and secondary sources. Focus: Research topic for a short piece. Cognitive Level: Understand, Remember,Knowledge, Apply Evaluate December 2-22 (15 days) WritingSOL 6.7f, g, h, i The student will write narration, description, exposition, and persuasion. f) Write multi-paragraph compositions with elaboration and unity. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i)Revise sentences for clarity of content including specific vocabulary and information. Essential Knowledge? Use prewriting strategies to select and narrow topics.? Compose with attention to: central idea; unity; elaboration; and organization.? Revise drafts for improvement, using teacher assistance, peer collaboration, and growing independence.? Write using descriptive details.? Elaborate to: give detail; add depth; and continue the flow of an idea. 5th Grade writes multi-paragraph compositions, use precise and descriptive vocabulary, and include supporting details that elaborate the main ideas. 5th Grade revises for clarity of content using specific vocabulary and information. ? Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions); and subordination (establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions).? Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.? Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.? Elaborate writing to continue the flow from idea to idea without interruption? Use appropriate transitions to clarify the relationships among ideas and concepts.? Select vocabulary and tone with awareness of audience and purpose.? Write more than one paragraph on any central theme or topic demonstrating elaboration, coherence, and unity. Focus: Write short research piece. Cognitive Level: Understand, Evaluate, Create December 2-22 (15 days) CommunicationSOL 6.1a, b, c, d ReadingSOL 6.4f The student will participate in and contribute to small-group activities. a)Communicate as leader and contributor. b)Evaluate own contributions to discussions. c)Summarize and evaluate group activities. d)Analyze the effectiveness of participant interactions. The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. f)Extend general and specialized vocabulary through speaking, listening, reading, and writing. Essential Knowledge? Ensure that all group members participate in exchange of information.? Use verbal and nonverbal feedback from the audience to evaluate their own contributions. Process and verbalize the content and impact of each participant’s contribution to a discussion.? Interact as both group leader and member.? Use strategies that contribute to the discussion.? Restate briefly and critically the main idea(s) or theme(s) discussed within a group.? Use active listening to focus on what is said and what is implied.? Summarize what is heard.? Use a checklist and /or rubric to evaluate the participation of self and others.? Use common Greek or Latin affixes and roots as clues to the meaning of a word. Focus: Present short research piece. Cognitive Level: Understand, Apply, Analyze, Evaluate 5th participate as contributors to discussions. 5th Grade develops vocabulary by listening to and reading a variety of texts. LeaderCommunication *Common Assessments: Author’s Organizational Pattern Quiz, Characteristics of Non-Fiction Quiz, Supporting Details Assessment, Language Arts Benchmark, Writing Prompt*Common Unit Plans: Greene County Public Schools Language Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 3 Time/DatesSOL/StrandObjective/Content/Essential Questions/CognitiveLevelVertical AlignmentVocabularyCross-curricular ConnectionsBeginning of third 9 weeks: January 3-9(5 days)ReadingSOL 6.5c The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.c)Describe how word choice and imagery contribute to the meaning of a text.j)Identify and analyze the author’s use of figurative language. Focus: Poetry, review prefixes and suffixes previously taught Essential Knowledge? recognize and author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone. recognize an author’s theme(s).? recognize an author’s tone including serious, humorous, objective, and personal.? Use strategies for summarizing, such as graphic organizers.? Recognize poetic forms, including: haiku, limerick, ballad, and free verse.? Recognize poetic elements in prose and poetry, including: rhyme, rhythm, repetition, alliteration, and onomatopoeia. Cognitive Level: Remember, Analyze Resources: Textbook: “Ode to My Library” Read : weather air patterns. Out of the Dust by Karen Hesselibrary of congress for pictures and primary sources. Flo-vocabulary5th Grade describes how author’s choice of vocabulary contributes to the author’s style. 5th Grade introduced to figurative language. ImageryRhymeRhythmRepetitionAlliterationOnomatopoeiaScienceRead nonfiction and fiction on:Ocean Currents & Climate,Pollution,Atmosphere, Weather,Solar System Social Studies Read nonfiction and fiction on: GreatDepression, WWII,Cold WarJanuary 10-23(9 days)WritingSOL 6.8cThe student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.c)Use pronoun-antecedent agreement to include indefinite pronouns. Essential Knowledge5th Grade can identify pronouns.PronounIndefiniteAntecedent ? Differentiate between subjects and objects when choosing pronouns.? Understand that pronouns need to have recognizable antecedents that agree in number and gender.? Use first person pronouns appropriately in compound subjects and objects.? Recognize and correct vague pronouns.? Correctly use the apostrophe for contractions and possessives. Focus: Daily Edits Cognitive Level: Knowledge January 10-23 (9 days) ReadingSOL 6.4a, bThe student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: post- Essential Knowledge? Use word structure to analyze and show relationships among words.? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning.? Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills 5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance, -ess, -ive/-ative/tive January 10-23 (9 days) Writing SOL 6.8hThe student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h)Use correct spelling for frequently used words. Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence. Cognitive Level: Knowledge 5th Grade uses correct spelling of commonly used words. January 10-23 (9 days)WritingSOL 6.8g The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. g)Choose adverbs to describe verbs, adjectives, and other adverbs. Essential Knowledge Choose adjectives and adverbs appropriately Cognitive Level: Knowledge, Apply 5th Grade uses adjective and adverb comparisons. AdverbsVerbsAdjectives January 24-30(5 days)WritingSOL 6.7a, b, c, d, gThe student will write narration, description, exposition, and persuasion. a)Identify audience and purpose. b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice. Essential Knowledge? Use prewriting strategies to select and narrow topics.? Compose with attention to: central idea; unity; elaboration; and organization.? Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives. MLK I have a Dream book. MLK speech videoPrompt: Pretend you were alive the day of the MLK Jr. speech. Tell the story through a poem of that day through your eyes. What did you do? how did you feel? how did people act? what were others saying? what were you thinking? ? Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.? Identify audience and purpose for any piece of writing.? Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining? Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.? Use appropriate transitions to clarify the relationships among ideas and concepts.? Select vocabulary and tone with awareness of audience and purpose. Focus: Poetry Cognitive Level: Understand, Evaluate, Create January 31--February 6(5 days) ReadingSOL 6.4a, bThe student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: -able Essential Knowledge Use word structure to analyze and show relationships among words. 5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist,-logy/-ology, -ism, -ence/- ? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning.? Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskillsance, -ess, -ive/-ative/tive January 31--February 6(5 days) WritingSOL 6.8hThe student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h)Use correct spelling for frequently used words. Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence. Cognitive Level: Knowledge 5th Grade uses correct spelling of commonly used words. February 7-13(5 days) ReadingSOL 6.6a The student will read and demonstrate comprehension of a variety of nonfiction texts. a)Use text structures such as types, headings, to predict and categorize information in both print digital texts. Essential Knowledge Pose questions prior to and during the reading process based on text structures, such as: boldface and/or italics type; type set in color; vocabulary; graphics or photographs; and headings and subheadings. Cognitive Level: Remember, Understand, Apply Resources: magazines, other content area textbooks5th Grade identifies text features: title, heading, pictures TypeHeadingsGraphicsDigital TextsBold FaceSidebarItalicsSubheadingsCaptionsColor Social Studies/Science Students will create a product applying social studies or science knowledge by utilizing text structures learned. February 14--27(7 days)Reading SOL 6.4c The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c)Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. Essential Knowledge? Use context as a clue to the meaning.? Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.? Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast. Cognitive Level: Remember, Analyze Resources: Wordskills 5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words. Definition and RestatementExampleComparisonContrastCause and EffectInference from GeneralContext February 28--March 10(9 days)Writing SOL 6.7a, b, c, d, g CommunicationSOL 6.2eSOL 6.3c The student will write narration, description, exposition, and persuasion. a)Identify audience and purpose. b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice. The student will present, listen critically, and express opinions in oral presentations.e) Use language and vocabulary appropriate to audience, topic, and purpose. The student will understand the elements of media literacy.c) Craft and publish audience-specific media messages. Essential KnowledgeUse prewriting strategies to select and narrow topics. ? Compose with attention to: central idea; unity; elaboration; and organization.? Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.? Identify audience and purpose for any piece of writing.? Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining? Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.? Use appropriate transitions to clarify the relationships among ideas and concepts.? Select vocabulary and tone with awareness of audience and purpose.? Plan and deliver an oral presentation, using the following steps: determine topic and purpose; identify the intended audience; gather information; organize the information; use multimedia to clarify presentation information; choose vocabulary appropriate to topic, purpose, and audience; phrase with grammatically correct language; and practice delivery.? Understand the effectiveness of any media message is determined by the results on the intended audience. ? Recognize production elements in media are composed based on audience and purpose.? Create media messages, such as public service announcements aimed at a variety of audiences with different purposes. Focus: Current Science or Social Studies Topic Cognitive Level: Understand, Remember, Evaluate,Apply, Create Resources: DOE anchor papers,: school uniforms *Common Assessments: Language Arts Benchmark, Elements of Poetry Test, Figurative Language Quiz, Poetry Writing *Common Unit Plans: Greene County Public SchoolsLanguage Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 4 