English 6 Curriculum€¦ · person vs. person person vs. self person vs. nature imagery/sensory...

1 Meridian Joint School District No. 2, Revised May 2013, hotlinks updated May 2014.

ELA Curriculum Grade 6

Joint School District No. 2

English Language Arts Curriculum

Grade 6

Literature and Strategies

Writing Composition

2012-13

Curriculum Revision Committee: Alison Stark, Eagle Middle School Elisa Wood, Eagle Middle School Jan Ramirez, Galileo K-8 Charmaine VanBuskirk, Heritage Middle School Kathy Dietrich, Lake Hazel Middle School Paula Brockman, Lowell Scott Middle School Thomas Pirc, Meridian Middle School Trina Hallenberger, Meridian Middle School Jill Edwards, Siena K-8 Jessica Staggs, Sawtooth Middle School Suzanne Mackelprang, Academic Coach Laura Gilchrist, English Language Arts Curriculum Coordinator

Quarter 1 Quarter 2 Quarter 3 Quarter 4 Courage to Be

Me Foundations of

Literature Embracing Our

Heritage Perspectives: Changes in

Communication Yesterday, Today, Tomorrow

Table of Contents Page Scope and Sequence 2-4 Unit 1 5-13 Unit 2 14-26 Unit 3 27-36 Unit 4 37-45



F indicates that the standard is a focus standard and will be explicitly taught during the unit. X indicates that this standard will be met throughout the year, but will not be explicitly taught; rather, teachers will need to ensure that students are meeting these standards as a result of explicit instruction through other standards.

Standard Unit 1 Unit 2 Unit 3 Unit 4

Reading Literature

1 F

2 F

3 F

4 F

5 F F

6 F

7 F F

8 n/a n/a n/a n/a

9 F F

10 x x x x


Reading Informational Text

1 F F

2 F x

3 F

4 F

5 F F

6 F

7 F F F

8 F

9 F

10 x x x x




Writing

1 F

1a F

1b F

1c F

1d F

1e F

2 F F

2a F F

2b F F

2c F F

2d F F

2e F F

2f F F

3 F

3a F

3b F

3c F

3d F

3e F

4 F F F

5 F F

6 x x x X

7 F F

8 F F

9 F F F

9a F

9b F F

10 x x x X




Speaking and Listening

1 x F

1a F

1b F

1c F

1d F

2 F

3 F

4 F F

5 F

6 x x x x


Language

1 x x x

1a F

1b F

1c F

1d F

1e F

2 x F F

2a x F F

2b x F F

3 x F F

3a F F

3b F F

4 F F F F

4a F F F F

4b F F F F

4c F F F F

4d F F F F

5 F F

5a F

5b F

5c F

6 F F F F



Grade 6 Unit 1, Quarter 1

Courage to Be Me

"Courage is not the absence of fear, but rather the judgment that

something else is more important than fear." –Ambrose Redmoon

OVERVIEW During the first quarter, students will explore what it means to be an individual making

courageous choices. They will examine narrative structure through reading and writing

narratives in a variety of genres, such as short stories, poems, journal entries, non-fiction

narratives, etc.

ENDURING UNDERSTANDINGS Each person is unique.

Every person will encounter circumstances that require them to make difficult

decisions.

It often takes courage to make the right choices.

Narrative reading and writing often depict personal experiences, showing the

depth of an individual’s experience.

Narratives can be written in a variety of genres.

SUGGESTED ESSENTIAL QUESTION Why do we need courage to be ourselves?

GUIDING QUESTIONS What makes me unique?

Under what circumstances is it challenging to truly be yourself?

How does it take courage to make the right choices?

How can our personal stories show our individual experiences?

What is a narrative?

What forms can narratives take?

STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading/Writing Terms

central idea*

character*

antagonist

protagonist

flat/static

dynamic/round

conflict

person vs. person

person vs. self

person vs. nature

imagery/sensory language

narrative*

narrator*

point of view*:

first person

third person limited

third person omniscient

plot elements*:

exposition

rising action

climax

Language Terms

pronoun case

Review parts of speech*:

adjectives*

adverbs*

conjunctions*

interjections*

nouns*

prepositions*

pronouns*

verbs*



person vs. society

dialogue*

falling action

resolution

setting*

Review figurative

language:

simile*

metaphor*

personification

STUDENTS WILL BE ABLE TO DO THE FOLLOWING:

Reading: Literature

Key Ideas and Details

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well

as inferences drawn from the text.

RL.6.2 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.6.3 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 toward a

resolution.

Craft and Structure

RL.6.4 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.6.5

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.

Integration of Knowledge and Ideas

RL.6.9.

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.

Writing

Text Types and Purposes

W.6.3 Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event

sequences.

W.6.3.a 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.

W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters.

W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence

and signal shifts from one time frame or setting to another.

W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory

language to convey experiences and events.

W.6.3.e Provide a conclusion that follows from the narrated experiences or events.



Language

Conventions of Standard English

L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, and

possessive).

Vocabulary Acquisition and Use

L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s

position or function in a sentence) as a clue to the meaning of a word or

phrase.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to

the meaning of a word (e.g., audience, auditory, audible).

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its

precise meaning or its part of speech.

L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g.,

by checking the inferred meaning in context or in a dictionary).

L.6.5 Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

L.6.6 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.

SUGGESTED WORKS (grade 6-8 text complexity band: 925L-1185L)

ADOPTED RESOURCES

Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall (abbreviated PH)

Reader's Handbook (2002), Great Source

Language Network (2001), McDougal-Littell

Write Source 2000 (1995), Great Source

Write Traits Classroom Kits (2002-04), Great Source

Step Up to Writing Secondary Sets (3rd edition), Sopris West

Spelling and Vocabulary (2006), Houghton Mifflin

ANCHOR TEXTS: Anchor texts are dedicated specifically to this unit. Teachers do not

need to use all of them in this unit. However, these texts should not be used in any other

unit. Lexile levels in bold indicate texts within the suggested Lexile level for sixth grade

students.

The Cay by Theodore Taylor (novel) (Lexile Level 860)

http://www.mce.k12tn.net/survival/cay/cay.htm (Unit about The Cay--includes

chapter questions and activities and English assignments)

Black Star, Bright Dawn by Scott O’Dell (novel, Lexile Level 670)

The True Confessions of Charlotte Doyle by Avi (novel, Lexile Level 740)

Tracker by Gary Paulsen (Novel, Lexile Level 1010)

“Aaron’s Gift,” PH, p. 116 (short story)

SUPPORTING TEXTS: Supporting texts can be used with this unit or with other units as

desired.

Short Stories

Excerpt from The Pigman & Me, PH, p. 189

“Dragon, Dragon,” PH, p. 461

http://www.mce.k12tn.net/survival/cay/cay.htm



Novels

Dragon’s Milk by Susan Fletcher (Lexile Level 660)

Iceberg Hermit by Arthur Roth (Lexile Level 1060)

The Lion, the Witch, and the Wardrobe by C. S. Lewis (Lexile Level 940)

Maniac Magee by Jerry Spinelli (Lexile Level 820)

The Secret Garden by Francis Hodgson Burnett (Lexile Level 970)

Poems

“Count That Day Lost,” PH, p. 156

“Alone in the Nets,” PH, p. 216

“Opportunity” Poet’s Corner: http://theotherpages.org/poems/sill01.html (Scroll

down)

Casey at the Bat: http://www.baseball-almanac.com/poetry/po_case.shtml

Casey’s revenge: http://www.7128.com/poetry/caseysrevenge.html

“Paul Revere’s Ride,” Reader’s Handbook: Student Applications Book p. 155-159

& 162

Plays

Who’s on First?—Script: http://famousclowns.org/abbott-and-costello/whos-on-

first-script/

Nonfiction

“Talent,” PH p. 40

“Hard As Nails,” PH p 86

“Childhood and Poetry,” PH p. 173

Song

“You’ve Got A Friend,” PH p. 171

Picture Books

Where the Wild Things Are by Maurice Sendak

The Art Lesson by Tommie dePaola

DIGITAL CONTENT:

Art/Photos

Van Gogh painting “Irises in the Garden, Saint-Remy, c. 1889”

http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=947

Media

Criminal Laws Can Apply to Juveniles: The Courage to Tell: (Length 3:12) (Log in

to Discovery Ed and search for this title.)

Courage: (Log in to Discovery Ed and search for this title.) (Length 4:52)

Abbott & Costello Who’s On First: http://youtu.be/kTcRRaXV-fg

Video Clip from Akeelah and the Bee excerpt of DuBois quote (1min., 13 sec.,

youtube) http://www.youtube.com/watch?v=oh6hNsf5J7k: “Our deepest fear is

not that we are inadequate. Our deepest fear is that we are powerful beyond

measure. We ask ourselves, Who am I to be brilliant, gorgeous, talented,

fabulous? Actually, who are you not to be. . .And as we let our own light shine,

we unconsciously give other people permission to do the same.”

http://theotherpages.org/poems/sill01.html

http://www.baseball-almanac.com/poetry/po_case.shtml

http://www.7128.com/poetry/caseysrevenge.html

http://famousclowns.org/abbott-and-costello/whos-on-first-script/

http://famousclowns.org/abbott-and-costello/whos-on-first-script/

http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=947

http://youtu.be/kTcRRaXV-fg

http://www.youtube.com/watch?v=oh6hNsf5J7k



SAMPLE ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY

1. Reader’s Handbook (RI.6.2): Using Reader’s Handbook, read “How to Use This

Book”, Chapter 1 “Introduction”, and Chapter 2 “The Reading Process” pp. 32-37.

Students read and apply information learned in the Reader’s Handbook. As

different skills such as making inferences and drawing conclusions are practiced,

revisit Reader’s Handbook, Chapter 3 “Reading Know-How” beginning p. 38

READING STRATEGY FOCUS

1. COURAGE WORD MAP (SL.6.1): What is meant by the word courage? Write your

ideas down on a sticky note. Look up the word in the dictionary to confirm the

specific definition and/or add to students’ initial definition. Create a class word

map of the word courage. Students will cite examples of courage found in the

unit’s reading selections, writing each on a sticky note and adding it to the map.

Keep the map and use it for reference throughout the unit/year to help students see

shared central ideas and themes between texts.

2. READING APOEM (RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, RL.6.10): Using the

Reader’s Handbook and the Reader’s Handbook Student Applications Book, walk

students through “Reading a Poem” (p. 154). Model the analytical procedure of

reading a poem with “Paul Revere’s Ride.” Practice working through each step of

the reading process as outlined in the Student Applications Book. Apply process to

other poems read for this unit.

3. LITERATURE RESPONSE: PLOT (RL.6.2, RL.6.3, RL.6.5 ): Introduce students to plot by

reading “The Ugly Duckling” in Reader’s Handbook: Student Applications Book (p.

