Alexander County Schools 2013-2014

Unit: Journey Into Self

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL 3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. RI 3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. W 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Transfer: Students will be able to independently use their learning to identify elements found in informational texts and literature in order to summarize and evaluate to form text based inferences. They will be able to relate thoughts and experiences to others with proper grammar usage

Meaning

Understandings: Students will understand that every inference must have its basis in text and be provable. Students will understand that informational text and literature must be closely examined in order to amplify textual meaning. Students will understand narrative structure and how to form it to convey their own experiences and imaginings.

Essential Question(s):

How do events unfold in literature and in real life?

How do I relate my own experiences to others?

How do I cite evidence to prove inferences I make?

Acquisition

Students will know: How to evaluate a variety of informational and fictional texts through details, theme, story’s events, and character. Students will know basic narrative structure. Students will know the basic definition, function, and usage of pronouns.

Students will be skilled at:

developing the ability to read and evaluate texts considering how the story’s events and setting impact and shape characters.

writing narratives based upon imagined/real events.

Essential Vocabulary: summarize, analyze, inference, details, plot, character, resolution, analyze, support, narrative, pronoun

IT Standards: 6.TT.1-3

6. TT. 1 Use technology and other resources for the purpose of

accessing, organizing, and sharing information. 6. TT .1.1 Select appropriate technology tools to gather data and information

(e.g., Web-based resources, e-books, online communication tools, etc.).

6. TT. 1.2. Select appropriate technology tools to organize data and

information (e.g., word processor, database, spreadsheet, graphic organizer,

audio and visual recording, online collaboration tools, etc.).

6. TT.1.3 Select appropriate technology tools to present data and information

effectively (multimedia, audio and visual recording, online collaboration tools,

etc.).

IT Strategies: Students will use appropriate technology tools to gather, organize, and present information effectively.

Unit Title: Journey of Family Grade: 6th Subject: ELA

Understandings:

Students will

understand that every

inference must have its

basis in text and be

provable. Students will

understand that

informational text and

literature must be

closely examined in

order to amplify textual

meaning. Students will

understand narrative

structure and how to

form it to convey their

own experiences and

imaginings.

Essential Questions:

How do events unfold in literature and in real life?

What components are needed for a great piece of literature?

How do I relate my own experiences to others?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Graphic organizers

Comprehension Quizzes

Classroom discussion

Grammar tests and assignments

Written response and journaling

Oral evaluation

Dialogue

Peer collaboration

Literacy strategies

Graphic organizer

Writing prompts

Questioning

Socratic Seminars

Homework

Simulations and reenactments

Summaries

Summative Assessment

Students will use a variety of

media to form a narrative.

Autobiography

Essay

Powerpoint

Speech

Glogster

OR

Students will generate a series

of inferences and support

those inferences with textual

evidence in literature and

informational text.

TCQC Paragraph

Poster (Visual and textual evidence to support inference)

Photostory

Speech

Powerpoint

Mural

Character Interview

Postcard

Comic Strip

Approximate number of days spent on unit: 46

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

“Eleven” by Sandra Cisneros

“The All-American Slurp” by Lensey Namioka

“Names and Nombres” by Julia Alvarez

“Saying Yes” by Diana Chang

“All I need to know I learned in Kindergarten”

by Robert Fulgham

“I Won’t Grow Up” by Moose Charlap and

Carolyn Leigh

“Langston Terrace” by Eloise Greenfield

“The House that Built Me” sung by Miranda

Lambert

“Water” by Helen Keller

Strategies:

Anticipation Guides

Activate Prior Knowledge (KWL Chart)

Thinking Maps

Graphic Organizers

Group Discussions

Journaling

Reflective Essay

Dramatization

Literature Responses

Interviews Hands on Reading

Boy: Tales of Childhood by Roald Dahl

Peter and the Starcatchers by Dave Barry,

Ridley Pearson, and Greg Call

Peter Pan by J.M. Barrie

Tuck Everlasting by Natalie Babbit

Missing May by Cynthia Rylant

“I Get To” by Jeff and Sherry Easter

“The Circuit” by Francisco Jimenez

Ancient Times Social Studies Anthology

“Life Doesn’t Frighten Me at All” by Maya

Angelou

Alice through the Looking Glass by Lewis

Carroll

Jr. Great Books

“My Papa, Mark Twain” by Susy Clemens

Alexander County Schools 2013-2014

Unit: Journey of Family

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL 5 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. RI 5 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. RI 8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. W1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. SL 3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Transfer: Students will be able to independently use their learning to understand the importance of word choice and its use in expressing and supporting their opinions/arguments.