Time/DatesSOL/StrandObjective/Content/Essential Questions/CognitiveLevelVertical AlignmentVocabularyCross-curricular ConnectionsMarch 13-24(10 days)ReadingSOL 6.5f ReadingSOL 6.6e The student will read and demonstrate comprehension of a variety of nonfiction texts. f)Use information in the text to draw conclusions and make inferences. The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. e)Draw conclusions and make inferences based on explicit and implied information. Essential Knowledge? Understand that character traits are revealed by: what a character says; what a character thinks; what a character does; and how other characters respond to the character.? Analyze how a text makes connections among and distinctions between individuals, ideas, or events.? Use graphic organizers to record clues in the text and inferences or conclusions made by the reader as a result of those clues.? Pose questions prior to and during the reading process based on text structures , such as: boldface and/or italics type; type set in color; vocabulary; graphics or photographs; and headings and subheadings.? Give evidence from the text to support conclusions.? Comprehend and record details and/or facts in order to arrive at a conclusion, inference, or generalization. Cognitive Level: Evaluate Resources: Jamestown series: Making Inferences,Drawing Conclusions 5th Grade introduced to drawing conclusions and making inferences from text.DemonstrateInferencesDraw ConclusionsExplicit InformationImplied Information ScienceRead nonfiction andfiction on SolarSystem Social Studies Read nonfiction and fiction on: Cold War,Civil RightsMovements March 13-24(10 days) ReadingSOL 6.4a, b The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: -less Essential Knowledge? Use word structure to analyze and show relationships among words.? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning.? Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance, -ess, -ive/-ative/tive March 27--April 14(10 days) WritingSOL 6.4cThe student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c)Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.Essential Knowledge? Use context as a clue to the meaning.? Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.? Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast.Cognitive Level: Remember, Analyze Resources: Wordskills 5th Grade uses correct spelling of commonly used words.5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words. April 10--21(10 days)Writing 6.8h The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.h)Use correct spelling for frequently used words.Essential Knowledge? Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.? Use first person pronouns appropriately in compound subjects and objects.? Recognize and correct vague pronouns.Cognitive Level: Knowledge 5th Grade uses correct spelling of commonly used words. Focus: Persuasive Writing Cognitive Level: Understand, Remember, Evaluate,Apply, Create April 17-21(5 days) ReadingSOL 6.4a, bThe student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Focus: -ance/-ence Essential Knowledge Use word structure to analyze and show relationships among words.5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram 5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto ? Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.? Use common Greek or Latin affixes and roots as clues to the meaning of a word.? Identify Latin and Greek roots of common English words as clues to the meaning.? Separate and recombine known word parts to predict the meaning of unfamiliar words. Cognitive Level: Remember, Analyze Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills 5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance, -ess, -ive/-ative/tive April 17-21(5 days) WritingSOL 6.8hThe student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) use subject-verb agreement with intervening phrases and clauses Essential Knowledge use singular verbs with singular subjects and plural verbs with plural subjects Cognitive Level: Knowledge 5th Grade uses correct spelling of commonly used words. April 24-May 5(10 days)May 8-26(15 days)ReadingSOL 6.5c WritingSOL 6.7g The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.c)Describe how word choice and imagery contribute to the meaning of a text. Essential Knowledge? Recognize an author’s choice or words and images.? Describe how the author uses keywords and images to craft a message and create characters.? Understand that imagery and figurative language enrich texts.The student will write narration, description, exposition, and persuasion.a)Identify audience and purpose.b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice.h)Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.i)Revise sentences for clarity of content including specific vocabulary and information. Essential Knowledge Use prewriting strategies to select and narrow topics.? Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.? Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.? Identify audience and purpose for any piece of writing.? Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining? Select vocabulary and tone with awareness of audience and purpose? Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using ? Recognize an author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone.? Compose with attention to: central idea; unity; elaboration; and organization.? Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.? Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.? Write using descriptive details.? Elaborate to: give detail; add depth; and continue the flow of an idea. Cognitive Level: Understand, Remember, Evaluate,Analyze, Create 5th Grade describes how author’s choice of vocabulary contributes to the author’s style. *Common Assessments: English SOL, MAP, Writing Prompt, Culminating Project *Common Unit Plans: ................
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