148-149). For one of the selections in this unit, outline how the plot of a story or novel

unfolds in a series of episodes by creating a comic strip of key events. Students

should include the characters and how they respond or change as the plot moves

toward resolution. Students will write a summary of the novel leaving out the minor

details and opinion. Each of the central ideas from the comic strip frames should be

included in the overall summary. Working with a partner or small group, students

should check to ensure that the summary is focused, well-organized and error-free.

4. DETAIL WHEEL: THEME(RL.6.2, RL.6.5): To introduce theme, read “The Secret Garden”

in the Reader’s Handbook: Student Applications Book (p. 150). Next students will

create a “detail wheel” for one of the novels or shorter selections read in this unit.

Students will place a theme or central idea from the selection in the middle of a

sheet of construction paper. Students will then create detail “spokes” that radiate

from the center and present specific details that support the chosen theme.

Students will also write a brief summary of the selection that is free of personal

opinions or judgments.

5. THEME CHART (RL.6.5): Students will create a chart on chart paper that features one

or more passages from the novel used in this unit or a shorter selection that speak to

the themes presented. Students will read the passages and generate responses



that focus on how these passages support the novel’s themes. Collect these

responses on the chart paper and discuss the results as a class.

6. CHARACTER/THEME ANALYSIS (RL.6.1, RL.6.2, RL.6.6): Using a table as a graphic

organizer, students will keep track of how each character in the selected novel or

another text feels about one or all of the first three enduring understandings listed at

the beginning of this unit. Students will include specific details and quotes (with

page numbers) from the story as evidence. Students will use the evidence

collected on the chart to draw conclusions about the theme of the story.

7. TRIPLE VENN DIAGRAM (RL.6.9): Students will create a three-circle Venn diagram

using three selections from the resource list above. Each selection should represent

a different genre or form (for example: fiction, non-fiction, and poetry). Students will

list how each category of writing approaches a common theme. Students will

compare and contrast how these genres/forms address this theme.

8. CHARACTER ANALYSIS (RL.6.3, RL.6.5): To introduce character, read “The Cay” in

the Reader’s Handbook: Teacher’s Guide (p.220) and Reader’s Handbook (p. 340).

While reading The Cay or another selection, students will generate a list of character

traits that describe the main character using a pictorial. Using the pictorial, students

will choose one trait that they feel best represents the character. Students will write

1-2 paragraphs identifying what the trait is, stating why they chose it and explaining

how it best represents the character. Students need to defend their claim, citing

specific textual evidence to support their ideas. Include in the paragraphs not only

the narrator’s description of the character, but also how the character responds to

situations and other characters in the text based on his/her personality (character

trait), and how other characters respond to the chosen character.

9. LITERATURE RESPONSE (RL.6.3, RL.6.6, SL.6.1): Create a Venn diagram of a

courageous character compared to a non-courageous or cowardly character. The

differences between courageous and cowardly characters may seem obvious, but

are there ways in which these characters are similar? Students will record their

responses in their journals, discuss their insights with a partner and modify their

responses based on any new information gained from the discussion, taking into

consideration answers to questions their partner asked or questions the students

asked their partners.

10. FIGURATIVE LANGUAGE (RL.6.4, L.6.5): Find examples of figurative language (simile,

metaphor, personification) in a text. Write the complete sentence which contains

the example exactly as it is written in the text. Interpret the figurative language

(what is it and what does it mean), and explain how the author’s use of figurative

language enhances the reader’s understanding of the text.

11. FOCUS ON SETTING (RL.6.5) “The Wonderful Wizard of Oz” in Reader’s Handbook:

Student Applications Book (p. 144-145). Discuss why a particular setting is crucial for

one of the selections in this unit.



12. FOCUS ON DIALOGUE (RL.6.5): “Alice in Wonderland” in Reader’s Handbook:

Student Applications Book (p. 146-147). Discuss how an author uses dialogue to

reveal the character traits of one of the characters in one of the selections in this

unit.

WRITING STRATEGY FOCUS

1. INTRODUCE WRITE TRAITS (W.6.3):

Organization (W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.f, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.e)

o Step-Up to Writing

o Write Trait: Student Traitbook Lesson Number 6, “The Right Tool for the Job”

o Use Picture Books to support Teaching the Six Traits (see Kristina's Favorite

Picture Books for Teaching the 6 Traits at http://www.smekenseducation.com/kristinas-favorite-picture-books-for-

teaching-the-6-traits.html

Ideas (W.6.4, W.6.5, W.6.6)

o Write Traits: Unit 1 “Ideas”, Lessons 1-5 (“Draw on the Count of Three”,

“Narrowing Your Topic”, “From Fuzzy to Focused” , “That’s Pretty Sketchy!”

and Unit Summary)

Voice (L.6.6, RL.6.3, W.6.3.b, W.6.3.d)

o Write Traits: Student Traitbook Lesson Number 12 “From Flat to Fantastic”

Word Choice(L.6.3, W.6.3.d)

o Write Traits: Student Traitbook Lesson Number Lesson 13 “Feeding Your

Reader’s Brain”

Sentence Fluency (L.6.1, L.6.3)

o Write Traits: Student Traitbook Lesson Number 18 “Catching Up with Run-on

Sentences”

Conventions (L.6.1, L.6.3)

o D.O.L. (Daily Oral Language) or D.L.R. (Daily Language Review) using

extended writing samples (at least one paragraph). (Focus on pronoun

and pronoun case.)

o Phunny Stuff, Write Traits: Student Traitbook Lesson Number 21 “Revising,

Editing, or Revisediting.”

2. A NARRATIVE IN A DIFFERENT GENRE (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d,

W.6.3.e): In order for students to understand that narratives take many forms, have

them rewrite a narrative poem as a short story or a short story as a narrative poem.

They could also rewrite a non-fiction narrative as a song or short story.

3. I’M THE AUTHOR (RL.6.3, W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e, L.6.1, L6.1.a,

L6.1.b, L.6.2.a, L.6.2.b): Write a prequel or alternate ending to one of the narrative

works read in class. What elements of the original are important to maintain in

creating a prequel or alternate ending? What elements of setting (e.g., time, place,

environment, etc.) will you include? Be sure to stay true to the original characters

and open the narrative with an attention-getting scene. The well-developed

prequel or alternate ending should hook the reader from the start. Edit your writing

for pronouns, punctuation and spelling.



4. JOURNAL WRITING (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e): Students will

write in a journal using personal narrative prompts from the teacher. Students should

write in complete sentences and provide support for their answers using specific

details whenever possible.

5. COURAGE AND CLASSES (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e): Students

will write about the courage it took to come to middle school. This can be used for

on-demand (timed) writing. Suggested Resources: Language Network, p. 358.

Optional extension for speaking and listening, p. 363. See Write Source: Personal

Narrative, p. 153.

6. SHORT STORY (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e, L.6.1.a): Students will

write a short story about a character that shows growth related to the “Courage to

Be Me” theme or courage in general. Suggested Resources: Language Network p.

406. Optional extension for speaking and listening (creating a skit) p. 416. See Write

Source: Writing Short Stories p. 183. Writing should be well-organized and well-

developed, including using specific details and dialog to develop ideas and help

the reader better understand the story. Students will revise and edit their stories or

sections of their stories in small groups. Editing should include a check to ensure

pronoun use is correct.

LANGUAGE ACTIVITIES

1. PRONOUN USE (L.6.1.a): Review pronouns, and introduce pronoun case:

subjunctive, objective, possessive. a. In groups, have students sort pronouns by case and justify the results of

their sorts to the class.

b. Correct any misconceptions and have student process learning by having

them write or talk about the definition of each type of pronoun.

c. Identify pronouns in “Who’s on First?” Explore what would happen if nouns

were used instead of pronouns? How does the ambiguity of pronoun use

impact the meaning of “Who’s on First?”

d. Have students write their own radio play/conversation using various cases

of pronouns. Have students replace their pronouns with nouns. What

happens? e. Practice analyzing and correcting sentences that misuse pronoun case.

f. Practice writing sentences using each type of pronoun case correctly.

2. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a,

L.6.4.b, L.6.4.c, L.6.4.d): Throughout the school year, students will collect new

words and phrases either on index cards or in a student created dictionary. For

each word or phrase, students will do the following:

Write their guess about the meaning of the word or phrase.

Write the sentence in which they first encountered the word or phrase, so they

can re-examine the context clues to help determine the meaning of the word or

phrase.

Note the meanings of affixes and roots if applicable.



Consult specialized reference materials and write the meaning of the word or

phrase and the pronunciation guide of necessary.

Additional strategies for teaching vocabulary are available at this website: “On

Target: Strategies to Build Student Vocabularies Grades 4 –12”:

http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On

%20Target-Strategies%20to%20Build%20Vocabularies.pdf

SBAC ASSESSMENT PREP

1. COURAGE TO BE ME (W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d, W.6.3.e): Courage

manifests itself in many forms. It takes courage to right a wrong, stand alone,

develop a talent or face those who have lost faith in you. Read and watch the

following: “Hard as Nails” or “Talent”(non-fiction), “Casey at the Bat” (poem),

“Casey’s Revenge” (poem), “Courage” and “Criminal Laws Can Apply to Juveniles:

The Courage to Tell” (2 Discovery Ed videos). After reading and viewing these

selections, think about a time when you or someone you know showed courage.

Write a narrative essay describing that event.

http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On%20Target-Strategies%20to%20Build%20Vocabularies.pdf





Embracing Our Heritage "Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tost to me,

I lift my lamp beside the golden door!"

--Emma Lazarus

OVERVIEW In this unit, students will focus on using informational text to explore how immigrants

have impacted America, examine the immigrant experiences of others, and search for

their own family’s heritage. Students may engage in short research projects in this

unit or in Unit 3.

ENDURING UNDERSTANDINGS Heritage defines an individual.

Heritage defines a nation.

SUGGESTED ESSENTIAL QUESTION How does heritage define us individually and as a nation?

GUIDING QUESTIONS Why do people immigrate? What are their reasons?

What cultural traditions do people bring with them?

How do immigrants balance their cultural traditions with assimilating into a new

way of life?

What are similarities and differences in people’s immigrant experience?

How does literature and media reflect the immigrant experience? How are cultural biases and prejudices reflected in literature and media?

How does the author express his or her point of view about immigration? Where

specifically in the text can you tell that this is his or her opinion/point of view?

What questions does a reader have to ask to understand an author’s point of

view?

What are some of the significant contributions immigrants have made to

America?



STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading Vocabulary:

anecdote

author’s purpose

argument

bias

cause/effect*

central idea

(main idea used

previously)

compare*

contrast*

claim

concrete details*

evidence *

explicit*

fact*

formal style

inference *

judgment

opinion

point of view*

summary/summarize*

Writing Vocabulary:

analyze

author’s point of

view/purpose

cause/effect*

central Idea

claim

compare*

contrast*

concrete details*

concluding

statement*

evidence*

formal style*

point of view*

reason*

transitions*

works cited

Language Vocabulary:

quotes/quotation

marks*


Reading: Informational Text


RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

RI.6.2 Determine a 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.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated,

and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure

RI.6.5 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.6.6 Determine an author’s point of view or purpose in a text and explain how it is

conveyed in the text.


RI.6.7 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.6.9 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).



Writing


W.6.2

Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis

of relevant content.

W.6.2.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.

W.6.2.b

Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples.

W.6.2.c

Use appropriate transitions to clarify the relationships among ideas and

concepts.

W.6.2.d

Use precise language and domain-specific vocabulary to inform about or

explain the topic.

W.6.2.e

Establish and maintain a formal style.

W.6.2.f

Provide a concluding statement or section that follows from the information

or explanation presented.

Production and Distribution of Writing

W.6.4 Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 1–3 above.)

W.6.5 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.

Research to Build and Present Knowledge

W.6.7 Conduct short research projects to answer a question, drawing on several

sources and refocusing the inquiry when appropriate.

W.6.8 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.6.9 Draw evidence from literary or informational texts to support analysis,

reflection, and research.

W.6.9.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”).

W.6.9.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”).

Speaking and Listening Comprehension and Collaboration

SL.6.2 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.



Language


L.6.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.6.1.b Use intensive pronouns (e.g., myself, ourselves).

L.6.1.e Recognize variations from standard English in their own and others' writing and

speaking, and identify and use strategies to improve expression in

conventional language.*

L.6.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.6.2.a Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements.*

L.6.2.b Spell correctly.

Knowledge of Language

L.6.3 Use knowledge of language and its conventions when writing, speaking,

reading, or listening.

L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.3.b Maintain consistency in style and tone.


L.6.4 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.



phrase.






L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g.,

by checking the inferred meaning in context or in a dictionary).




SUGGESTED WORKS (grade 6-8 text complexity band: 925L-1185L) ADOPTED RESOURCES

Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall











unit.

Dragon Wings by Lawrence Yep (Novel) (Lexile Level 870)

“The All-American Slurp,” PH, p. 518 (Short Story)

“Grandpa and the Statue,” PH, p.676 (Drama)

“Ellis Island,” PH, p. 690 (Nonfiction)

“Names/Nombres,” PH, p. 250 (Nonfiction)SUPPORTING TEXTS: Supporting texts

can be used with this unit or with other units as desired.

SUPPORTING TEXTS:

Short Story

“The Circuit,” PH, p. 80

Poems

“Abuelito Who,” PH, p. 336

“Door Number Four,” PH, p.156

“Saying Yes,” PH, p. 26

Picture Books

Additional resources and details about the books listed below can be found at this site:

http://teacher.scholastic.com/lessonplans/unit_ancestors_books.htm

Coming to America: The Story of Immigration by Betsy Maestro (Lexile Level 890)

Dreaming of America: An Ellis Island Story by Eve Bunting and Ben Stahl

How Many Days to America?: A Thanksgiving Story by Eve Bunting and Beth Peck

How My Family Lives in America by Susan Kuklin

I Hate English! by Ellen Levine and Steve Bjorkman

In the Year of the Boar and Jackie Robinson by Betty Bao Lord

I Was Dreaming to Come to America: Memories from the Ellis Island Oral History

Project by Veronica Lawlor

The Keeping Quilt by Patricia Polacco

Liberty! by Allan Drummond

Lily and Miss Liberty by Carla Stevens and Deborah Kogan Ray

The Long Way to a New Land by Joan Sandin

The Story of the Statue of Liberty by Betsey Maestro and Guilio Maestro

When Jessie Came Across the Sea by Amy Hest and Patrick James Lynch

DIGITAL CONTENT

Art/Photos

“Angel Island Immigration History Photos”: Angel Island History Links

http://web4homes.com/rendezvous/immigration.htm

“Angel Island Photo Gallery”: Modern American Poetry

http://www.english.illinois.edu/maps/poets/a_f/angel/gallery.htm

“Ellis Island Photo Album--Then and Now”: The Statue of Liberty-

Ellis Island Foundation, Inc.

http://www.ellisisland.org/photoalbums/ellis_island_photo_album.asp

“Emigration/Immigration”: (An excellent combination of pictures and history)

http://www.maggieblanck.com/Immigration.html (also listed under websites)

http://teacher.scholastic.com/lessonplans/unit_ancestors_books.htm

http://shop.scholastic.com/webapp/wcs/stores/servlet/SIGSourceCodeRedirect?URL=ProductDisplay?productId=18905&store=TS&src=BTB000403BKLT0100000





http://web4homes.com/rendezvous/immigration.htm

http://www.english.illinois.edu/maps/poets/a_f/angel/gallery.htm

http://www.ellisisland.org/photoalbums/ellis_island_photo_album.asp

http://www.maggieblanck.com/Immigration.html



Media

“American Citizens!” (Photograph of Nativist Newspaper from 1852) http://www.loc.gov/pictures/item/2008661538/

“A History of Chinese American Achievement in the United States: America

Embraces Chinese Culture”: Discovery Education (Length 23:54) (Log in to

Discovery Ed and search for this title.)

“Coming to America: New York’s Immigrants”: (Length: 34:24) (Log in to


“Dear America: So Far from Home: The Story of Mary Driscoll, an Irish Mill Girl:

Lowell, Massachusetts, 1847”: (Length 29:56) (Log in to Discovery Ed and search

for this title.)

“Destination America: Episode One: The Golden Door”: (Length 54:21) (Log in

to Discovery Ed and search for this title.)

“Journey to Freedom: The Immigrant Experience”: (Length 12:59) (Log in to


“Laurence Yep”: You Tube (Length 8:24)

http://www.youtube.com/watch?v=USRnvomwZ30

“Moments in Time: Famine to Freedom: The Great Irish Journey”: (Length 50:18)

(Log in to Discovery Ed and search for this title.)

“The Pursuit of Happiness: Immigration: A Segment of: TLC Elementary School:

Understanding American Values ”: (Length: 4:19) (Log in to Discovery Ed and

search for this title.)

(Log in to Discovery Ed and search for this title.) “The Statue of Liberty: A Symbol

of Friendship and Freedom: A Segment of: New York Up-Close: Modern-Day

New York ”: (Length 4:27) (Log in to Discovery Ed and search for this title.)

Music

“Coming to America” by Neil Diamond: http://storiesofusa.com/free-american-

patriotic-songs-lyrics-videos/ (Scroll Down)

“Don’t Bite the Hand that’s Feeding You”: http://memory.loc.gov/cgi-

bin/query/r?ammem/AMALL:@field(NUMBER+@band(edrs+50357r))

“Isle of Hope, Isle of Tears” – The Irish Tenors

Performance and Lyrics: http://www.youtube.com/watch?v=BGZaAwD2Mls “No Irish Need Apply” by Pete Seger

Lyrics: http://www.lipwalklyrics.com/lyrics/373354-peteseeger-

noirishneedapply.html Performance: http://www.youtube.com/watch?v=F5SiLTPx9jM

Novel Units

Dragonwings by Laurence Yep: http://www.mrcoward.com/slcusd/dwings.html

Dragonwings by Laurence Yep: Scribd:

http://www.scribd.com/doc/2967190/Study-Guide-Dragonwings

Dragonwings by Laurence Yep: Language Arts Novel Guides: Class Zone:

McDougal Littell (This suggests a research paper comparing another immigrant

group to the Chinese immigrants.)

http://www.classzone.com/novelguides/litcons/dragwing/guide.cfm

Poetry

http://www.loc.gov/pictures/item/2008661538/

http://www.youtube.com/watch?v=USRnvomwZ30

http://storiesofusa.com/free-american-patriotic-songs-lyrics-videos/

http://storiesofusa.com/free-american-patriotic-songs-lyrics-videos/

http://memory.loc.gov/cgi-bin/query/r?ammem/AMALL:@field(NUMBER+@band(edrs+50357r))

http://memory.loc.gov/cgi-bin/query/r?ammem/AMALL:@field(NUMBER+@band(edrs+50357r))

http://www.youtube.com/watch?v=BGZaAwD2Mls

http://www.lipwalklyrics.com/lyrics/373354-peteseeger-noirishneedapply.html

http://www.lipwalklyrics.com/lyrics/373354-peteseeger-noirishneedapply.html

http://www.youtube.com/watch?v=F5SiLTPx9jM

http://www.mrcoward.com/slcusd/dwings.html

http://www.scribd.com/doc/2967190/Study-Guide-Dragonwings

http://www.classzone.com/novelguides/litcons/dragwing/guide.cfm



“You, Whoever You Are”, by Walt Whitman: Library of Congress (poem)

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/pre

sentations/immigration/

Adrienne Rich Reads Prospective Immigrants Please Note: vimeo

http://vimeo.com/39836802 (Length 1:16)

Political Cartoons

“Welcome to All” http://www.loc.gov/pictures/item/2002719044/

“Political electricity; or, an historical & prophetical print in the year 1770” http://www.loc.gov/pictures/item/96507290/

"(Dis-)honors are easy ” http://www.loc.gov/pictures/item/2007680187/

Websites

Library of Congress Primary Source Sets on Immigration: “Challenges for New

Americans (contains lessons plans, primary source sets, background information)

http://www.loc.gov/teachers/classroommaterials/themes/immigration/set.html

“Across the Ocean, Over the Mountains to America” by Douglas McGill: McGill

report about Chinese immigrant, Ping Yang

http://www.mcgillreport.org/ping_yang.htm

“America’s First Immigration Center”: The Battery Conservancy

http://www.castlegarden.org/index.php

“Angel Island Immigration Station Poetry”: Ancestors in the Americas

http://www.cetel.org/angel_poetry.html

“Annie Moore becomes the first immigrant to enter Ellis island in 1892.”:

http://www.readwritethink.org/classroom-resources/calendar-activities/annie-

moore-becomes-first-20384.html

“Ellis Island and Immigrant Websites”: Pathfinder

http://rosaweb.chclc.org/library/immigration_pathfinder.htm

“Emigration/Immigration”: (An excellent combination of pictures and history)


“Emma Lazarus and Her Vision by Bette Roth Young”: Digital History

http://www.digitalhistory.uh.edu/historyonline/lazarus.cfm

“Ethnic America”: Discovery History

http://www.digitalhistory.uh.edu/historyonline/ethnic_am.cfm

“Famous Ellis Island & Port of New York Arrivals” (not all immigrants): The Statue of

Liberty—Ellis Island Foundation, Inc.