Meaning

Understandings: Students will understand that authors purposefully choose words and structures to convey their intent. They will learn how to apply that understanding in their own forming of arguments.

Essential Question(s):

How do words impact a text?

How is an argument supported?

Acquisition

Students will know:

Students will know how specific words impact an author’s point of view and their understanding of a text’s meaning. They will know how to effectively use structure and word choice in their own writing.

Students will be skilled at:

determining the impact of word choice.

understanding the argumentative process.

Essential Vocabulary: : compare, contrast, connotation, point of view, technical meanings, figurative language, argument, relevant, credible, audience, transitions, clarify, precise language, domain specific vocabulary, coherent, style, collaboration, delineate, voice

IT Standards: 6.TT.1-3

6. TT. 1 Use technology and other resources for the purpose of

accessing, organizing, and sharing information. 6. TT .1.1 Select appropriate technology tools to gather data and information

(e.g., Web-based resources, e-books, online communication tools, etc.).

6. TT. 1.2. Select appropriate technology tools to organize data and

information (e.g., word processor, database, spreadsheet, graphic organizer,

audio and visual recording, online collaboration tools, etc.).

6. TT.1.3 Select appropriate technology tools to present data and

information effectively (multimedia, audio and visual recording, online

collaboration tools,

IT Strategies: Students will use appropriate technology tools to gather, organize, and present information effectively.

Unit Title: Journey of Family Grade: 6th Subject: ELA

Understandings:

Students will

understand that authors

purposefully choose

words and structures to

convey their intent.

They will learn how to

apply those

understanding in their

own forming of

arguments.

Essential Questions:

How do words impact a text?

How is an argument supported?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Graphic organizers

Comprehension Quizzes

Classroom discussion

Grammar tests and assignments

Written response and journaling

Oral evaluation

Dialogue

Peer collaboration

Literacy strategies

Graphic organizer

Writing prompts

Questioning

Socratic Seminars

Homework

Simulations and reenactments

Summaries

Summative Assessment

Students will use a variety of

media to convey and cite textual

evidence to support an argument.

Speech

Debate (Hot Topics)

Essay

Prezi

OR

Students will analyze a text

through its structure and word

choice to show their

understanding of the author’s

purpose.

Poetry Explication

Student evaluation/ commentary of peer

writing

Compare/Contrast of two different selections on the same topic.

Approximate number of days spent on unit: 44

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

The Poetry Collection

“The Jabberwocky” by Lewis Carroll

“Race to the End of the Earth” by

William G. Scheller

“The Lady and the Spider” by

Robert Fulgham

“Stray” by Cynthia Rylant

Tangerine by Edward Bloor

“ The Drive in Movie” by Gary Soto

“La Lena Buena” by John Phillip Santos

“The Circuit” by Francisco Jimenez

Strategies:

Anticipation Guides

Activate Prior Knowledge (KWL Chart)

Thinking Maps

Graphic Organizers

Group Discussions

Journaling

Reflective Essay

Dramatization

Literature Responses

Interviews

“Letter to Scottie” by F. Scott Fitzgerald

“Abuelito Who” by Sandra Cisneros

Ancient Times – Social Studies

Anthology

JR Great Books

“The Gift of the Magi” by O.Henry

Links:

Readwritethink.org http://writefix.com/?page_id=1672

Alexander County Schools 2013-2014

Unit: Journey into Community

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL 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. RL 9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics RI 7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI 9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). W 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the

Transfer: Students will be able to independently use their learning to evaluate, compare, and contrast multimedia sources in order to determine their validity. They will use information gathered to construct writing that presents their findings.

topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. W 6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W 7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W 8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”) SL 4 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.

SL 5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information SL 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations. L 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Meaning

Understandings:

Students will understand that when considering a variety of multimedia sources, their validity must be considered through thorough evaluation. Students must compare and contrast source information and location before use.

Essential Question(s):

How do I determine the appropriateness and validity of a source?

How can I present research effectively?

Acquisition

Students will know:

Students will comprehend the research process and how to apply it in written and verbal forms.

Students will be skilled at:

gathering information

determining the validity of sources

constructing a final project.

Essential Vocabulary:

validity, source, evaluate, effective, compare, contrast, coherent, relevant, precise, informative, elaborate, connotative, integrate, credibility, paraphrase, plagiarize, bibliography, inquiring, pertinent, sequencing, logic,

IT Standards: 6. R. p. 1-2 6SE. 1-2

6.RP.1 Apply a research process for collaborative or individual

research.

6.RP.1.1 Implement a research process collaboratively

6.RP.1.2 Implement a research process independently

6.SE.1 Apply responsible behaviors when using information and

technology resources.

