6th Grade Pacing Guides

7/27/2019 6th Grade Pacing Guides

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PACING GUIDES FOR ENGLISH/LANGUAGE ARTS

Grade Level: Sixth Big Idea: Linking self to Prepared by Union County Schools

Society - Self Discovery

Time Frame: 2 Weeks 3 Weeks 2 Weeks 9 Weeks

Unit Topic(Specifyskills/informationthat will belearned.)

Informational Text

Folktales:Fantasy/Fairytales,Fables, Tall Tales, Myths

Poetry

Novel Study

EnduringUnderstandings

(Give and/ordemonstratenecessaryinformation)

Understandingpersuasive techniquesenables readers to thinkcritically when makingdecisions.Analyzing propagandatechniques will allowreaders to avoid makingemotional decisions andthink through choicescarefully.Persuasive writing allowswriters an opportunity toexpress an opinion andsupport it with facts,reasons, and examples.Having command of theEnglish language is vitalto write effective

Folk tales are a form offiction with plots andcharacters.Folk tales have beenaround for thousands ofyears, but are stillrelevant today forreaders because thepoint of each tale makesthe reader tounderstandhimself/herself better byunderstanding his/herbeliefs and morals.Folk tales teach lessonsto enhance the readers'understanding of thehuman race.Organizing paragraphswith a strong topicsentence, elaborate

Poets use the musicalityof language to expressunique insights into thehuman conditions.Understanding poeticdevices develop aheightenedcomprehension of whatmakes a poem a poem.Figurative languagehelps readers to see theworld in fresh new waysas well as how the worldis connected.Tone gives the readerunderstanding of theauthor's feelings towardhis subject.Word study enableswriters to use effective

Novels tell morecomplicated stories anddevelop the charactersmore deeply.Novels can take readersto new anddifferent times andplaces.Synthesizing helpsreaders to understandhow individual parts ofthe novel fit together.Readers can makeconnections betweencharacters and events inthe novel and their ownlives.Word study ensuresgreater understanding ofliterature.Grammar study eases.



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Time Frame: 2 Weeks 3 Weeks 2 Weeks 9 WeeksEnduring

Understandingscont

multiple paragraphcompositions.Increasing vocabularythrough spelling andword study increasesword choice in writingand comprehension inreading.

details, and a reflectiveclosing sentence makewriting clear andeffective.Using sentence varietyenhances voice inwriting.

word choice as well asunderstand otherwriters' word choice.Incorporatingknowledge and use ofsentence structure aidsin reading and writingall genres.

comprehensions(syntax) and writingskills.Writing multipleparagraph compositionsallow writers toelaborate and toorganize their writing

Essential Questions(Steps to check forstudent understanding)

What are thepersuasive techniques,and how do readersrecognize thesetechniques?What are propagandatechniques, and how doreaders identify these?How do writersorganize and write apersuasive compositionand effectively expressa supported opinion?How do writers identifyand use verbs andadverbs?

What are the varioustypes of folk tales?How do folk tales leadreaders to betterunderstandthemselves?How are folk talesorganized?How are well-writtenparagraphs organized?How do writers identifyand write a variety ofsentence typesincluding simple,compound, andcomplex?

What are poeticdevices and how dopoets use them to writepoetry?How does figurativelanguage impact apoem?How does a readerinterpret and analyzepoetry?How doesunderstandingsentenceformation enablereaders to appreciatethe writer's craft?

To understand a novel,ask:* Who is telling thestory? (point of view)*Who are the maincharacters, and whatare they like?(characters)*Where and when doesthe story take place?What is this place,culture, or historicalperiod like?i*What happens: (plot)*What is the author'scentral idea ormessage? (theme)



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Time Frame: 2 Weeks 3 Weeks 2 Weeks 9 WeeksEssential Questions

cont*How does the authorexpress his/her idea?(style)How do writers organizea multiple paragraphcomposition?How doesunderstanding the 8parts of speech enablewriters to composeeffective sentences andcompositions? (nouns,pronouns, adjectives)

Standards 6-2.16-2.106-2.26-2.36-2.46-2.56-2.66-2.76-2.86-2.96-3.16-3.26-3.36-3.56-4.1

6-1.16-4.16-1.106-1.36-4.26-1.46-4.46-1.56-4.56-1.66-4.66-1.76-1.86-3.16-3.2

6-1.16-3.16-1.26-3.26-1.36-3.36-1.46-3.46-1.66-1.76-1.86-1.96-4.16-4.26-4.4

6-1.16-3.16-4.16-5.26-1.26-3.26-4.26-5.36-1.36-3.36-4.36-5.46-1.46-3.46-4.4



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Time Frame: 2 Weeks 3 Weeks 2 Weeks 9 WeeksStandards cont

6-4.2

6-4.36-4.46-4.56-4.66-5.16-5.26-5.36-5.4*A copy of the 6th Grade ELAStandards and Indicators isattached.

6-3.3

6-3.46-5.26-5.36-5.4*A copy of the 6th GradeELA Standards andIndicators is attached.

6-4.6

6-5.16-5.4*A copy of the 6th Grade

ELA Standards andIndicators is attached.

6-1.5

6-3.56-4.56-1.66-4.66-1.76-1.86-1.96-1.10*A copy of the 6th Grade ELAStandards and Indicators isattached.

Integrations(with other disciplineareas)

Social StudiesJournal WritingGrammar/CompositionVocabulary/SpellingPoetry

Social Studies/ScienceJournal WritingGrammar/CompositionVocabulary/SpellingPoetry



DistrictAssessments

(culminatingassessments)

MAPS, Odyssey,Benchmark






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Grade Level: Sixth Big Idea: Linking Self to Society Prepared by Union County Schools

Time Frame: 2 Weeks 2 Weeks 2 Weeks 8 WeeksUnit Topic(Specify

skills/information thatwill be learned.)

Informational Text Informational Text/Historical Fiction

Autobiography/Biography

Novel Study


(Give and/ordemonstrate necessaryinformation)

Understandingpersuasive techniquesenables readers tothink critically whenmaking decisions.Analyzing propagandatechniques will allowreaders to avoidmaking emotional

decisions and thinkthrough choicescarefully.Persuasive writingallows writers anopportunity to expressan opinion and supportit with facts, reasons,and examples.Having command of theEnglish language isvital to write effective

multiple paragraphcompositions.

Reading informationaltexts and historicalfiction bringsmeaningful ideas toreaders through letters,historical documents,great ideas, and newfacts.Informational texts help

readers understand theworld and their ownlives.Authors can combinefacts about actualhistorical events with afictional story to createa plausible story.Historical accuracy ofthe setting lendscredibility to thecharacters in historical

fiction.

The events of apersons life can shapewho he/she is.Other people in apersons life caninfluence them in manyways.A person can have animpact on his

community or even hiscountry.Society can be shapedby one persons life.

Unfortunatecircumstances can leadto self-discovery.Making the rightchoices for others isimportant in becomingwho we are.Sacrificing self for thosewe love can have an

impact on ourselves,others, and society.Justice is not always theroad to self-discovery.Self-sacrifice leads tounderstanding our rolein society.Historical fiction carriesreaders to anothertime, place, and eventin which they mayconnect their own lives.


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cont

Increasing vocabularythrough spelling andword study increasesword choice in writingand comprehension inreading.

Understanding historicalbackground leads tocomprehension of thestory and the historybehind it.Historical facts are moreeasily understoodthrough fictional stories.

EssentialQuestions

(Steps to checkfor studentunderstanding)

What are the persuasivetechniques, and how do

readers recognize thesetechniques?What are propagandatechniques, and how doreaders identify these?How do writers organizeand write a persuasivecomposition andeffectively express asupported opinion?How do writers identifyand use verbs and

adverbs?

What are the varioustypes of informational

texts?How do these texts bringinformation to thereader?How are informationaltexts organized?How do writers useinformational texts tocreate historical fiction?How do readers checkfor historical accuracy?What reference sources

can readers use to checkhistorical accuracy?

What is a biography?How is a biography

organized?Can you recognize theimportant events in thispersons life?What kind of person ishe/she?How did this personaffect those aroundhim/her?Can you tell what kind oflife this person had?Can the reader get a

personal impression ofthe autobiographer?

Who is telling the storyof the novel? Why is this

important tounderstanding thenovel? (point of view)Who are the maincharacters, and what arethey like? How does theauthor characterizethem?Where and when doesthe story take place?What is this place,culture, or historical

period like? (setting)What happens What isthe authors central ideaor message? (theme?How does the authorexpress his or her ideas?(style)


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Time Frame: 2 Weeks 2 Weeks 2 Weeks 8 WeeksEssential Questions

contHow does the languagein the novel differ fromor similar to AmericanStandard English?How does vocabularyimpact thecomprehension of thenovel?How does vocabularyenhance your ownwriting by (plot)adding voice?10. How doesunderstanding thecorrect use ofpunctuation andcapitalization aid inreading comprehensionand in writing?

Standards 6-2.16-2.26-2.36-2.46-2.5

6-2.66-2.76-2.86-2.96-2.10

6-1.16-1.26-1.36-1.46-1.5

6-1.66-1.76-1.86-1.96-1.10

6-2.16-2.26-2.36-2.46-2.5

6-2.96-3.16-3.26-3.36-3.4

6-1.16-1.26-2.36-1.46-1.5

6-1.66-1.76-1.86-1.96-1.10


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Time Frame: 2 Weeks 2 Weeks 2 Weeks 8 WeeksStandards cont

6-3.16-3.26-3.36-3.56-4.16-4.26-4.36-4.46-4.56-4.6

6-5.16-5.26-5.36-5.4*A copy of the 6th Grade ELAStandards and Indicators isattached.

6-2.16-2.26-2.36-2.46-2.56-2.66-2.76-2.86-2.96-2.10

6-3.16-3.26-3.36-3.46-4.16-4.26-4.36-4.46-4.56-4.6

6-5.26-5.36-5.4* A copy of the 6th Grade ELAStandards is attached.

6-4.16-4.26-4.36-4.46-4.66-5.16-5.26-5.36-6.16-6.2

6-6.36-6.46-6.56-6.76-6.8*A copy of the 6th Grade ELAStandardsare attached.

6-2.16-2.26-2.46-2.56-3.16-3.26-3.36-3.46-4.16-4.2

6-4.36-4.46-4.56-4.66-5.16-5.26-5.36-5.4*A copy of the 6th Grade ELAstandards are attached.


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Integrations(with otherdiscipline areas)

Social StudiesJournal WritingGrammar/CompositionVocabulary/ SpellingPoetry

SocialStudies/Science

Journal WritingGrammar/CompositionVocabulary/ SpellingPoetry

Journal WritingGrammar/CompositionVocabulary/ SpellingPoetryBio Board Book/Research Project

Social StudiesJournal WritingGrammar/CompositionVocabulary/ SpellingPoetryNewbery BookReport

District

Assessments

(culminatingassessments)



MAPS, Odyssey.Benchmark



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Time Frame: 4 Weeks

Unit Topic(Specifyskills/informationthat will belearned.)

Novel Study


(Give and/or

demonstratenecessaryinformation)

Novels develop deepercharacters and moreinvolved plots.Fantasy is a type of

fiction that readers canconnect their lives to.Greater understandingof literature aids inunderstanding self andsociety.Writing responses toreading enhances themeaning for readers.

EssentialQuestions

(Steps to check

for studentunderstanding)

What are thecharacteristics of afantasy?

What makes thecharacters in a fantasycredible?How are readers able torelate to fantasticalcharacters and eventsand relate these thingsto the society in whichthey live?


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Time Frame: 4 WeeksStandards

6-1.16-1.26-1.26-1.46-1.56-1.66-1.76-1.86-1.96-1.11

6-3.16-3.26-3.36-3.4*PACT review will review allELA Standards.*A copy of 6th Grade ELAStandards is attached.

Integrations(with other disciplineareas)

SocialStudies/Science

Journal WritingPACT Review

District Assessments(culminatingassessments)


6th Grade Pacing Guides

Documents

Transcript of 6th Grade Pacing Guides