http://www.ellisisland.org/genealogy/ellis_island_famous_arrivals.asp

“History of The Statue of Liberty”: The Statue of Liberty-Ellis Island Foundation, Inc.

http://www.statueofliberty.org/Statue_History.html

“Immigration: Challenges for New Americans”: Library of Congress

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration

/pdf/teacher_guide.pdf

“Immigration”: Library of Congress (Scroll over the images on the left sidebar.)


sentations/immigration/

“Interviews with Today’s Immigrants”: Library of Congress


sentations/immigration/interv/toc.php

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/


http://vimeo.com/39836802





http://www.mcgillreport.org/ping_yang.htm

http://www.cetel.org/angel_poetry.html

http://rosaweb.chclc.org/library/immigration_pathfinder.htm


http://www.digitalhistory.uh.edu/historyonline/lazarus.cfm

http://www.digitalhistory.uh.edu/historyonline/ethnic_am.cfm

http://www.ellisisland.org/genealogy/ellis_island_famous_arrivals.asp

http://www.statueofliberty.org/Statue_History.html

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/teacher_guide.pdf




http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/interv/toc.php

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/interv/toc.php



“Irish Potato Famine: Monoculture and the Irish Potato Famine: cases of missing

genetic variation”: Understanding Evolution

http://evolution.berkeley.edu/evolibrary/article/agriculture_02

“My Life As an Undocumented Immigrant” by Jose Antonio Vargas: Define

American http://www.defineamerican.com/page/feature/jose-story

“Naturalization Self Test” (Practice): U.S. Citizenship and Immigration Services

http://www.uscis.gov/portal/site/uscis/menuitem.d72b75bdf98917853423754f526

e0aa0/?vgnextoid=afd6618bfe12f210VgnVCM100000082ca60aRCRD&vgnextch

annel=afd6618bfe12f210VgnVCM100000082ca60aRCRD

“Poetic Waves,” Poetic Waves/Angel Island: http://www.poeticwaves.net/

“Remade in America: Immigration Explorer” (This interactive map allows the user

to select the decade and the foreign-born group to see where and when

immigrants settled across America.)

http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-

explorer.html

“The Irish Potato Famine”: Digital History

http://www.digitalhistory.uh.edu/historyonline/irish_potato_famine.cfm

“The Immigrant Experience: Down the Rabbit Hole”: Library of Congress

http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/

“Contributions of Immigrants”

http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_

05.html

SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITIES

1. (SL.6.1, SL.6.2) Students are made part of a family that is in the process of deciding or

feeling pressure to immigrate. In their family groups, students will discuss their

situation and determine the pros and cons of immigrating. Then each family

member is invited to a “tea party” of different immigrants. They need to introduce

themselves as this person and respond to several discussion questions as this person.

(Tea party strategy: http://www.nsrfharmony.org/protocol/doc/tea_party.pdf)

Possible Extensions (W.6.7, W.6.8, W.6.9):

Students research their assigned individual or character. Students can maintain

the identity of this person throughout the unit.

Suggested Work: The Immigrant Experience: Down the Rabbit Hole (Library of

Congress) http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/

(This 2-week unit on immigration uses primary source documents and images as

a basis for discussing common themes of the immigrant experience. This unit

could be modified to be shorter.)


1. BUILDING BACKGROUND KNOWLEDGE WORKSHOP(RI.6.2, RI.6.3, SL.6.1.a, SL.6.1.b,

SL.6.1.c, SL.6.1.d, SL.6.2, SL.6.3):

Part 1: Poem and Song Lyrics Analysis: Assign small groups of students to analyze

one of the following: an immigration poem (i.e. “The New Colossus”), a poem

http://evolution.berkeley.edu/evolibrary/article/agriculture_02

http://www.defineamerican.com/page/feature/jose-story

http://www.uscis.gov/portal/site/uscis/menuitem.d72b75bdf98917853423754f526e0aa0/?vgnextoid=afd6618bfe12f210VgnVCM100000082ca60aRCRD&vgnextchannel=afd6618bfe12f210VgnVCM100000082ca60aRCRD



http://www.poeticwaves.net/

http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html

http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html

http://www.digitalhistory.uh.edu/historyonline/irish_potato_famine.cfm


http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_05.html

http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_05.html

http://www.nsrfharmony.org/protocol/doc/tea_party.pdf




from “Angel Island Immigration Station Poetry,” and the lyrics to one song about

immigration. Students will analyze each text for explicit and inferential meanings

using textual evidence to support their analysis. Students will “jigsaw” to share

their findings with the class. Finally, students will compare and contrast the

meanings of each. Additional Resource: “Reading Poetry” in Reader’s

Handbook: A Student Guide for Reading and Learning, pp. 406-469.

Part 2: Primary Source Analysis: Assign small groups of students to analyze

different primary sources (photographs, newspapers, political cartoons, etc.)

pertaining to Immigration (see


for resources). Students read/analyze each document answering the following

questions:

What does the document depict? What do you think it is about?

Who do you think created the document? Why was it created?

What questions do you have about the document?

Students then jigsaw to share their findings with their peers. Groups should

summarize their findings and work together to complete a class K-W-L Chart

about Immigration to help begin work on the unit.

2. GRAPHIC ORGANIZER—THREE IMMIGRANT INTERVIEWS (RI.6.1, SL.6.4): Analyze

the similarities and differences between three immigrant experiences. Create a

Venn diagram or another appropriate graphic organizer to show these similarities

and differences. Share the graphic organizer with the class and explain the

similarities and differences.

Suggested Work: “Interviews with Today’s Immigrants” (Library of Congress)

3. COMPARE/CONTRAST STORY BOOK (RI.6.1): Compare and contrast the

experiences that different immigrants had in early America (Ex: The Irish and the

German), or compare a particular culture’s experience long ago to their present

day experience. (Ex. The Mexican experience in early America versus the

Mexican experience today.) Share your findings with the class. Suggested Work:

“Interviews with Today’s Immigrants” (Library of Congress)

4. BIO-CUBE (RI.6.2): Read a short biography of an immigrant and create a bio-

cube which summarizes the central ideas. ReadWriteThink link:

http://www.readwritethink.org/classroom-resources/student-interactives/cube-

30057.html

5. WHAT’S IN A NAME? (RI.6.2): Students read “Names/Nombres”, “If Your Name

Was Changed at Ellis Island”, and the list of “Famous Ellis Island & Port of New

York Arrivals”. Students create a 3-column, 4-row table. In Row 1, students list the

titles of each of these works. In Row 2, students list the central ideas of each

selection. In Row 3, students explain how the ideas are conveyed in each text.

In Row 4, students write a brief summary of each text.

6. HIT THE BULL’S-EYE (RI.6.3): Use a bull’s-eye graphic organizer to identify the main

ideas, characters and supporting details. In the center of the bull’s-eye, write the

name of the key individual, event or idea that is introduced. In the next ring,


http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html

http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html



give the supporting details the author uses to develop each of these ideas. In the

outer ring, next to each detail explained in the inner ring, note how the detail is

illustrated or elaborated citing specific evidence from the text. Suggested Work:

“Monoculture and the Irish Potato Famine: Cases of Missing Genetic Variation”

7. NOT NECESSARY (RI.6.5, W.6.2, W.6.10): Students read “The Irish Potato Famine”

or another article. Put students in small groups and have them determine which

sentences and/or paragraph(s) could be removed from the article without

significantly changing the meaning of the article. Students write a short paper

explaining why they kept certain sentences and paragraphs and why they

eliminated others.

8. MAKE A NOTE OF IT (RI.6.7): As students study information from various sources

(books, articles, media), they will answer the following questions on note-cards

for each group of immigrants they study. These note cards will be used to help

them complete the “Writing Strategies, Formal Research” assignment.

o When and where did they arrive in the United States?

o What were the conditions on the voyage?

o Why did they leave their homeland?

o What expectations did they have upon arriving in America?

o How were they treated upon arrival in America?

o What difficulties did they encounter in America?

o What successes did they experience in America?

o Where did they settle in America?

o What significant contribution(s) did they make to America?

o What vocabulary words did they bring with them that are now commonly

used?

9. SOUP’S ON (RL.6.9): As a class, read and discuss “The Great American Slurp.”

With a partner, students read two picture books about eating customs in another

country and share the information about their reading with the class via an

interview, pantomime or poster. Additional Resource: “How to Eat a Guava” by

Esmerelda Santiago in Reader’s Handbook: Student Application Book: “Reading

an Essay”, pp. 62-61.

WRITING STRATEGY FOCUS

1. OPINION PAPER (W.6.2, W.6.7): Students will write an article about the United

States as a land of opportunity. Interview someone about the immigration

experience. Suggested activity: Bring in a photograph or drawing of an artifact

that represents the individual and his/her experience. Write how the artifact

represents the immigrant experience. Complete a class “gallery walk” to

engage all students in each other’s artifacts/articles.

2. DECISIONS, DECISIONS, DECISIONS (RI.6.1, RI.6.7, W.6.1, W.6.7, W.6.9, W.6.9.b,

W.6.4, W.6.5, L.6.1.e, L.6.2.a, L.6.2.b, L.6.3, L.6.3.a, L.6.3.b): Students will acquire

information about immigrants through various sources: Fiction, nonfiction, and

media presentations. Students will write an essay in which the writer identifies



which immigrant or group of immigrants has made the most significant

contributions to America. Students will proofread their papers to check for

variations from standard English, and to make sure that they have used

conventions correctly, spelled correctly, maintained consistency in style and

tone, and varied their sentence patterns.

3. WHO’S WHO? (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,

W.6.4, W.6.5): Students will read about the experiences a particular immigrant or

the descendant of an immigrant had in America. Write an

informative/explanatory text which conveys this experience. Suggested materials: “Immigration”:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration

/pdf/teacher_guide.pdf (Scroll over the images on the left sidebar.)

4. FAMILY TIMELINES (W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,

W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.e, W.6.4, W.6.5, L.6.2): After interviewing family

members about their heritage and researching information about immigration,

students will create a timeline showing the significant events in their family’s

history, in their country of origin, and in America during this time period. Using this

timeline as a basis, students will write an informative essay about their own

family’s history, including an immigration experience, if appropriate. The essay

will explain how their history was affected by significant historical events.

5. PEN PALS (W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.f, W.6.3.a, W.6.3.b, W.6.3.c,

W.6.3.e): Assuming the role of a specific immigrant (see introductory activity),

students will write friendly letters back and forth as though they are a particular

immigrant writing to another specific immigrant. The letters can be between

people from the same country: One who is already in America and one who is

planning to come to America. The letters can also be between immigrants from

two different countries. The letters should reflect the concerns and experiences

of the time period in which they are written.

6. JOYFUL NOISES (W.6.2): Write a “two-voice poem” about an immigrant’s

experience, accurately reflecting historical information. Students will present the

poem as a dramatic reading.

7. SHORT RESEARCH (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,

W.6.7, W.6.8, RI.6.1, L.6.2, W.6.4, W.6.5): Students will write a short research paper

which answers this question: What are the similarities and differences between

immigrant experiences? Students can focus on two individual immigrants or two

particular groups of immigrants (ex. Chinese, Irish, Mexican) and trace the

immigrants’ experience by focusing on:

o The reasons for leaving homeland

Immigrants expectations of America

o The conditions on the voyage/Journey to the U.S.

o Their arrival in the United States: date, place, conditions

o Their treatment by others upon arrival in America





o Where the groups settled in America

o What significant contribution(s) immigrants made to America

o Any vocabulary words they brought with them that are now assimilated

into English

8. IN-DEPTH RESEARCH & MULTI-MEDIA PRESENTATION (RI.6.1, W.6.1, W.6.2, W.6.2.a,

W.6.2.b, W.6.2.c, W.6.2.f, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.e, W.6.7, W.6.8, SL.6.4,

SL.6.5, L.6.2): Students will research a specific controversial issue related to

immigration and write an in-depth research paper about this issue. Students will

present their findings to their classmates via a multi-media presentation. Possible

controversial topics might include:

o Should a limit be set on the numbers of immigrants allowed to come into

America from certain other countries? Why?

o What skills should immigrants have before being allowed to enter the

country? Why?

o Should America currently accept only immigrants who are victims of war,

famine and natural disasters? Why or why not?

o Which immigrant or group of immigrants do you feel made the most

significant contributions to America?

o Was the treatment immigrants received when arriving in America fair,

humane, and ethical? Explain and support your findings.

o Angel Island or Ellis Island: Which facility was the most hospitable for

arriving immigrants? Why?

o Are the current immigration laws fair to immigrants from all countries?

Explain why or why not?

(Additional Resource: “Research Project”, in Language Network, pp. 418-

433.)

SPEAKING AND LISTENING ACTIVITIES

1. PAST TIMES (SL.6.6): Students will give a short speech sharing significant events

from their family’s history, including immigration experiences, if appropriate.

Students can also create and share a family tree. Free pedigree charts and

family tree charts available at these websites: http://misbach.org/pdfcharts/

and http://www.mymcpl.org/genealogy/family-history-forms

2. HIT BOTH BULL’S-EYES (RI.6.3, RI.6.6, RI.6.9, SL.6.1, SL.6.4): Working with a partner,

each student will read material on the same topic or person by different authors.

Each student will create a bull’s-eye graphic organizer to identify the main ideas,

the supporting details and the textual evidence . In the center of the bull’s-eye,

students write the name of the key individual, event or idea that is introduced. In

the next ring, they give the supporting details the author uses to develop each of

these ideas. In the outer ring, next to each detail explained in the inner ring,

students note how the detail is illustrated or elaborated citing specific evidence

from the text. Students will compare their bull’s-eye with their partners and write

a paragraph noting the differences between the two author’s presentations of

similar material. In the paragraph, students will also discuss each author’s point

http://misbach.org/pdfcharts/

http://www.mymcpl.org/genealogy/family-history-forms



of view and how it is conveyed in the text. Students will share their findings in a

short speech to the class. Option: One student can read both works and create

two bull’s eyes. Students may want to choose a person from the following

website and then look up two selections about that person. Each selection must

have a different author.: Suggested Resource: “Famous Immigrants”:

http://www.murthy.com/famous-immigrants/

LANGUAGE ACTIVITIES

1. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a,







phrase.








SBAC ASSESSMENT PREPARATION

1. HERITAGE RESEARCH (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,

W.6.4, W.6.5, L.6.1.e, L.6.2.a, L.6.2.b, L.6.3, L.6.3.a, L.6.3.b): Students will research

information about heritage and write a short research paper to answer one or all of

these questions. Students will include a Works Cited page and in-text citations.

Students will proofread their papers to check for variations from standard English,

and to make sure that they have used conventions correctly, spelled correctly,

maintained consistency in style and tone, and varied their sentence patterns.

What is heritage?

How does heritage define us individually?

How does heritage define us as a nation?

http://www.murthy.com/famous-immigrants/





Grade 6 Unit3, Quarter 3

Foundations of Literature “Literature adds to reality, it does not simply describe it. It enriches

the necessary competencies that daily life requires and provides;

and in this respect, it irrigates the deserts that our lives have already

become." -- C.S. Lewis

OVERVIEW This unit examines the various foundations of Western literature. Emphasis is

placed on Ancient Greek and Roman mythology. Students will read narrative

and informational text to examine the relationship between myths and the

traditions of their cultures of origin. Students may engage in short research

projects in this unit or in Unit 2.

ENDURING UNDERSTANDINGS Myths and legends were used to help people from various cultures understand

their world.

Myths and legends reflect a culture’s traditions.

Greek and Latin languages have influenced the English language.

ESSENTIAL QUESTION How do the literary contributions of the past impact us today?

GUIDING QUESTIONS What are the functions and characteristics of myths and legends?

How do myths and legends reflect a culture’s traditions?

What contributions have Greek and Latin made to the English language?

STUDENTS WILL KNOW THE FOLLOWING: *Indicates concept previously introduced in earlier grades Reading Terms

central idea*

main idea*

opinions*

point of view*

textual evidence

Writing Terms

organization

point of view*

paraphrase*

plagiarism

direct quote*

structure

summarize*

works cited*

Literary Terms

anecdotes

author’s purpose*

bibliography*

evidence*

fable*

figurative language*

folk tale*genre

legend*

myth

oral tradition

symbol

symbolism

theme

Language Terms

analogies

nuances in word

meanings

(connotation and

denotation)

simile*

metaphor*

personification




Reading: Literature

Craft and Structure

RL.6.5



setting, or plot.

RL.6.6 Explain how an author develops the point of view of the narrator or speaker

in a text.


RL.6.7

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.6.9



similar themes and topics.





topic or issue.

Writing


W.6.2




W.6.2.a





W.6.2.b



W.6.2.c


concepts.

W.6.2.d


explain the topic.

W.6.2.e


W.6.2.f











a new approach.

W.6.6 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.6.10 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.


Comprehension and Collaboration

SL.6.1 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.

SL.6.1.a Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation by referring to evidence on the topic,

text, or issue to probe and reflect on ideas under discussion.

SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and

define individual roles as needed.

SL.6.1.c Pose and respond to specific questions with elaboration and detail by

making comments that contribute to the topic, text, or issue under discussion.

SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple

perspectives through reflection and paraphrasing.



under study.

Presentation of Knowledge and Ideas

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate.



Language







nonrestrictive/parenthetical elements.





L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.3.b Maintain consistency in style and tone.










L.6.4.d Verify the preliminary determination of the meaning of a word or phrase

(e.g., by checking the inferred meaning in context or in a dictionary).



L.6.5.a Interpret figures of speech (e.g., personification) in context.

L.6.5.b Use the relationship between particular words (e.g., cause/effect,

part/whole, item/category) to better understand each of the words.

L.6.5.c Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., stingy, scrimping, economical, thrifty).





Timeless Voices, Timeless Themes (2000), Prentice Hall (abbreviated PH)











unit.

Novels (anchor texts)

The Lightning Thief by Rick Riordan (Lexile Level 740)

The Egypt Game by Zilpha Keatley Snyder (Lexile Level 1010)

Pankration by Dylan Blacklock (Lexile Level 820)

Odysseus and the Cyclops by I. M. Richardson

Adventures of Ulysses by Bernard Evslin

Myths (anchor texts)

“Orpheus,” PH, p. 409

“The Gorgon’s Head,” PH, p. 798

“How Coyote Stole Fire,” PH, p. 804

“Arachne,” PH, p. 822

Fables (anchor texts)

“The Tiger Who Would Be King,” PH, p. 302

“The Lion and the Bulls,” PH, p. 303

Folk Tales (anchor texts)

“Why the Tortoise’s Shell Is Not Smooth,” PH, p. 442

“The Emperor’s New Clothes,” PH, p. 775

“The Ant and the Dove,” PH, p. 784

“He Lion, Bruh Bear, and Bruh Rabbit,” PH, p. 785

“Señor Coyote and Tricked Trickster,” PH, p. 789

“Why Monkeys Live in Trees,” PH, p. 820

“A Crippled Boy,” PH, p. 826

“The Three Wishes,” PH, p. 828

“Loo-Wit the Fire-Keeper,” PH, p. 833

Nonfiction (anchor texts)

“Mummy No. 1770,” PH, p. 47

“The Strange Geometry of Stonehenge,” PH, p. 371

“The Loch Ness Monster,” PH, p. 438


desired.

PICTURE BOOKS

Additional resources and details about the books listed below can be found at this site:

http://www.acpl.lib.in.us/children/mythology.html (Use interlibrary loan or the public

library to access these books if they are not available in your school library.)

Arachne Speaks by Kate Hovey

Atalanta's Race: A Greek Myth by Shirley Climo

Atlantis: The Legend of a Lost City by Christina Balit

Cupid and Psyche by Charlotte Craft

Cyclops by Leonard Everett Fisher

Damon, Pythias, and the Test of Friendship by Teresa Bateman

Hercules: The Man, The Myth, The Hero by Kathryn Lasky

Jason and the Golden Fleece by Leonard Everett Fisher

http://www.acpl.lib.in.us/children/mythology.html

http://smartcat.acpl.lib.in.us/?q=author:hovey+title:arachne+speaks+format:book

http://smartcat.acpl.lib.in.us/?q=author:climo+title:atalanta's+race+greek+myth+format:book

http://smartcat.acpl.lib.in.us/?q=author:balit+title:atlantis+legend+lost+city+format:book

http://smartcat.acpl.lib.in.us/?q=author:craft+charlotte+title:cupid+psyche+format:book

http://smartcat.acpl.lib.in.us/?q=author:fisher+title:cyclops+format:book

http://smartcat.acpl.lib.in.us/?q=bateman+damon+pythias+test

http://smartcat.acpl.lib.in.us/?q=author:lasky+title:hercules+man+myth+hero+format:book

http://smartcat.acpl.lib.in.us/?q=author:fisher+title:jason+golden+fleece+format:book



King Midas by Philip Neil

Let's Go, Pegasus! by Jean Marzollo

Medusa by Doborah Nourse Lattimore

Monster in the Maze: The Story of the Minotaur by Stephanie Spinner

Orpheus and Eurydice by Sybil Gräfin Schönfeldt

Pandora's Box: A Greek Myth by Jean Marzollo

Pegasus, Flying Horse by Jane Yolen

Persephone and the Pomegranate: A Myth from Greece by Kris Waldherr

Perseus by Warwick Hutton

Snake Hair: The Story of Medusa by Stephanie Spinner

Story of Pygmalion by Pamela Espeland

Sun Flight by Gerald McDermott

The Arrow and the Lamp: The Story of Psyche by Margaret Hodges

The First Olympic Games: A Gruesome Greek Myth with a Happy Ending by Jean

Richards

The Hero and the Minotaur: The Fantastic Adventures of Theseus by Robert Byrd

The Iliad and the Odyssey by Marcia Williams

The King Has Horse's Ears by Peggy Thomson

The Race of the Golden Apples by Claire Martin

The Trojan Horse by Warwick Hutton

Theseus and the Minotaur by Warwick Hutton

Theseus and the Road to Athens by Pamela Espeland

DIGITAL CONTENT

Art/Visual Media

The Fall of Icarus by Bruegel http://www.ibiblio.org/wm/paint/auth/bruegel/

Perseus and Medusa by Benvenuto Cellini (1545-54), bronze, 18 feet high

http://timma.edublogs.org/2011/08/29/the-myth-of-perseus/perseus-killing-

medusa/

Navajo Sand Painting How Coyote Stole Fire

http://www.thenativeamericantaoist.com/2009/05/navajo-sand-paintings.html

Media

“Perseus and Medusa”: A segment of Myths and Legends: Ancient Rome:

Discovery Education (Length 8:05) (Log on to Discovery Ed and Search this title)

“Psyche and Cupid”: A segment of Myths and Legends: Ancient Rome

Discovery Education (Length 8:05) (Log on to Discovery Ed and Search this title)

“Winged Sandals: Perseus and Medusa”: Discovery Education (Length 4:20)

(Log on to Discovery Ed and Search this title)

Novel Units

“Welcome to the Online World of Rick Riordan”: Rick Riordan (The Lightning

Thief) http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-

guide.aspx

“Create for Mississippi: Challenging Regional Educators to Advance Technology

in Education” (The Egypt Game)

http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID

=21

Pankration—Novel Unit available on the Intranet

http://smartcat.acpl.lib.in.us/?q=author:neil+title:king+midas+format:book

http://smartcat.acpl.lib.in.us/?q=author:marzollo+title:let's+go+pegasus+format:book

http://smartcat.acpl.lib.in.us/?q=author:lattimore+title:medusa+format:book

http://smartcat.acpl.lib.in.us/?q=author:spinner+title:monster+maze+story+minotaur+format:book

http://smartcat.acpl.lib.in.us/?q=author:schonfeldt+title:orpheus+eurydice+format:book

http://smartcat.acpl.lib.in.us/?q=author:marzollo+title:pandora's+box+greek+myth+format:book

http://smartcat.acpl.lib.in.us/?q=author:yolen+title:pegasus+flying+horse+format:book

http://smartcat.acpl.lib.in.us/?q=author:waldherr+title:persephone+pomegranate+myth+greece+format:book

http://smartcat.acpl.lib.in.us/?q=author:hutton+title:perseus+format:book

http://smartcat.acpl.lib.in.us/?q=author:spinner+title:snake+hair+medusa+format:book

http://smartcat.acpl.lib.in.us/?q=author:espeland+title:story+pygmalion+format:book

http://smartcat.acpl.lib.in.us/?q=author:mcdermott+title:sun+flight+format:book

http://smartcat.acpl.lib.in.us/?q=author:hodges+title:arrow+lamp+story+psyche+format:book

http://smartcat.acpl.lib.in.us/?q=author:richards+title:first+olympic+games+gruesome+greek+myth+format:book

http://smartcat.acpl.lib.in.us/?q=author:byrd+title:hero+minotaur+fantastic+adventures+format:book

http://smartcat.acpl.lib.in.us/?q=author:williams+title:iliad+odyssey+format:book

http://smartcat.acpl.lib.in.us/?q=author:thomson+title:king+has+horse's+ears+format:book

http://smartcat.acpl.lib.in.us/?q=author:martin+title:race+golden+apples+format:book

http://smartcat.acpl.lib.in.us/?q=author:hutton+title:trojan+horse+format:book

http://smartcat.acpl.lib.in.us/?q=author:hutton+title:theseus+minotaur+format:book

http://smartcat.acpl.lib.in.us/?q=author:espeland+title:theseus+road+athens+format:book

http://www.ibiblio.org/wm/paint/auth/bruegel/

http://timma.edublogs.org/2011/08/29/the-myth-of-perseus/perseus-killing-medusa/

http://timma.edublogs.org/2011/08/29/the-myth-of-perseus/perseus-killing-medusa/


http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-guide.aspx

http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-guide.aspx

http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=21

http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=21



Websites

“How Coyote Stole Fire”: UDL Editions by Cast

http://udleditions.cast.org/INTRO,how_coyote_stole_fire.html

“How Mummies Work” by Tom Harris: Kids Ahead

http://kidsahead.com/external/article/85

“Mummy Tombs” by James M. Deem:

http://www.mummytombs.com/mummylocator/group/inca.htm

SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus Standards for this unit are in bold.)

INTRODUCTORY ACTIVITY

1. MYTHOLOGY KWL (RI.6.7): Create KWL on Mythology to help focus unit. Revisit K/W

section throughout unit; use L to summarize learning.


1. ELEMENTS OF FOLKLORE (RL.6.l, SL.6.1)

Students will read “The Ant and the Dove” (PH, p. 784) OR choose another short

folktale or fable. Review the elements of folklore and/or fables. In small groups

students will discuss whether or not these stories meet the criteria for being

folktales or fables, completing a feature analysis chart to help organize their

ideas, citing evidence from the text to support their ideas.

2. GRAPHIC ORGANIZER (RL.6.1, RL 6.2)

Students will create a process grid containing the following ideas as they study

myths and legends (include multiple forms of media):

Characters

Country of origin

Problem (that can’t be solved)

Setting

Title

Hero (who comes to solve the problem or explains the mystery)

Ending

Characteristics unique to this country’s folklore

3. CENTRAL IDEA AND SUMMARY (RI.6.2): Using Reader’s Handbook and/or the

summarizing strategy from http://www.readingquest.org/strat/summarize.html,

summarize a nonfiction reading selection from the above resources.

4. HIT THE BULL’S-EYE (RI.6.3): Use a bull’s-eye graphic organizer to identify the main

ideas, characters and supporting details. In the center of the bull’s-eye, write the

name of the key individual, event or idea that is introduced. In the next ring,

give the supporting details the author uses to develop each of these ideas. In the

outer ring, next to each detail explained in the inner ring, note how the detail is

illustrated or elaborated citing specific evidence from the text. Suggested

Works: “Mummy, No. 1770”; “How Mummies Work”


http://kidsahead.com/external/article/85

http://www.mummytombs.com/mummylocator/group/inca.htm

http://www.readingquest.org/strat/summarize.html



5. THE PARTS AND THE POINT OF VIEW (RL.6.5, RL.6.6): From one of the literary texts

used in this unit, select an important sentence, scene, stanza and write a short

description about how it contributes to the development of the theme, setting or

plot. Also explain how the author develops the point of view of the speaker or

narrator in this same work.

6. NOT NECESSARY (RI.6.5): Read one of the suggested articles listed under

“Nonfiction.” Working in small groups, students will determine which sentences

and/or paragraph(s) could be removed from the article without significantly

changing the meaning of the article. Students do the same for sentences.

Students write a short paper explaining why they kept certain sentences and

paragraphs and why they eliminated others.

7. THE WAY “I” SEE IT (RI.6.6): Students will read an article and determine the point

of view that is used in that article (first person or third person). Rewrite the article

from a different point of view. Suggested Work: “Mummy No. 1770”

8. MOMENTS IN MYTHOLOGY (RL.6.7, W.6.2, W.6.10): Students will read “The

Gorgon’s Head” and watch “Winged Sandals: Perseus and Medusa” or “Perseus

and Medusa”. They will compare and contrast the written myth with the

animated version, noting similarities and differences using a Venn Diagram. Use

this diagram as prewriting for a short in-class essay comparing and contrasting

the two texts.

9. AS A MATTER OF FACT (RI.6.8): As students read “Stonehenge,” or another

appropriate work of non-fiction, they will create a two column table to

differentiate fact from opinion. Students may discuss and justify their responses

in small groups or with partners.

10. PAIRED TEXTS (RL.6.9): Read about the same theme/topic in two different genres

(picture books, poems, short stories, etc.) Create a Venn diagram comparing

and contrasting how each of these texts approaches the theme or topic.

WRITING STRATEGY FOCUS 1. LITERARY ANALYSIS (RL.6.1, RL.6.2, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d,

W.6.2.e, W.6.2.f, W.6.4, W.6.5, W.6.7, W.6.8): Students will use the information

collected in process grid to write an informational magazine article explaining

the purpose and traits of myths and legends and how each contributes to a

culture, using specific examples from myths and legends read in class. Articles

should contain a strong introduction to gain readers’ attention, a strong central

idea supported with evidence and details, transitions between ideas, and a

strong conclusion.

2. FACT AND FICTION (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e,

W.6.2.f, W.6.4, W.6.5, W.6.7, W.6.9, L. 6.1.c, L.6.1.d, L.6.2): Students will research

how a natural phenomenon came to be and students will read a myth, folk tale,

legend, etc., which was created to explain how the same natural phenomenon



occurred. Students write a paper comparing and contrasting the two. Students

will pay careful attention to pronoun usage, making sure there is agreement in

number and person. Students will correct vague pronouns, those with unclear

and/or ambiguous antecedents.

3. SEEING YESTERDAY’S STORIES IN TODAY’S CULTURE (RI.6.1, W.6.2, W.6.2.a, W.6.2.b,

W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f, W.6.7, W.6.9, L.6.2, L.6.3, L.6.3.a, L.6.3.b): After

reading stories from the oral tradition of various countries, students will write a

researched magazine article about an oral tradition from one of the countries

represented. Students will formulate two or three questions to guide their

research. If possible, the research should address how various oral traditions

came to be.

4. SHORT RESEARCH (RI.6.1, W.6.2, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f,

W.6.9, L.6.2, L.6.2.a, L.6.2.b): Students will research a natural phenomenon of a

country from which a favorite folktale, legend, or myth originated. As a class, or

in small groups, formulate two to three questions that will guide the research.

Include how the tale reflects its originating country/culture. Students will write

their findings in an informative essay.

SPEAKING AND LISTENING

1. LARGER THAN LIFE (L.6.1, L.6.1.c, L.6.3, SL.6.4, SL.6.5): Students will apply elements

of mythology to create their own modern hero. Students will explain how this

hero/heroine uses his or her mythical powers to fight a current environmental or

social issue. Students will also include a description of this mythological

hero/heroine, showing that he/she has the traditional characteristics of a

mythological hero. Students will present their modern hero to the class in a short

speech. Students will incorporate some form of multi-media and visual displays

into the speech, graphics, music, images, sound, etc.

LANGUAGE ACTIVITIES

1. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a, L.6.4.b, L.6.4.c, L.6.4.d, L.6.6): Throughout the school year, students will collect

new words and phrases either on index cards or in a student created dictionary.

For each word or phrase, students will do the following:




phrase.












2. AUTHORS’ USE OF FIGURATIVE LANGUAGE, WORD RELATIONSHIPS AND NUANCES

(L.6.5, L.6.5.a, L.6.5.b, L.6.5.c): While reading one of more of the selections for this

unit, students will write down examples of figurative language, word relationships

and nuances (connotation vs. denotation) in word meanings.

SBAC ASSESSMENT PREP 1. HOW COYOTE STOLE FIRE COMPARE AND CONTRAST (RL.6.1, RL.6.2, W.6.2, W.6.2.a,

W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.2.f, W.6.4, W.6.5, W.6.7, W.6.9, W.6.9.a):

Read/watch all of the following. Choose two and write an informative essay

comparing and contrasting them.

Navajo Sand Painting How Coyote Stole Fire

http://www.thenativeamericantaoist.com/2009/05/navajo-sand-paintings.html “How Coyote Stole Fire,” PH, p. 804.

"Stories From Junk Puppet Land" Part 3 / How Coyote Stole Fire From Thunder”


“How Coyote Stole Fire”: UDL Editions by Cast








Perspectives: Changes in

Technology

“Electric communication will never be a substitute for

the face of someone who with their soul encourages

another person to be brave and true.”

—Charles Dickens

OVERVIEW Through informational and argumentative reading and writing, students will explore the

evolution of technology and its impact on society. Special attention will be paid to the

influence technology has on communication. This unit is taught during the last quarter

of the year.

ENDURING UNDERSTANDINGS Communication is essential to understand different perspectives.

Technology impacts the way we communicate and view the world.

Technology creates both positive and negative impacts.

Technology has changed how people communicate, but the need to

communicate and the effective components (claims and evidence) of

communication remain the same.

All communication has bias.

SUGGESTED ESSENTIAL QUESTIONS How much technology is too much?

How are technology and communication interrelated?

GUIDING QUESTIONS How do people communicate effectively?

What is technology?

Why are humans driven to communicate with each other?

How does technology create both positive and negative impacts?

How can the need to communicate drive technology and how can technology

change the way we communicate?

How can bias and perspective change the meaning of a piece of writing?



STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: *Indicates concept previously introduced in earlier grades

Reading and Writing Terms:

Analyze*

argument

central idea

concluding

statement

credible source

evidence*

fact

formal style

genre

hyperbole

judgments

opinions*

summary

Literary Terms:

foreshadowing

narrator

plot*

point of view

setting*

speaker

stanza*

theme*

Language Terms:

clauses

phrases


Reading: Literature


RL.6.7









Craft and Structure RI.6.4 Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings.



ideas.

Integration of Knowledge and Ideas RI.6.7 Integrate information presented in different media or formats (e.g., visually,


topic or issue.

RI.6.8 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.

Writing


W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text.

W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s)

and reasons.



W.6.1.d Establish and maintain a formal style.

W.6.1.e Provide a concluding statement or section that follows from the argument

presented.













SL.6.1.a Come to discussions prepared having read or studied required material;









SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims

that are supported by reasons and evidence from claims that are not.



SL.6.4 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.

Language





L.6.1.a Ensure that pronouns are in the proper case (subjective, objective,

possessive).


L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*

L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous

antecedents).*



L.6.6. Acquire and use accurately grade-appropriate general academic and




Timeless Voices, Timeless Themes: Copper (2000), Prentice Hall









unit. Lexile levels in bold match with the suggested Lexile level for sixth grade students.

“Water,” PH p. 122

The Veldt, (short story by Ray Bradbury, Jr. Great Books)

“The Fun They Had,” PH, p. 382


desired.

Short Stories

“Feathered Friend,” PH, p. 168

“The Sound of Summer Running,” PH, p. 5

“Jeremiah’s Song,” PH, p. 5

“Eleven,” PH, p. 488

“Dentistry,” PH, p. 495

from “Exploring the Titanic,” PH, p. 398

Poems

“Change,” PH, p. 74

“The World is Not a Pleasant Place to Be,” PH, p. 157

“The Geese,” PH, p. 718

“The Children’s Hour,” PH, p. 158

“Jimmy Jet and His TV Set,” PH, p. 717

“Books Full Open,” PH, p. 72

“Arithmetic,” PH, p. 309

“April Rain Song,” PH, p. 746

“Circle of Life,” PH, p. 719

“The Walrus and the Carpenter,” PH, p.712

Nonfiction

“How to Write a Letter,” PH, p. 107

“The Shutout,” PH, p. 547

“Noah Webster’s Dictionary,” PH, p. 590

“How the Internet Works,” PH, p. 606



“Hard as Nails,” PH, p. 86

“Stage Fright,” PH, p. 215

“My Papa, Mark Twain,” PH, p. 566

“The Drive-In Movies,” PH, p. 570

Letters from F. Scott Fitzgerald and C.S. Lewis, PH, p. 556, 558

from “James Cameron’s Titanic,” PH, p. 406

Code Talker: The First and Only Memoir By One of the Original Navajo Code

Talkers of WWII by Aaseng, Nathan (Lexile 1170)

Code Talker by Joseph Bruchac (Lexile 910)

DIGITAL CONTENT

Media

Discovery Education: When Machines Learned to Talk: (Log on to Discovery Ed

and search for this title.)

Websites

“2000-2009 Timeline Contents”: http://www.futuretimeline.net/21stcentury/2000-

2009.htm

“A technology-free school in Silicon Valley”:

http://www.joannejacobs.com/2011/10/a-technology-free-school-in-silicon-

valley/

Technology as a Communication Tool Within the Education System:

http://technoedu.weebly.com/advantages-and-disadvantages.html

“AMERICAN ACADEMY OF PEDIATRICS: Children, Adolescents, and Television”:

http://pediatrics.aappublications.org/content/107/2/423.full

“Are Social Networking Sites Good for Our Society?”:

http://socialnetworking.procon.org/

“Argumentative Essays”: http://owl.english.purdue.edu/owl/resource/685/05/

“Definitions of Propaganda Techniques”:

http://www.aacps.org/aacps/boe/INSTR/CURR/comed/es/webquest/Persuade/

PER2.html

“Education Technology: As Some Schools Plunge In, Poor Schools Are Left

Behind”: http://www.huffingtonpost.com/2012/01/24/education-technology-as-

s_n_1228072.html

“Emergence of Advertising in America, Library of Congress”:

http://memory.loc.gov/ammem/collections/advertising/

“Fifty Years of Coca-Cola Television Advertisements, Library of Congress”:

http://memory.loc.gov/ammem/ccmphtml/

“Get Graphic! Graphic Inquiry: Dynamic Differentiation and Digital Age

Learning”: http://eduscapes.com/sessions/graphic/dynamic.htm (helpful ideas

for helping teachers integrate 21st C. skills into ELA and other content areas)

“Growing Up Digital, Wired for Distraction”:

http://www.nytimes.com/2010/11/21/technology/21brain.html?hp=&pagewante

d=all&_r=0

“How Has Technology Changed Communication”:

http://curiosity.discovery.com/question/how-has-technology-changed-

communication Blocked

http://www.futuretimeline.net/21stcentury/2000-2009.htm

http://www.futuretimeline.net/21stcentury/2000-2009.htm

http://www.joannejacobs.com/2011/10/a-technology-free-school-in-silicon-valley/

http://www.joannejacobs.com/2011/10/a-technology-free-school-in-silicon-valley/

http://technoedu.weebly.com/advantages-and-disadvantages.html

http://pediatrics.aappublications.org/content/107/2/423.full

http://socialnetworking.procon.org/

http://owl.english.purdue.edu/owl/resource/685/05/

http://www.aacps.org/aacps/boe/INSTR/CURR/comed/es/webquest/Persuade/PER2.html

http://www.aacps.org/aacps/boe/INSTR/CURR/comed/es/webquest/Persuade/PER2.html

http://www.huffingtonpost.com/2012/01/24/education-technology-as-s_n_1228072.html

http://www.huffingtonpost.com/2012/01/24/education-technology-as-s_n_1228072.html

http://memory.loc.gov/ammem/collections/advertising/

http://memory.loc.gov/ammem/ccmphtml/

http://eduscapes.com/sessions/graphic/dynamic.htm

http://www.nytimes.com/2010/11/21/technology/21brain.html?hp=&pagewanted=all&_r=0

http://www.nytimes.com/2010/11/21/technology/21brain.html?hp=&pagewanted=all&_r=0

http://curiosity.discovery.com/question/how-has-technology-changed-communication

http://curiosity.discovery.com/question/how-has-technology-changed-communication



“How Much TV Does the Average Child Watch Each Day?”:

http://www.livestrong.com/article/222032-how-much-tv-does-the-average-child-

watch-each-day/#ixzz2UbUGelxX

Types of Papers: Argument/Argumentative:

http://www.roanestate.edu/owl/argument.html

“How to Write an Argumentative Essay Step by Step”:

http://suite101.com/article/how-to-write-an-argumentative-essay-step-by-step-

a177113

“How to Write an Argumentative Essay”:

http://bellevuecollege.edu/asc/writing/essays-

guides/documents/argumentativeessay.pdf

“Kids and Tech: How Much Is Too Much?”:

http://www.technewsworld.com/story/52677.html

“New Worlds: The pros and cons of youth's internet usage”:

http://www.jpost.com/Enviro-Tech/New-Worlds-The-pros-and-cons-of-youths-

internet-usage

“News, Journalism, and Advertising, Library of Congress”:

http://www.loc.gov/topics/content.php?cat=5

“Propaganda Techniques”:

http://www.pbs.org/weta/reportingamericaatwar/teachers/pdf/propaganda.p

df

“Pros and Cons of 50 Controversial Issues”: http://www.procon.org/

“Pros and cons of digital devices in the hands of young students”:

http://www.emergingedtech.com/2012/06/pros-and-cons-of-digital-devices-in-

the-hands-of-young-students/

“2 Pros and 2 cons to Education Technology”:

http://www.edudemic.com/education-technology-pros-cons/

“Technology Timeline”: http://www.history-timelines.org.uk/events-timelines/12-

technology-timeline.htm

“Technology-free schools…helping or harming today’s kids”:

http://kellisilvers.wordpress.com/2013/02/08/technology-free-schools-helping-or-

harming-todays-kids/

“Teens are watching more TV, not less, report says”:

http://articles.latimes.com/2012/mar/09/business/la-fi-ct-teen-tv-study-20120309

“The Impact of Social Media on Society”: http://www.thegrizasonline.com/the-

impact-of-social-media-on-society

“The Negative Effect of Social Media on Society and Individuals”:

http://smallbusiness.chron.com/negative-effect-social-media-society-individuals-

27617.html

“Sharing the Story of the Soldiers that Ended the War”:

http://www.navajocodetalkers.org/

“The Timeline”: http://www.futuretimeline.net/

“Waldorf Education: An Introduction”:

http://www.whywaldorfworks.org/02_W_Education/index.asp

http://www.livestrong.com/article/222032-how-much-tv-does-the-average-child-watch-each-day/#ixzz2UbUGelxX

http://www.livestrong.com/article/222032-how-much-tv-does-the-average-child-watch-each-day/#ixzz2UbUGelxX

http://suite101.com/article/how-to-write-an-argumentative-essay-step-by-step-a177113

http://suite101.com/article/how-to-write-an-argumentative-essay-step-by-step-a177113

http://bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

http://bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

http://www.technewsworld.com/story/52677.html

http://www.jpost.com/Enviro-Tech/New-Worlds-The-pros-and-cons-of-youths-internet-usage

http://www.jpost.com/Enviro-Tech/New-Worlds-The-pros-and-cons-of-youths-internet-usage

http://www.loc.gov/topics/content.php?cat=5

http://www.pbs.org/weta/reportingamericaatwar/teachers/pdf/propaganda.pdf

http://www.pbs.org/weta/reportingamericaatwar/teachers/pdf/propaganda.pdf

http://www.procon.org/

http://www.emergingedtech.com/2012/06/pros-and-cons-of-digital-devices-in-the-hands-of-young-students/

http://www.emergingedtech.com/2012/06/pros-and-cons-of-digital-devices-in-the-hands-of-young-students/

http://www.history-timelines.org.uk/events-timelines/12-technology-timeline.htm

http://www.history-timelines.org.uk/events-timelines/12-technology-timeline.htm

http://kellisilvers.wordpress.com/2013/02/08/technology-free-schools-helping-or-harming-todays-kids/

http://kellisilvers.wordpress.com/2013/02/08/technology-free-schools-helping-or-harming-todays-kids/

http://articles.latimes.com/2012/mar/09/business/la-fi-ct-teen-tv-study-20120309

http://www.thegrizasonline.com/the-impact-of-social-media-on-society

http://www.thegrizasonline.com/the-impact-of-social-media-on-society

http://smallbusiness.chron.com/negative-effect-social-media-society-individuals-27617.html

http://smallbusiness.chron.com/negative-effect-social-media-society-individuals-27617.html

http://www.navajocodetalkers.org/

http://www.futuretimeline.net/

http://www.whywaldorfworks.org/02_W_Education/index.asp



SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.)

INTRODUCTORY ACTIVITY 1. HOW DO WE COMMUNICATE TODAY? (SL.6.1, SL.6.2): Whole Class: List all the

ways we have that we can use to communicate with each other (handwritten

notes, Facebook, face-to-face communication, text messages, telephone calls,

Skype, etc.). Students then compile class data to show which modes of

communication are used most by students and which are used least. Post results

for each class on a class web page.

READING STRATEGY FOCUS 1. COMMUNICATION COMPARISON (RL.6.9, RI.6.2, RI.6.7, RI.6.8): Students will

compare and contrast a friendly letter, a business letter, a memo, a journal, an

email, a text, a blog, and a tweet to determine specific shared characteristics

and identify characteristics that are specific to the writing mode including

purpose, point of view, style and format.

2. TO BUY OR NOT TO BUY (RI.6.1, RI.6.2, RI.6.7, RI.6.8): Students will examine

advertising or other media since the turn of the 20th century to see how it has

changed. What claims were used in early advertising? What claims are used

now?

3. THE WALRUS AND THE CARPENTER (RL.6.7): Read “The Walrus and the Carpenter”

and watch or listen to a version of it. In a class discussion, talk about the

differences in what is “seen” and “heard” when the text is read and when it is

heard and viewed. Video versions: http://youtu.be/njzJURyvx9s (This is one

version. Many others are available on youtube.)

WRITING STRATEGY FOCUS 1. PERSUASIVE WRITING (W.6.1): Lesson: “Focus on Persuasive Writing” (Teacher’s

Guide Reader’s Handbook, pp. 170-173) (See #2 under Reading Strategy Focus)

2. THE WRITING PROCESS (W.6.1): Lesson: “Writing Process Workshop” (PH, 358-61).

Suggested Resource: Language Network, p. 398 (Chapter 23).

3. BUY THIS! (W.6.1, SL.6.4, SL.6.5, SL.6.6, L.6.1, L.6.2, L.6.3): Students have been hired

by Coca-Cola (or another company) to sell a product. Students will create an

advertisement to sell the product. (students can choose their media: a print ad

for a magazine or webpage, a radio ad or a video ad).

4. WRITING AN ARGUMENT (W.6.1, W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e, W.6.4,

W.6.5, W.6.9, W.6.9.b): As a summative assessment, students will write an

argumentative essay in which they address these questions: How has

technology changed the way we communicate, and have those changes

helped or hurt society? Students will support their ideas and claims with clear

reasons and relevant evidence gathered over the course of the unit.

http://youtu.be/njzJURyvx9s



5. WRITING ANOTHER ARGUMENT (W.6.1, W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e,

W.6.4, W.6.5): Students will write an argument about which is better: technology

rich schools or technology free schools. Suggested Resources: “A technology-

free school in Silicon Valley,” “Education Technology: As Some Schools Plunge In,

Poor Schools Are Left Behind,” “Technology-free schools…helping or harming

today’s kids,” “Waldorf Education: An Introduction”

6. ASKING THE RIGHT QUESTION (SL.6.1): These web sites discuss strategies for

teaching students to ask their own questions. Students will practice asking

questions about a text, theme or central idea.

o http://www.hepg.org/hel/article/507#home

o http://www.aalf.org/articles/view.php?ArticleID=114

7. Writing Process Workshop (W.6.1, W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e,

W.6.4, W.6.5, W.6.10): In applying skills learned throughout the year, students

will engage in writer’s workshops to create different types of writing, such

as brochures, advertisements, poems, essays, web pages, animota videos,

etc. Students will strive to answer one or more of the guiding questions or

essential questions for this unit in their various genres of writing. Suggested

Works: The Official Website of the Navajo Code Talkers, The Timeline, How Has

Technology Changed Communication, Pros and Cons of Technology

SPEAKING AND LISTENING 1. PROS AND CONS (RI.6.1, RI.6.2, RI.6.3, SL.6.1, SL.6.1.a, SL.6.1.b, SL.6.1.c, SL.6.1.d,

SL.6.3): In the format of small groups or a Socratic seminar, students will study a

controversial issue, such as Internet usage, time on television or another issue

listed at procon.org. Students will come to a consensus on this issue and present

their arguments and specific claims to the class. Members of the class will take

notes on each group’s presentation. Optional: Groups can be given a topic

and asked to debate either the pros or cons of the topic with another group.

Suggested Works: See resources under Media and Websites.

2. PROPAGANDA (RI.6.1, RI.6.2, RI.6.3, SL.6.1, SL.6.1.a, SL.6.1.b, SL.6.1.c, SL.6.1.d,

SL.6.3, L.6.6): Read several advertisements and watch several commercials

about a variety of products. Note the propaganda techniques that are used in

each of these. In a small group or class discussion, share which techniques are

the most effective. Note how figurative language is used to persuade and

argue. Optional: Create a product and design an advertisement or

commercial for that product. Use at least two of the propaganda techniques.

You may use an already existing product. Suggested Works: Propaganda

Techniques (both of them), Definitions of Propaganda Techniques

LANGUAGE ACTIVITIES 1. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.6.4, L.6.4.a,


http://www.hepg.org/hel/article/507#home

http://www.aalf.org/articles/view.php?ArticleID=114








phrase.








SBAC ASSESSMENT PREP (No SBAC is included in this unit since students will take

the SBAC this quarter.)





COMMON CORE STATE STANDARDS GRADE 6 Click on the links to return to the Sample Activities and Assessments for that unit.

I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,

SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC

Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-L, 4-SBAC

Reading: Literature


RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as


RL.6.2 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.6.3 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

toward a resolution.

Craft and Structure

RL.6.4 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.6.5



setting, or plot.

RL.6.6 Explain how an author develops the point of view of the narrator or speaker

in a text.


RL.6.7





RL.6.8 (Not applicable to literature)

RL.6.9



similar themes and topics

Range of Reading and Level of Text Complexity RL.6.10

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.







Click on the links to return to the Sample Activities and Assessments for that unit.








RI.6.2 Determine a 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.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated,

and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure

RI.6.4 Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings.



ideas.

RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is

conveyed in the text.




topic or issue.

RI.6.8 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.

RI.6.9 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).

Range of Reading and Level of Text Complexity

RI.6.10 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.

WRITING


W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text.

W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s)

and reasons.

W.6.1.d Establish and maintain a formal style.







W.6.1.e Provide a concluding statement or section that follows from the argument

presented.

W.6.2








W.6.2.a





W.6.2.b



W.6.2.c


concepts.

W.6.2.d


explain the topic.

W.6.2.e


W.6.2.f



W.6.3 Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event

sequences.

W.6.3.a 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.

W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters.

W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence

and signal shifts from one time frame or setting to another.

W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory

language to convey experiences and events.

W.6.3.e Provide a conclusion that follows from the narrated experiences or events.













a new approach.

W.6.6 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.




















Range of Writing

W.6.10 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.6.1.a Come to discussions prepared, having read or studied required material;











under study.

SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims

that are supported by reasons and evidence from claims that are not.







SL.6.4 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.6.5 Include multimedia components (e.g., graphics, images, music, sound) and

visual displays in presentations to clarify information.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate.

Language




L.6.1.a Ensure that pronouns are in the proper case (subjective, objective,

possessive).








L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*

L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous

antecedents).*

L.6.1.e Recognize variations from standard English in their own and others' writing

and speaking, and identify and use strategies to improve expression in

conventional language.*




nonrestrictive/parenthetical elements.*





L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.*

L.6.3.b Maintain consistency in style and tone.*







phrase.










L.6.4.d Verify the preliminary determination of the meaning of a word or phrase

(e.g., by checking the inferred meaning in context or in a dictionary).



L.6.5.a Interpret figures of speech (e.g., personification) in context.







L.6.5.b Use the relationship between particular words (e.g., cause/effect,

part/whole, item/category) to better understand each of the words.

L.6.5.c Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,

thrifty).




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