6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper

netiquette) when using resources.

6.SE.1.2 Apply the safety precautions necessary when using online resources

(personal information, passwords, etc.).

IT Strategies: Students will implement the research process while applying ethical behaviors and safety precautions when using online resources.

Unit Title: Journey of Community Grade: 6th Subject: ELA

STAGE 3

Understandings:

Students will understand that when considering a variety of multimedia sources, their validity must be considered through thorough evaluation. Students must compare and contrast source information and location before use.

Essential Questions:

How do I determine the appropriateness and validity of a source?

How can I present research effectively?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Graphic organizers

Comprehension Quizzes

Classroom discussion

Grammar tests and assignments

Written response and journaling

Oral evaluation

Dialogue

Peer collaboration

Literacy strategies

Graphic organizer

Writing prompts

Questioning

Socratic Seminars

Homework

Simulations and reenactments

Summaries

Summative Assessment

Compare and contrast texts in different forms and genres in terms of approach to similar themes and topics.

Essay

Presentation

Glogster

Persuasive speech

OR

Research multiple informative texts in order to produce a project.

Approximate number of days spent on unit: 45

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Homecoming by Cynthia Voight

“Jackie Robinson: Justice at Last” by

Geoffrey C. Ward and Ken Burns

“The Shutout” by Patricia and Fredrick

McKissack Jr.

A Wrinkle in Time by Madeleine L’engle

CNN Heroes found at CNN.com

“I Have a Dream…” by Martin Luther

King Jr.

Ancient Times – Social Studies Anthology

“Baseball” by Ken Burns

Poetry Anthology

Strategies:

Anticipation Guides

Activate Prior Knowledge (KWL Chart)

Thinking Maps

Graphic Organizers

Group Discussions

Journaling

Reflective Essay

Dramatization

Literature Responses

Interviews Hands on Reading

“The Walrus and the Carpenter” by Lewis

Carroll

“Simile: Willow and Gingko”

“ Fame is a Bee” by Emily Dickinson

“Life doesn’t Frighten Me at all” by Maya

Angelou

Robert Frost Collection

Alexander County Schools 2013-2014

Unit: Journey into the World

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI 10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Transfer: Students will be able to independently use their learning to… Students will be able to independently use their learning to read and comprehend a variety of texts. Students will reflect on the numerous pieces of writing they have published throughout the year.

Meaning

Understandings: Students will understand that…

Students will understand that there are patterns in literature. They will understand that writing is an ongoing process.

Essential Question(s):

How can I determine the intended meaning of a text?

How can I communicate effectively through writing?

Acquisition

Students will know: that there are different approaches to reading, writing, and analyzing texts.

Students will be skilled at: at approaching various texts.

Essential Vocabulary: validity, source, evaluate, effective, compare, contrast, coherent, relevant, precise, informative, elaborate, connotative, integrate, credibility, paraphrase, plagiarize, bibliography, inquiring, pertinent, sequencing, logic, compare, contrast, connotation, point of view, technical meanings, figurative language, argument, relevant, credible, audience, transitions, clarify, precise language, domain specific vocabulary, coherent, style, collaboration, delineate, voice, summarize, analyze, inference, details, plot, character, resolution, analyze, support, narrative, pronoun

IT Standards:

6. TT. 1 Use technology and other resources for the purpose of

accessing, organizing, and sharing information. 6. TT .1.1 Select appropriate technology tools to gather data and information

(e.g., Web-based resources, e-books, online communication tools, etc.).

6. TT. 1.2. Select appropriate technology tools to organize data and

information (e.g., word processor, database, spreadsheet, graphic organizer,

audio and visual recording, online collaboration tools, etc.).

6. TT.1.3 Select appropriate technology tools to present data and information

effectively (multimedia, audio and visual recording, online collaboration tools,

etc.).

6.RP.1 Apply a research process for collaborative or individual

research.

6.RP.1.1 Implement a research process collaboratively

6.RP.1.2 Implement a research process independently

6.SE.1 Apply responsible behaviors when using information and

technology resources.

6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper

netiquette) when using resources.

6.SE.1.2 Apply the safety precautions necessary when using online resources

(personal information, passwords, etc.).

IT Strategies:

Students will implement the research process while applying ethical behaviors and safety precautions when using online resources. Students will use appropriate technology tools to gather, organize, and present information effectively.

Unit Title: Journey into the World Grade: 6 Subject: ELA

Understandings:

Students will understand that there are patterns in literature. They will understand that writing is an ongoing process.

Essential Questions:

How can I determine the intended meaning of a text?

How can I communicate effectively through writing?

