6th Grade Language Arts 2013-2014

secondaryliteracy.dmschools.org Revised 5.22.13

6th Grade Language Arts 2013-2014

Unit Content Standards Reporting Cluster(s) Content Topics

Performance Tasks/ Supporting

StandardsUnit One: Title Pending9 Weeks

Reading Literature 1 Reading Informational Text 1

Working with Text Evidence

Questioning, Inference, and Interpretation

Speaking 4 Balanced Instructional

Approach Reading Literature 6 Analyzing Character

Point of View Point of View

Unit Two:Title Pending9 Weeks

Reading Literature 3 Analyzing Text and/or Character Connections

Story Elements Writing 2 Language 5 Speaking 2 Speaking 3 Balanced Instructional

Approach

Reading Literature 9 Reading Informational Text 9

Integrating Multiple Texts

Literary Comparisons and Source Material

Rhetorical Criticism

Unit Three:Title Pending9 Weeks

Reading Literature 5 Reading Informational Text 5 Reading Informational Text 3

Analyzing Text Structure Text Structure and Features

Connections

Speaking 5 Balanced Instructional

Approach Reading Literature 2 Reading Informational Text 2

Determining Central Idea/Theme

Themes and Central Ideas

Writing 3 Writing Narratives Narrative Writing

Unit Four:Title Pending9 Weeks

Reading Informational Text 6 Analyzing Author Point of View

Purpose Writing 1 Writing 7 Writing 8 Balanced Instructional

Approach

Reading Informational Text 8 Evaluating Arguments in Text

Argument and Reasoning

6th Grade Language Arts 2013-2014

Balanced Instructional ApproachTopic CCSS Proficiency Statements Suggestions for

Inclusion

Read

ing

RL6.4 Analyze the impact of a specific word choice on meaning and tone in a text Determine the meaning of words and phrases as they are used in text, including figurative and

connotative meanings

Vocabulary

RI6.4 Determine the meaning of words and phrases as they are used in a text, including technical meanings

L6.4 Use context as a clue for meaning of a word or phrase Use common Greek or Latin affixes and roots as clues to the meaning of a word Consult reference materials to find the pronunciation, meaning, or part of speech of a word Verify the preliminary determination of the meaning of a word or phrase

RL6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch

Multiple versions of same text

RI6.7 Integrate information presented in different media or formats to develop a coherent understanding of a topic or issue

Writi

ng

W6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Writing process

W6.5 Student will develop and strengthen writing by planning, revising, editing, rewriting, and trying a new approach

W6.6 Use technology to produce and publish writing Use technology to interact and collaborate with others Use technology to type a minimum of three pages in a single sitting

W6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

Spea

king

S6.1 Engage in a range of collaborative discussions Come to discussions prepared to refer to evidence on the topic and reflect on ideas under discussion Pose and respond to specific questions with elaboration and detail by making comments that

contribute to the topic under discussion Review the key ideas expressed and demonstrate understanding of multiple perspectives through

reflection and paraphrasing

Discussion

6th Grade Language Arts 2013-2014La

ngua

geL6.1 Ensure that pronouns are in the proper case (subjective, objective, possessive)

Use intensive pronouns (myself, ourselves, etc.) Recognize and correct inappropriate shifts in pronoun number and person Recognize and correct vague pronouns (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

Grammar

L6.2 Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements Spell words correctly when writing

L6.3 Vary sentence patterns for meaning, reader/listener interest, and style Maintain consistency in style and tone

6th Grade Language Arts 2013-2014UNIT ONE: Exploring Evidence 9 weeks

Organizing Principles: A blend of fiction and non-fiction, this unit could be a place to do a novel study. The primary skills emphasized in this unit are making inferences and analyzing character point of view. Students might write (and share) a speech about themselves at this time to get them started thinking about the role of speaking in a Language Arts classroom.

Reporting Cluster: Working with Text EvidenceTopic RL6.1, RI6.1 Knowledge: Assessments:

Que

stion

ing,

Infe

renc

e, a

nd In

terp

reta

tion 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Cite textual evidence to support analysis of what a text says explicitly Cite textual evidence to support inferences drawn from the text

2 Students will recognize or recall:Specific vocabulary such as:

Analysis, cite, explicit, inference, textual evidenceStudents demonstrate they have developed the ability to:

Describe what a text says explicitly When provided with an inference, support that inference with textual evidence

Reporting Cluster: Analyzing Character Point of ViewTopic RL6.6 Knowledge: Assessments:

Poin

t of V

iew

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Explain how an author develops the point of view of the narrator or speaker in a text

2 Students will recognize or recall:Specific vocabulary such as:

Convey, develop, narrator, portray, point of viewStudents demonstrate they have developed the ability to:

Describe the point of view of the narrator or speaker in a text

6th Grade Language Arts 2013-2014

Performance Scales: Unit One (Not Reported)Topic S6.4 Knowledge: Assessments:

Spee

ch W

riting

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3Proficient

Students demonstrate they have the ability to: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main

ideas or themes2 Students will recognize or recall:

Specific vocabulary such as: Accentuate, claim, description, detail, fact, finding, idea, logical, main idea, pertinent, sequence, theme

Students will perform basic processes, such as: Write a speech

6th Grade Language Arts 2013-2014UNIT TWO: (Title) 9 weeksOrganizing Principles:

Reporting Cluster: Analyzing Text and/or Character ConnectionsTopic RL6.3 Knowledge: Assessments:

Stor

y El

emen

ts

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Describe how a particular story’s or drama’s plot unfolds in a series of episodes Describe how the characters in a story respond or change as the plot moves toward a resolution

2 Students will recognize or recall:Specific vocabulary such as:

Episode, plot, resolution, conflict, traitStudents demonstrate they have developed the ability to:

Identify character traits of major characters in a story or drama List the episodes/events of a story in the order in which they occur

Reporting Cluster: Integrating Multiple TextsTopic RL6.9 Knowledge: Assessments:

Lite

rary

Com

paris

ons

and

Sour

ce M

ater

ial

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Compare and contrast texts in different forms or genres (examples: stories and poems, historical novels and fantasy stories) in

terms of their approaches to similar themes and topics2 Students will recognize or recall:

Specific vocabulary such as: Compare, contrast, genre

Students demonstrate they have developed the ability to: Identify details that support the given theme or topic of a text

Topic RI6.9 Knowledge: Assessments:

Rhet

oric

al C

ritici

sm

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3Proficient

Students demonstrate they have the ability to: Compare and contrast one author’s presentation of events with that of another (examples: a memoir written by and a

biography on the same person)2 Students will recognize or recall:

Specific vocabulary such as: Biography, memoir

Students demonstrate they have developed the ability to: Identify key events provided by two authors on the same topic

6th Grade Language Arts 2013-2014

Performance Scales: Unit Two (Not Reported)Topic W6.2 Knowledge: Assessments:

Info

rmati

ve W

riting

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. These texts:

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (example: headings), graphics (example: 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

2 Students will recognize or recall:Specific vocabulary such as:

Analysis, cause/effect, chart, clarify, classification, comparison/contrast, comprehension, concept, concluding statement, concrete, convey, definition, detail, domain-specific vocabulary, example, explain, fact, formal style, formatting, graphic, heading, idea, inform, information, informative/explanatory, introduce, multimedia, organization, organize, precise, quotation, relationship, relevant, selection, strategy, table, topic, transition

Students will perform basic processes, such as: Identify the characteristics of a model informative/explanatory writing piece Generate a list of details from relevant information related to a topic

Topic L6.5 Knowledge: Assessments:

Anal

yzin

g La

ngua

ge

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Interpret figures of speech (example: personification) in context in a text Use the relationship between particular words (examples: cause/effect, part/whole, item/category) to better understand each

of the words Distinguish among the connotations/associations of words with similar denotations/definitions (examples: stingy, scrimping,

economical, unwasteful, thrifty) in text

2 Students will recognize or recall:Specific vocabulary such as:

Analyze, association, connotation, connotative, definition, denotation, distinguish, figurative, figure of speech, interpret, personification, similar, text

Students will perform basic processes, such as: Identify examples of figures of speech in text

6th Grade Language Arts 2013-2014

Topic S6.2, S6.3 Knowledge: Assessments:

Eval

uate

Pre

sent

ed In

form

ation

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Explain how information presented in diverse media and formats (examples: visually, quantitatively, orally) contributes to a

topic, text, or issue under study Distinguish claims made by a speaker that are supported by reasons and evidence from claims that are not

2 Students will recognize or recall:Specific vocabulary such as:

Claim, distinguish, diverse, evidence, format, information, issue, media, orally, quantitative, reason, support, text, topic, visualStudents will perform basic processes, such as:

Interpret information presented in diverse media and formats Identify a speaker’s claims and specific evidence

6th Grade Language Arts 2013-2014UNIT THREE: (Title) 9 weeks

Organizing Principles:

Reporting Cluster: Determining Central Idea/ThemeTopic RL6.2, RI6.2 Knowledge: Assessments:

Them

es a

nd C

entr

al Id

eas

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Describe how a theme of a text is conveyed through particular details Describe how a central idea of a text is conveyed through particular details Provide a summary of a text distinct from personal opinions and judgments

2 Students will recognize or recall:Specific vocabulary such as:

Central idea, detail, fact, judgment, opinion, summarize, themeStudents demonstrate they have developed the ability to:

Determine theme of a fiction text Determine central idea of a non-fiction text Identify particular details that convey the given theme or central idea of a text

Reporting Cluster: Analyzing Text StructureTopic RL6.5, RI6.5 Knowledge: Assessments:

Text

Str

uctu

res a

nd F

eatu

res

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the

development of the theme, setting , or plot Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the

development of the ideas

2 Students will recognize or recall:Specific vocabulary such as:

Analyze, chapter, development, drama, form, idea, organizational pattern, paragraph, plot, scene, sentence, setting, stanza, story, structure, text, theme

Students demonstrate they have developed the ability to: Describe the overall form, structure, or organizational pattern used in a text Map the plot of a story or drama

6th Grade Language Arts 2013-2014

Topic RI6.3 Knowledge: Assessments:

Conn

ectio

ns

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (examples: through

examples or anecdotes)

2 Students will recognize or recall:Specific vocabulary such as:

Analyze, anecdote, detail, elaborate, event, example, idea, illustrate, individual, introduce, textStudents demonstrate they have developed the ability to:

Describe the introduction, illustration, or elaboration of a key individual, event, or idea in a text

Reporting Cluster: Writing NarrativesTopic W6.3 Knowledge: Assessments:

Nar

rativ

e W

riting

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences that:

Engage the reader by establishing a context and orient the reader by introducing a narrator and/or characters Organize an event sequence that unfolds naturally and logically Use narrative techniques (examples: dialogue, effective pacing, and description) to develop experiences, events, and/or

characters Use a variety of transitions to convey sequence and signal shifts from one time frame or setting to another Use precise and relevant descriptive details and sensory language to convey experiences and events Construct a conclusion that follows from the narrated experiences or events

2 Students will recognize or recall:Specific vocabulary such as:

Conclusion, description, dialogue, engage, narrative, narrator, pacing, precise, relevant, sensory, sequence, setting, transitionStudents will perform basic processes, such as:

Planning and organizing a narrative Describing the use of narrative techniques such as dialogue, pacing, and description Describing the use of transitions Write a brief, single-episode narrative

6th Grade Language Arts 2013-2014

Performance Scales: Unit Three (Not Reported)Topic S6.5 Knowledge: Assessments:

Pres

enta

tion

and

Deliv

ery 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to use proper oral presentation techniques: Use appropriate eye contact, adequate volume, and clear pronunciation Include multimedia components and visual displays in presentations to clarify information

2 Students will recognize or recall:Specific vocabulary such as:

Clarify, context, eye contact, information, multimedia, presentation, pronunciation, visual, visual aid, volumeStudents will perform basic processes, such as:

Use visual aids for presentation Identify the elements of effective presentations

6th Grade Language Arts 2013-2014UNIT FOUR: (Title) 9 weeks

Organizing Principles:

Reporting Cluster: Analyzing Author Point of ViewTopic RI6.6 Knowledge: Assessments:

Purp

ose

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Explain how an author’s point of view or purpose is conveyed in a text

2 Students will recognize or recall:Specific vocabulary such as:

Author, bias, convey, point of view, purposeStudents demonstrate they have developed the ability to:

Describe an author’s point of view or purpose in a text

Reporting Cluster: Evaluating Arguments in TextTopic RI6.8 Knowledge: Assessments:

Argu

men

t and

Rea

soni

ng

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Evaluate the argument and specific claims in a text, Distinguishing claims that are supported by reasons and evidence from

claims that are not

2 Students will recognize or recall:Specific vocabulary such as:

Argument, claim, distinguish, evidence, opinion, reason, support, textStudents demonstrate they have developed the ability to:

Trace the arguments and specific claims used to support the argument in a text Identify examples of opinion in a text and the words that signal an opinion

6th Grade Language Arts 2013-2014

Performance Scales: Unit Four (Not Reported)Topic W6.1 Knowledge: Assessments:

Argu

men

tativ

e W

riting

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to write arguments to support claims with clear reasons and relevant evidence that: Introduce claims and organize the reasons and evidence clearly Support claims 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 claims and reasons Establish and maintain a formal style Provide a concluding statement or section that follows from the argument presented

2 Students will recognize or recall:Specific vocabulary such as:

Argument, claim, clarify, concluding statement, credible, evidence, organize, reason, relationship, relevant, source, supportStudents will perform basic processes, such as:

Identify the characteristics of a model argument

Topic W6.7 Knowledge: Assessments:

Rese

arch

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Conduct short research projects to answer a question, drawing on several sources and refocusing inquiry when appropriate

2 Students will recognize or recall:Specific vocabulary such as:

Inquiry, question, refocus, research, research project, sourceStudents will perform basic processes, such as:

Develop a research question Demonstrate each step in the research process in isolation (examples: generate appropriate keyword searches, locate

appropriate sources, record information related to topic)

6th Grade Language Arts 2013-2014

Topic W6.8 Knowledge: Assessments:

Acce

ss a

nd O

rgan

ize In

form

ation

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3Proficient

Students demonstrate they have the ability to use proper oral presentation techniques: Gather relevant information from multiple print and digital sources Assess the credibility of each source Quote or paraphrase the data and conclusions of others while avoiding plagiarism, and provide basic bibliographic information

for sources2 Students will recognize or recall:

Specific vocabulary such as: Bibliography, cite, conclusion, credibility, data, digital, information, paraphrase, plagiarism, print, quote, relevant, source

Students will perform basic processes, such as: Compile a list of sources Describe the criteria for credible sources

6th Grade Language Arts 2013-2014

Educator’s Ethical ResponsibilityTopic CCSS Proficiency Statements Notes

Read

ing

RL6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently

RI6.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently

Writi

ng

W6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

Spea

king

S6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Lang

uage L6.6 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

Scholastic Reading Inventory (SRI) RangesGrade Below Basic Basic Proficient Advanced

6 BR - 499 500 - 799 800 - 1050 1051 - 1700+7 BR - 549 550 - 849 850 - 1100 1101 - 1700+8 BR - 599 600 - 899 900 - 1150 1151 - 1700+9 BR - 649 650 - 999 1000 - 1200 1201 - 1700+

10 BR - 699 700 - 1024 1025 - 1250 1251 - 1700+11 BR - 799 800 - 1049 1050 - 1300 1301 - 1700+12 BR - 799 800 - 1049 1050 - 1300 1301 - 1700+