Revised Blooms

Creating:

Can the student create new product

or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand or decision?

appraise, argue, defend,

judge, select, support, value & evaluate

Analyzing:

Can the student

distinguish between

the different parts?

appraise, compare,

contrast, criticize,

differentiate, discriminate, distinguish, examine,

experiment,

question & test.

Applying:

Can the student use the information

in a new way?

choose, demonstrate, dramatize, employ,

illustrate, interpret,

operate, schedule, sketch, solve,

use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe,

discuss, explain, identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember the information?

define, duplicate, list,

memorize, recall, repeat, reproduce & state

Formative Assessments (Evidences)

Graphic organizers

Comprehension Quizzes

Classroom discussion

Grammar tests and assignments

Written response and journaling

Oral evaluation

Dialogue

Peer collaboration

Literacy strategies

Graphic organizer

Writing prompts

Questioning

Socratic Seminars

Homework

Simulations and reenactments

Summaries

Summative Assessment

Students will use a variety of

media to form a narrative.

Autobiography

Essay

Powerpoint

Speech

Glogster

OR

Students will generate a series

of inferences and support

those inferences with textual

evidence in literature and

informational text.

TCQC Paragraph

Poster (Visual and textual evidence to support inference)

Photostory

Speech

Powerpoint

Mural

Character Interview

Postcard

Comic Strip

Students will use a variety of

media to convey and cite textual

evidence to support an argument.

Speech

Debate (Hot Topics)

Essay

Prezi

Students will analyze a text

through its structure and word

choice to show their

understanding of the author’s

purpose.

Poetry Explication

Student evaluation/ commentary of peer

writing

Compare/Contrast of two different selections on the same topic.

Compare and contrast texts in different forms and genres in terms of approach to similar themes and topics.

Essay

Presentation

Glogster

Persuasive speech Research multiple informative texts in order to produce a project.

Approximate number of days spent on unit: 44

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

CNN Heroes found at CNN.com

Ancient Times- Social Studies Anthology

“The World is not a Pleasant Place to Be” by

Nikki Giovanni

“A Crippled Boy” By My-Van Tran

“The Lion and the Bulls” by Aesop

“The Ant and the Dove” By Leo Tolstoy

“The Tiger Who would be King” by James

Thurber

“Arachne” by Olivia E. Coolidge

Strategies:

Anticipation Guides

Activate Prior Knowledge (KWL Chart)

Thinking Maps

Graphic Organizers

Group Discussions

Journaling

Reflective Essay

Dramatization

Literature Responses

Interviews

“36 Beached Whales Die in St. Martin” by

Marivn Hokstam

“The Case of the Monkeys Who Fell From

Trees” by Susan E. Quinlan

“Why Monkeys Live in Trees” by Julius

Lester

The Boy Who Dared by Susan Campbell

Bartolletti

Ella Enchanted by Gail Carson Levine

Tuck Everlasting by Natalie Babbit

“Greyling” by Jane Yolen

“My Heart is in the Highlands” by Jane

Yolen

American Poetry Anthology

Alexander County Schools 2013-2014

Unit 5: 6th Grade Language Arts OVERARCHING STANDARDS

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. RL 2 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. RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL 6 Explain how an author develops the point of view of the narrator or speaker in a text. RI 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. RI 2 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. RI 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI 6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. SL 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. W1 Write arguments to support claims with clear

Transfer: Students will be able to independently use their learning to…

● Read literary text using basic 7th grade strategies ● Read informational text using basic 7th grade strategies ● Write for a variety of prompts and/or audiences using

correct grade-level grammatical structure, conventions, and academic vocabulary

● Students will participate in respectful classroom discussion in a variety of contexts

Students will learn grade-level grammar and conventions

x x x x

reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. SL 1 discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL 2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. L 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. L 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Meaning

Understandings:

● Language Arts is a multi-faceted, cohesive thread running throughout all content areas and is essential to success in school, career, and civics.

● Word choice is essential, and authors must consider the nuances of word meanings in writing, speaking, and interpreting text.

● Ideals and values of any given society can be discerned from patterns arising in their literary contributions.

Essential Question(s):

● Why is Language Arts important? ● What is the power contained in words, and how do we learn

to use it? ● What benefits arise from recognizing patterns in language

and literature?

Acquisition

Students will be skilled at:

Citing textual evidence from literary and informational texts Determining central idea of literary and informational texts Using strategies to determine the meaning of unfamiliar

words or phrases Producing clear and coherent writing Effectively discussing issues from texts, current events, or

other sources of information Correctly using grammar and conventions in writing and

speaking

Essential vocabulary: See other maps for unit-specific vocabulary

IT Standards: IT Strategies: