Grade 6 - McDougal · PDF file6.1.2 Identify and interpret figurative language (including...

correlated to the

IndianaAcademic StandardsEnglish /Language ArtsGrade 6

Grade 6

McDougal LittellThe Language of Literature

Grade 6

correlated to the

Indiana Academic StandardsEnglish/Language Arts

Grade 6

Standard 1READING: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships, as well as context clues (themeaning of the text around a word), to determine the meaning of specialized vocabulary and tounderstand the precise meaning of grade-level-appropriate words.

Decoding and Word Recognition

6.1.1 Read aloud grade-level-appropriate poems, narrative text (stories), and expository text(information) fluently and accurately and with appropriate timing, changes in voice, andexpression.

PE/TE: 32, 77, 172, 204, 208, 227, 240, 272, 284, 288, 346, 347, 386, 396, 426, 489,553, 563, 567, 649, 662, 686, 741, R98, R100

Add’l TE: 30, 168, 271, 280, 558, 632, 776, 803, 825

Teacher’s Resource Package• Unit One Resource Book: 10• Unit Two Resource Book: 57• Unit Four Resource Book: 48• Speaking and Listening Book: 6, 7, 9, 12, 13, 14, 23• Formal Assessment: 45-46

Other Ancillary Components• The InterActive Reader Plus: 22, 36, 46, 59, 61, 69, 100, 104, 110, 112, 114, 126, 148, 152,

157, 161, 181, 195, 218, 222, 227, 240, 253• Reading Toolkit: Section A: Determining Reading Levels. Section B: Using Repeated Oral

Reading to Improve Fluency

Technology and Media• Easy Planner CD-ROM*• Test Generator CD-ROM**

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McDougal Littell, The Language of Literature, Grade 6 correlated to theIndiana Academic Standards for English/Langauge Grade 6

* Includes all print support material from the Teacher’s Resource Package.**Creates tests to match teaching styles and meet the needs of a specific class by using items from an electronic test bank.

Vocabulary and Concept Development

6.1.2 Identify and interpret figurative language (including similes, comparisons that use like or as,and metaphors, implied comparisons) and words with multiple meanings.Example: Understand the different meanings of the word primary when used in sentences,such as the following: Tom is a student at the local primary school. Betsy’s mother decidedto run for a seat on the city council but lost in the primary election. Understand descriptivemetaphors, such as The city lay under a blanket of fog.

PE/TE: 192, 194, 198, 264, 272, 289, 424, R24, R151, R154, R159Add’l TE: 118, 169, 195, 196, 223, 268, 277, 279, 383, 420, 468, 644, 723

Teacher’s Resource Package• Unit Two Resource Book: 5, 63• Unit Six Resource Book: 16• Literary Analysis Transparencies: 19• Vocabulary and Spelling Book: 39• Language Transparencies: 54, 55• Writing Transparencies: 17• Formal Assessment: 29-30, 129-130

Other Ancillary Components• The InterActive Reader Plus: 8, 82• Reading Toolkit: Section G: Building Vocabulary


6.1.3 Recognize the origins and meanings of frequently used foreign words in English and usethese words accurately in speaking and writing.Example: Understand foreign words that are often used in English, such as enchilada(Spanish), lasagna (Italian), and delicatessen (German).

PE/TE: 149, 265, 386, 397, 663Add’l TE: 27, 367, 382, 514, 526, 581, 729

Teacher’s Resource Package• Vocabulary and Spelling Book: 13-19, 21, 23-30, 31

Other Ancillary Components• The InterActive Reader Plus: 96, 97, 98, 101, 118, 119, 121• Reading Toolkit: Section G: Building Vocabulary

Technology and Media• Easy Planner CD-ROM*

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6.1.4 Understand unknown words in informational texts by using word, sentence, and paragraphclues to determine meaning.

PE/TE: 32, 65, 77, 79, 122, 143, 217, 230, 289, 474, 491, 568, 634, 685, 726, 787, 857,R20

Add’l TE: 35, 53, 102, 125, 155, 167, 210, 276, 334, 382, 403, 419, 449, 484, 575, 615,679, 720

Teacher’s Resource Package• Unit One Resource Book: 12, 19, 28, 35, 52, 59, 66, 73, 83, 90• Unit Two Resource Book: 15, 22, 39, 48, 55• Unit Three Resource Book: 9, 16, 37, 44, 56, 65• Unit Four Resource Book: 9, 18, 27, 43, 50, 56, 63• Unit Five Resource Book: 9, 16, 28, 35, 42, 58, 67, 74• Unit Six Resource Book: 7, 12, 17, 22, 27• Vocabulary and Spelling Book: 1, 3, 5, 7, 9, 11, 63• Formal Assessment: 8, 10, 12, 16, 18, 20, 22, 24, 26, 34, 36, 40, 42, 44, 52, 58, 60, 64, 80,

82, 86, 90, 96, 98, 102, 104, 110, 112, 116, 118, 120, 126, 128, 130, 132, 134, 193--195

Other Ancillary Components• The InterActive Reader Plus: Words to Know SkillBuilder. See 29, 32, 79, 167, 233;

Analyzing Text Features, 262• Reading Toolkit: Section G1-G3: Context Clues


6.1.5 Understand and explain slight differences in meaning in related words.Example: Explain the difference when someone is described as speaking softly and whensomeone is described as speaking quietly.

PE/TE: 77, 112, 228, 230, 289, 348, 410, 553, 712, 742Add’l TE: 136, 526, 701

Teacher’s Resource Package• Unit Two Resource Book:24, 59• Vocabulary and Spelling Book:39, 41, 43, 45, 47• Language Transparencies:63

Other Ancillary Components• The InterActive Reader Plus: Each reading selection contains Words to Know

SkillBuilder to help students expand and understand vocabulary. See 11, 29, 39,55, 65, 93, 107, 135, 145, 167, 203, 213, 233.


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Standard 2READING: Comprehension (Focus on Informational Materials)Students read and understand grade-level-appropriate material. They describe and connect the essentialideas, arguments, and perspectives of the text by using their knowledge of text structure, organization,and purpose. The selections in the Indiana Reading List (available online atwww.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials tobe read by students. At Grade 6, in addition to regular classroom reading, students read a variety ofgrade-level-appropriate narrative (story) and expository (informational and technical) texts, includingclassic and contemporary literature, poetry, magazines, newspapers, reference materials, and onlineinformation.

Structural Features of Informational and Technical Materials

6.2.1 Identify the structural features of popular media (newspapers, magazines, online information)and use the features to obtain information.Example: Do a keyword search on the Internet to find information for a research report. Usethe section headers for a newspaper to locate information for a report on current worldevents.

PE/TE: S16-S17, S18-S19, 48-51, 96-100, 145-148, 201-204, 260-263, 340342, 388-390, 462-464, 588-591, 650-652, 714-717, 718, 728, R4-R6, R116-R117, R118-R119, R134-R135, R136-R137, R138-R139, R142-R143

Teacher’s Resource Package• Unit One Resource Book: 75• Unit Two Resource Book: 41• Unit Three Resource Book: 19• Unit Five Resource Book: 60• Literary Analysis Transparencies: 12• Reading and Critical Thinking Transparencies: 24, 29, 30, 31, 32• Formal Assessment: 117-118

Other Ancillary Components• The InterActive Reader Plus: Analyzing Text Features: 260-263; Reading Beyond the

Classroom: 284-293• Reading Toolkit: Section D: Basic Comprehension Tools, Section E: Comprehension Tools

for Nonfiction, Section F: Graphic Organizers for Reading


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6.2.2 Analyze text that uses a compare-and-contrast organizational pattern.Example: Read a section in an English textbook that describes the difference between similesand metaphors. Evaluate how well the organization of the text serves the reader’scomprehension.

PE/TE: 355-359, 573, 580, 585, 587, 718, 725, 843, R10, R130-R131Add’l TE: 106, 151, 224, 225, 377, 389, 730, 732

Teacher’s Resource Package• Unit Two Resource Book: 20• Unit Four Resource Book: 65• Reading and Critical Thinking Transparencies: 17, 35• Writing Transparencies: 28, 29• Formal Assessment: 97-98• Integrated Assessment: 13-18

Other Ancillary Components• The InterActive Reader Plus: 18, 84, 113, 153, 199, 210, 255. See also 212, 274• Reading Toolkit: Section D4: Comparison and Contrast, Section F1: Venn Diagram


Comprehension and Analysis of Grade-Level-Appropriate Text

6.2.3 Connect and clarify main ideas by identifying their relationships to multiple sources andrelated topics.Example: Read about another culture in a magazine such as Cricket or National Geographic.Then, compare what was learned to descriptions of other peoples and cultures in otherreading sources.

PE/TE: S3, S5, S8, S9, S11, S12, S13, S14, S23, S27, S28, S29, S30, 26, 31, 100, 101,111, 264, 272, 275, 281, 343, 346, 381, 385, 636, 640, 728, 734, 737, 740,R124-R125; Also see the Reasearch and Technology activities after eachselection. See the following example pages: 77, 122, 258, 338, 427, 474, 634

Add’l TE: 104, 105, 107, 110, 201, 375, 384, 559, 681

Teacher’s Resource Package• Unit One Resource Book: 48• Unit Three Resource Book: 35, 42, 47• Unit Five Resource Book: 12, 70• Reading and Critical Thinking Transparencies: 1, 2, 25• Formal Assessment: 5-6, 15-16, 43-44, 53-54, 59-60, 121-122, 131-132

Other Ancillary Components• The InterActive Reader Plus: 24, 33, See also 64, 268• Reading Toolkit: Section D1, D8, D10, D35: Main Ideas, Section E6: Main Idea and

Supporting Details

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6.2.3 (continued)Technology and Media• Easy Planner CD-ROM*• Test Generator CD-ROM**

6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, orreports.Example: Take notes while reading to create an outline or graphic organizer, such as aconcept map, flow chart, or diagram, of the main ideas and supporting details from what isread. Read an informational book and summarize the main ideas.

PE/TE: S4-5, S6-7, S12-17, 22, 26, 34, 45, 51, 52, 53, 64, 67, 73, 114, 121, 122, 143,148, 154, 161, 183, 205, 207, 217, 257, 258, 305, 321, 322, 330, 340-342, 365,366, 391, 409, 444, 446, 447, 459, 474, 479, 481, 488, 489, 509, 553, 555, 573,579, 585, 587, 588-591, 612, 661, 668, 674, 700, 763, R4-R5

Add’l TE: 91, 177, 203, 237, 299, 357, 432, 501, 588, 593, 691, 756

Teacher’s Resource Package• Unit One Resource Book: 7, 14, 21, 22, 23, 30, 47, 54, 61, 68, 76, 78, 85• Unit Two Resource Book: 7, 10, 17, 34, 43, 50• Unit Three Resource Book: 4, 5, 11, 18, 32, 39, 51, 60• Unit Four Resource Book: 4, 13, 22, 39, 51, 58, 65, 66• Unit Five Resource Book: 4, 11, 22, 30, 37, 53, 62, 69• Unit Six Resource Book: 4, 5, 9, 10, 14, 19, 24• Reading and Critical Thinking Transparencies: 1, 13, 33-45, 46

Other Ancillary Components• Reading Toolkit: Section E: Comprehension Tools for Nonfiction, Section F: Graphic

Organizers


6.2.5 Follow multiple-step instructions for preparing applications.Example: Follow directions to fill out an application for a public library card, a bank savingsaccount, or a membership to a boys’ or girls’ club, soccer league, YMCA or YWCA, oranother extra-curricular organization.

PE/TE: R18Add’l TE: 590, 650

Teacher’s Resource Package• Unit Four Resource Book: 67• Unit Five Resource Book: 20, 21

Other Ancillary Components• The InterActive Reader Plus: Reading Beyond the Classroom: 284-285

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Expository (Informational) Critique

6.2.6 Determine the adequacy and appropriateness of the evidence presented for an author’sconclusions and evaluate whether the author adequately supports inferences.Example: In reading Amelia Earhart: Courage in the Sky by Mona Kerby, note the author’sopinions and conclusions. Decide if they are adequately supported by the facts that shepresents.

PE/TE: 101-111, 114-121, 135-142, 165-170, 219-227, 275-281, 381-385, 418-424,462-464, 465-473, 636-640, 718-725, 728-734, R132-R133

Add’l TE: 159

Teacher’s Resource Package• Unit One Resource Book: 69, 81• Unit Two Resource Book: 4, 44• Unit Three Resource Book: 61• Unit Five Resource Book: 23• Formal Assessment: 21-22, 23-24, 29-30, 33-34, 41-42, 61-62, 101-102, 103-104, 107-108,

117-118

Other Ancillary Components• The InterActive Reader Plus: Throughout the reading selections, the Pause and Reflect

sections offer students the ability to question the author’s perspective, draw conclusionsand draw inferences. See 21, 26, 62, 90, 142, 219, 230

Technology and Media• Literature in Performance Videos• Literature in Performance Resource Book: “Comparing Text and Video,” “Literary

Analysis in Media,” “Lesson Activities” 3-43• Easy Planner CD-ROM*• Test Generator CD-ROM**

6.2.7 Make reasonable statements and conclusions about a text, supporting them with accurateexamples.Example: Read some of the 28 poems in Lee Bennett Hopkins’ Been to Yesterdays: Poems ofLife, and draw conclusions about what the poet is saying about his experiences in the middleschool years. Describe Leonardo da Vinci’s greatest achievements, after reading Leonardoda Vinci: Artist, Inventor, and Scientist of the Renaissance by Francesca Romei.

PE/TE: 111, 121, 142, 161, 164, 227, 281, 378, 385, 462-464, 465, 473, 613, 614, 633,677, 684, 734

Add’l TE: 462, 463, 625

Teacher’s Resource Package• Unit Five Resource Book: 5• Reading and Critical Thinking Transparencies:18, 20• Formal Assessment: 33-34, 101-104• Integrated Assessment:1-6

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6.2.7 (continued)Other Ancillary Components• The InterActive Reader Plus: Throughout the reading selections, the Pause and Reflect

sections offer students the opportunity to draw conclusions based on their reading. See 69,101, 104, 111

• Reading Toolkit: Section C: Strategies for Active Reading


6.2.8 Note instances of persuasion, propaganda, and faulty reasoning in text.Example: After reading an article by one author on the reasons for repopulating westernnational parks with wolves and another article by a different author reporting ranchers’opposition to the program, describe the ways each author tries to persuade the reader.

PE/TE: 418, 424, 464, 676, 677, 678, 684, R100, R103-R104Add’l TE: 159, 639

Teacher’s Resource Package• Unit Five Resource Book: 14• Literary Analysis Transparencies: 15• Reading and Critical Thinking Transparencies:27, 28

Other Ancillary Components• The InterActive Reader Plus: See Argument, 276• Reading Toolkit: Section E10: Persuasive Techniques


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Standard 3READING: Literary Response and AnalysisStudents read and respond to grade-level-appropriate historically or culturally significant works ofliterature that reflect and enhance their study of history and social science. They clarify the ideas andconnect them to other literary works. The selections in the Indiana Reading List (available online atwww.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials tobe read by students.

Structural Features of Literature

6.3.1 Identify different types (genres) of fiction and describe the major characteristics of eachform.Example: Describe the common characteristics of different types of fiction, such as folklore,mystery, science fiction, adventure, fantasy, or biography, and provide examples of each typefrom books read by students in the class. Use a graphic organizer to show comparisons.

PE/TE: 21-24, 25, 243-246, 317-320, 443-445, 507-510, 611-612, 697-698; Also see theOral Tradition Unit:766-850

Add’l TE: 518, 525, 546, 549, 582, 584, 638, 724

Teacher’s Resource Package• Literary Analysis Transparencies: 1, 10, 11, 12, 17-21, 23, 30• Reading and Critical Thinking Transparencies: 24• Formal Assessment: 33-34, 89-92, 115-116, 125-126, 133-134

Other Ancillary Components• The InterActive Reader Plus: Fiction is represented throughout and allows students to

become active readers with each reading selection. See 2-11, 66-79, 94-107, 146-167, 169-203, 205-213, 214-233

Technology and Media• Electronic Library CD-ROM• Easy Planner CD-ROM*• Test Generator CD-ROM**

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Narrative Analysis of Grade-Level-Appropriate Text

6.3.2 Analyze the effect of the qualities of the character on the plot and the resolution of theconflict.Example: After reading the story Dragonwings by Laurence Yep, describe how the boy’scourage and loyalty to his father help him to realize his father’s dreams of making a flyingmachine.

PE/TE: 23, 26, 31, 45, 46, 217, 228, 243, 244-246, 248, 257, 282, 319, 331, 612, 634,653, 661, 735

Add’l TE: 28, 29, 39, 55, 197, 250, 251, 252, 255, 256, 336, 405, 630, 655, 656, 657, 658,660

Teacher’s Resource Package• Unit One Resource Book: 9, 16, 17, 26, 63• Unit Two Resource Book: 37• Unit Four Resource Book: 42• Unit Five Resource Book: 25, 33• Unit Six Resource Book: 21• Literary Analysis Transparencies:2, 3, 4, 5, 6, 8• Formal Assessment:5-8, 39-40, 85-86, 111-112

Other Ancillary Components• The InterActive Reader Plus: Many opportunities exist throughout the Pause and Reflect

and Literary Analysis SkillBuilder sections of the reading selections to focus on character,plot and conflict resolution. See 10, 54, 90, 104

Technology and Media• Literature in Performance: Video• Literature in Performance Resource Book: “Focus for Viewing,” “Comparing Text and

Video,” “Literary Analysis in Media,” “Lesson Activities” 3-43• Easy Planner CD-ROM*• Test Generator CD-ROM**

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6.3.3 Analyze the influence of the setting on the problem and its resolution.Example: Recognize the influence of the settings in a book, such as the role of the North andSouth in the book The Watsons Go to Birmingham — 1963 by Christopher Paul Curtis, inwhich an African-American family from Michigan goes to visit relatives in Alabama in thesummer of 1963.

PE/TE: 24, 52, 64, 132, 183, 246, 337, 459, 488, 508, 509, 552, 555, 574, 579, 580, 585,698

Add’l TE: 54, 57, 60, 61, 62, 126, 127, 128, 131, 213, 450, 451, 452, 454, 458, 482, 483,485, 487, 710, 787

Teacher’s Resource Package• Unit One Resource Book: 25, 63, 64• Unit Four Resource Book: 7, 24, 25, 53, 60• Unit Six Resource Book: 11• Literary Analysis Transparencies: 6• Formal Assessment: 9-10, 95-98, 127-128

Other Ancillary Components• The InterActive Reader Plus: The Literary Analysis SkillBuilder offers the student the

ability to focus on the setting of the reading selection. See 164, 212, 216

Technology and Media• Literature in Performance Video• Literature in Performance Resource Book: “Focus for Viewing,” “Comparing Text and


6.3.4 Define how tone and meaning are conveyed in poetry through word choice, figurativelanguage, sentence structure, line length, punctuation, rhythm, alliteration (repetition ofsounds, such as wild and woolly or threatening throngs), and rhyme.Example: Describe the features of a poem, such as “Mother to Son” by Langston Hughes,which illustrates many of the characteristics of poetry: sound, rhythm, repetition, andmetaphorical language.

PE/TE: 189-192, 194, 198, 284, 287, 343, 346, 391, 395, 437, 476, 479, 555, 561, 566,643, 648, 737, 740

Add’l TE: 118, 169, 195, 196, 197, 223, 268, 277, 279, 285, 286, 368, 371, 383, 392, 394,420, 468, 477, 478, 557, 644, 723

Teacher’s Resource Package• Unit Two Resource Book: 5, 53, 58• Unit Four Resource Book:21• Literary Analysis Transparencies: 9, 19, 20, 25• Reading and Critical Thinking Transparencies:15• Writing Transparencies:17• Formal Assessment: 29-32, 61-62, 79-80, 83-84, 119-120, 129-130

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6.3.4 (continued)Other Ancillary Components• The InterActive Reader Plus: 246-257



6.3.5 Identify the speaker and recognize the difference between first-person (the narrator tells thestory from the “I” perspective) and third-person (the narrator tells the story from an outsideperspective) narration.Example: Read an autobiography, such as Michael Jordan: My Story, and compare it to abiography on the same person, such as Michael Jordan by Richard Rambeck. Tell how thelife story of the person is shown in different ways when told in the first-person or third-person narration.

PE/TE: 45, 97, 101, 111, 112, 135, 142, 170, 216, 227, 275, 281, 362-364, 385, 386,391, 395, 402, 409, 424, 661, 674, 678, 684

Add’l TE: 109, 139, 197, 278, 370, 707, 782

Teacher’s Resource Package• Unit One Resource Book: 71• Unit Two Resource Book: 52• Literary Analysis Transparencies: 10, 11, 21, 22• Language Transparencies: 31• Formal Assessment: 15-16, 21-22, 43-44, 61-62

Other Ancillary Components• The InterActive Reader Plus: See Literary Analysis SkillBuilders: 64, 92, 134



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6.3.6 Identify and analyze features of themes conveyed through characters, actions, and images.Example: Analyze the way a theme is developed throughout a book, such as the themes ofprejudice and criticism of others shown throughout the events and characters in Summer ofMy German Soldier by Bette Greene.

PE/TE: 24, 67, 76, 77, 95, 182, 304, 330, 346, 361, 436, 510, 598, 611-613, 614, 633,696, 762, 850

Add’l TE: 63, 70, 71, 72, 73, 215, 324, 326, 328, 329, 520, 616, 618, 619, 620, 623, 627,630, 793

Teacher’s Resource Package• Unit One Resource Book: 9, 32, 33• Unit Two Resource Book: 13, 36• Unit Five Resource Book: 6, 23• Literary Analysis Transparencies: 2, 3, 4, 7, 8• Formal Assessment: 5-6, 11-12, 39-40, 101-102, 107-108, 131-132

Other Ancillary Components• The InterActive Reader Plus: See 210, 232



6.3.7 Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, ina variety of fictional and nonfictional texts.Example: Select a variety of examples of sportswriting from a local or national newspaper.Explain the use of metaphors and symbolism throughout sportswriting.

• Symbolism: the use of an object to represent something else; for example, a dove mightsymbolize peace

PE/TE: 668, 674, 763, R160Add’l TE: 670

• Imagery: the use of language to create vivid pictures in the reader’s mind

PE/TE: 192, 346, 411, 415, R152Add’l TE: 118, 169, 223, 268, 269, 277, 279, 383, 420, 468, 723

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• Metaphor: an implied comparison in which a word or phrase is used in place of another,such as He was drowning in money.

PE/TE: 192, 194, 198, 216, R154Add’l TE: 118, 195, 196, 211, 267

The following ancillaries are applicable to 6.3.7:

Teacher’s Resource Package• Unit One Resource Book: 88• Unit Two Resource Book: 5, 53• Unit Three Resource Book: 59, 63• Unit Five Resource Book: 32• Unit Six Resource Book: 16• Literary Analysis Transparencies: 19• Reading and Critical Thinking Transparencies: 11• Language Transparencies: 55• Formal Assessment: 29-32, 65-66, 109-110, 129-130



Literary Criticism

6.3.8 Critique the believability of characters and the degree to which a plot is believable or realistic.Example: Read myths, such as Hercules or Jason and the Argonauts, and discuss thebelievability of the characters and plots as compared to realistic fiction.

PE/TE: 22, 23, 26, 31, 34, 45, 217, 244-246, 248, 257, 258, 319, 322, 443445, 447, 459,481, 488, 574, 579, 580, 585, 612, 653, 661; Also see selections found in theOral Tradition Unit on pages 766-850

Add’l TE: 28, 29, 36, 38, 39, 42, 44, 55, 197, 250, 251, 252, 255, 256, 336, 405, 531, 630,655, 657, 658, 660, 673, 793

Teacher’s Resource Package• Unit One Resource Book: 9, 16, 17• Unit Two Resource Book: 37• Unit Four Resource Book: 42• Unit Five Resource Book: 23• Literary Analysis Transparencies: 2, 3, 4, 5• Formal Assessment: 5-6, 39-40, 85-86, 111-112


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Standard 4WRITING: ProcessStudents discuss and keep a list of writing ideas and use graphic organizers to plan writing. They writeclear, coherent, and focused essays. Students progress through the stages of the writing process andproofread, edit, and revise writing.

Organization and Focus

6.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to planwriting.

PE/TE: 26, 32, 34, 45, 46, 52, 64, 65, 67, 76, 77, 92, 101, 111, 112, 114, 121, 122, 124,132, 133, 135, 142, 143, 154, 163, 164, 165, 170, 173, 179, 194, 198, 199, 205,207, 208, 209, 216, 217, 227, 228, 239, 248, 257, 258, 264, 272, 273, 275, 281,282, 284, 287, 288, 301, 322, 330, 331, 333, 337, 338, 343, 346, 347, 358, 365,378, 379, 381, 385, 386, 391, 395, 396, 402, 409, 411, 415, 418, 424, 427, 433,446, 447, 459, 460, 465, 473, 474, 476, 479, 480, 481, 488, 489, 511, 512, 552,553, 555, 561, 562, 563, 566, 567, 574, 579, 580, 585, 586, 595, 613, 614, 633,634, 636, 640, 643, 648, 649, 653, 661, 662, 668, 674, 676, 677, 678, 684, 687,693, 699, 700, 711, 712, 718, 725, 726, 728, 734, 735, 737, 740, 741, 757

Add’l TE: 91, 177, 221, 224, 225, 237, 299, 357, 432, 501, 593, 691, 730, 756

Teacher’s Resource Package• Unit One Resource Book: 38, 92• Unit Two Resource Book: 25, 60• Unit Three Resource Book: 23, 67• Unit Four Resource Book: 68• Unit Five Resource Book: 44, 79• Reading and Critical Thinking Transparencies: 33-45• Writing Transparencies: 1-4• Formal Assessment: 180-184• Integrated Assessment: 2, 8, 14, 20, 26, 39

Other Ancillary Components• Writing Research Reports: 17• Reading Toolkit: Section F: Graphic Organizers

Technology and Media• Easy Planner CD-ROM• Test Generator CD-ROM**

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6.4.2 Choose the form of writing that best suits the intended purpose.

PE/TE: Writing & Communication Workshops: 89-93, 176-180, 236-240, 298-302,355-359, 430-434, 500-504, 592-596, 690-694, 754-760, 844-848, R30-R31

Add’l TE: 201

Teacher’s Resource Package• Unit One Resource Book: 38-39, 92-93• Unit Two Resource Book: 25-26, 60-61• Unit Three Resource Book: 23-24, 67-68• Unit Four Resource Book: 68-69• Unit Five Resource Book: 44-45, 79-80• Formal Assessment: 180-184• Integrated Assessment: 1-36


6.4.3 Write informational pieces of several paragraphs that:• engage the interest of the reader.

PE/TE: Writing & Communication Workshops: 89-93, 176-180, 236-240, 298-302,355-359, 430-434, 500-504, 592-596, 690-694, 754-760, 844-848; 32, 46, 65,77, 112, 122, 133, 143, 173, 199, 208, 217, 228, 258, 273, 282, 288, 331, 338,347, 379, 386, 396, 427, 460, 474, 480, 489, 553, 562, 567, 586, 634, 640, 649,662, 687, 712, 726, 735, 741, R43, R44, R45, R46

• state a clear purpose.

PE/TE: Writing & Communication Workshops: 89, 176, 236, 298, 355, 430, 500, 592,690, 754, 844, R43, R44, R45, R46, R49

• develop the topic with supporting details and precise language.

PE/TE: Writing & Communication Workshops: 92, 179, 239, 301, 358, 433, 503, 595,693, 757, 847; 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 208, 217, 228, 258,273, 282, 288, 331, 338, 347, 379, 386, 396, 427, 460, 474, 480, 489, 553, 562,567, 586, 634, 640, 649, 662, 687, 712, 726, 735, 741, R43-46, R47-48, R49-51

• conclude with a detailed summary linked to the purpose of the composition.

PE/TE: Writing & Communication Workshops: 89-93, 176-180, 236-240, 298-302,355-359, 430-434, 500-504, 592-596, 690-694, 754-760, 844-848

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6.4.3 (continued)The following ancillaries are applicable for 6.4.3:

Teacher’s Resource Package• Unit One Resource Book: 92-93• Unit Three Resource Book: 23-26, 67-70• Unit Five Resource Book: 79-83• Reading and Critical Thinking Transparencies: 33-45• Writing Transparencies: 5-13• Formal Assessment: 181, 183, 184• Integrated Assessment: 1-36


6.4.4 Use a variety of effective organizational patterns, including comparison and contrast,organization by categories, and arrangement by order of importance or climactic order.

PE/TE: 89-93, 122, 143, 176-180, 258, 298-302, 355-359, 365, 380, 430-434, 474, 489,562, 587, 662, 687, 690-694, 735, 754-760, R34-38, R40, R42-46, R48

Add’l TE: 91, 177, 221, 224, 225, 237, 299, 357, 432, 501, 593, 691, 730, 756

Teacher’s Resource Package• Unit Two Resource Book: 63• Unit Three Resource Book: 23-24, 26, 67-68, 70• Unit Four Resource Book: 71• Unit Five Resource Book: 47, 82• Reading and Critical Thinking Transparencies: 17, 39, 40, 41• Writing Transparencies: 6, 11, 28, 29• Integrated Assessment: 1-36

Other Ancillary Components• Reading Toolkit: Section D: Basic Comprehension Tools, Section F: Graphic Organizers


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Research and Technology

6.4.5 Use note-taking skills.

PE/TE: 573, 585, 588-591, 758, 759, R51Add’l TE: 148, 203, 263, 390, 464, 588

Teacher’s Resource Package• Reading and Critical Thinking Transparencies: 46• Writing Transparencies: 49

Other Ancillary Components• Writing Research Reports: 27-33• Reading Toolkit: Section E: Comprehension Tools for Nonfiction, Section F19-26: Tools

for Organizing Information


6.4.6 Use organizational features of electronic text (on computers), such as bulletin boards,databases, keyword searches, and e-mail addresses, to locate information.

PE/TE: 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 209, 217, 228, 258, 260263, 273,282, 331, 338, 347, 386, 396, 427, 460, 480, 489, 553, 563, 586, 634, 649, 662,687, 712, 726, 735, 741, 843, R106-R110

Add’l TE: 261, 262, 715

Teacher’s Resource Package• Writing Transparencies: 46-48

Technology and Media• NetActivities CD-ROM: Research Starter• Easy Planner CD-ROM*• Go to http://www.classzone.com/books/language_of_lit_gr06/index.cfm and explore the

research starter and the many safe, pre-selected links for doing research

6.4.7 Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, andpage orientation.

PE/TE: Writing Workshops: 89-93, 176-180, 236-240, 298-302, 355-359, 430-434, 592-596, 690-694, 754-760, R108-110


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Evaluation and Revision

6.4.8 Review, evaluate, and revise writing for meaning and clarity.

PE/TE: 93-94, 180-181, 240-241, 302-303, 359-360, 434-435, 596-597, 694695, 760-761,R31-R33

Teacher’s Resource Package• Unit One Resource Book: 42, 96• Unit Two Resource Book: 29, 64• Unit Three Resource Book: 27, 71• Unit Four Resource Book: 72• Unit Five Resource Book: 44-46• Unit Six Resource Book: 48, 83• Writing Transparencies: 3,4• Formal Assessment: 78• Integrated Assessment: 46


6.4.9 Edit and proofread one’s own writing, as well as that of others, using an editing checklist orset of rules, with specific examples of corrections of frequent errors.

PE/TE: 92, 93, 179, 180, 239, 240, 301, 302, 358, 359, 433, 434, 595, 596, 693, 694, 759,760, R31

Teacher’s Resource Package• Unit One Resource Book: 40, 46, 94, 100• Unit Two Resource Book: 28, 33, 62, 68• Unit Three Resource Book: 25, 31, 69, 75• Unit Four Resource Book: 70, 76• Unit Five Resource Book: 46, 52, 81, 87• Writing Transparencies: 4, 18-21• Formal Assessment: 179• Integrated Assessment: 46-47


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6.4.10 Revise writing to improve the organization and consistency of ideas within and betweenparagraphs.

PE/TE: Writing Workshops: 93, 180, 240, 302, 359, 434, 596, 694, 760Add’l TE: 91, 177, 180, 221, 224, 225, 237, 299, 357, 359, 432, 434, 501, 593, 596, 691,

694, 730, 756

Teacher’s Resource Package• Unit One Resource Book: 41, 95• Unit Two Resource Book: 26, 94• Unit Three Resource Book: 27, 71• Unit Four Resource Book: 72• Unit Five Resource Book: 48, 83• Writing Transparencies: 3, 4, 9-13, 22• Formal Assessment: 78• Integrated Assessment: 46-49


Standard 5WRITING: Applications (Different Types of Writing and Their Characteristics)At Grade 6, students write narrative (story), expository (informational), persuasive, and descriptive texts(of at least 500 to 700 words). Student writing demonstrates a command of Standard English and theresearch, organizational, and drafting strategies outlined in Standard 4 — Writing Process. Writingdemonstrates an awareness of the audience (intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade6 students use the writing strategies outlined in Standard 4 — Writing Process to:

6.5.1 Write narratives that:Example: Write a short play that could be presented to the class. Rewrite a short story thatwas read in class, telling the story from another point of view.

• establish and develop a plot and setting and present a point of view that is appropriate tothe stories.

PE/TE: 77, 112, 133, 176-180, 208, 236-241, 288, 298-302, 347, 396, 567, 592-597,R41-R42

• include sensory details and clear language to develop plot and character.

PE/TE: 32, 176-180, 208, 236-241, 288, 298-302, 347, 386, 396, 474, 480, 567, 592-597, 641, 649, 662, 712, 726, R38, R42

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• use a range of narrative devices, such as dialogue or suspense.

PE/TE: 176-180, 208, 236-241, 288, 298-302, 338, 396, 474, 480, 489, 567, 592-597,649, R40


Teacher’s Resource Package• Unit One Resource Book: 92-96• Writing Transparencies: 1-4, 23, 34• Formal Assessment: 180, 182• Integrated Assessment: 1-6, 19-24


6.5.2 Write descriptions, explanations, comparison and contrast papers, and problem and solutionessays that:Example: Write successive drafts of a one- or two-page newspaper article about summersports camps, including details to support the main topic and allow the reader to compare andcontrast the different camps described.

• state the thesis (position on the topic) or purpose.

PE/TE: 89-94, 122, 173, 176-181, 355-359, 430-435, 460, 500-505, 649, 687, 690-694, 754-758, R39, R43

• explain the situation.

PE/TE: 89-94, 122, 173, 176-181, 355-359, 430-435, 460, 500-505, 649, 687, 690-694, 754-758, R39-R40, R43-R46

• organize the composition clearly.

PE/TE: 89-94, 122, 173, 176-181, 355-359, 430-435, 460, 500-505, 649, 687, 690-694, 754-758, R40, R44-R46

Add’l TE: 91, 221, 224, 225, 237, 299, 593, 691, 730

• offer evidence to support arguments and conclusions.

PE/TE: 89-94, 122, 173, 176-181, 355-359, 430-435, 460, 500-505, 649, 687, 690-694, 754-758

Add’l TE: 201

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6.5.2 (continued)The following ancillaries are applicable to 6.5.2:

Teacher’s Resource Package• Unit One Resource Book: 38-42• Unit Two Resource Book: 60-64• Unit Three Resource Book: 23-27, 67-71• Unit Five Resource Book: 79-83• Writing Transparencies: 1-4, 5-13, 14-24, 25-33, 36• Formal Assessment: 181, 183• Integrated Assessment: 1-50


6.5.3 Write research reports that:Example: Write a research report on George Washington, explaining what Washingtonaccomplished during his presidency and why he is such a significant figure in Americanhistory. Write a research report on Native American groups that lived in Indiana and thesurrounding states. Include information on whether descendents of these groups still live inthe area.

• pose relevant questions that can be answered in the report.

PE/TE: 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 209, 217, 228, 258, 260-263,273, 282, 331, 338, 347, 386, 396, 427, 460, 480, 489, 553, 563, 586, 634,649, 662, 687, 712, 726, 735, 741, 754-760, 843, R49

Add’l TE: 104, 105, 107, 110, 146, 201, 261-262, 340, 375, 384, 714

• support the main idea or ideas with facts, details, examples, and explanations frommultiple authoritative sources, such as speakers, newspapers and magazines, referencebooks, and online information searches.

PE/TE: 32, 46, 173, 201-202, 219, 227, 258, 260, 362-363, 386, 388-390, 474, 480,641, 754-760, R49-R51

Add’l TE: 104, 105, 107, 110, 146, 201, 261-262, 340, 375, 384, 714

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• include a bibliography.

PE/TE: 756, 760, R51-R53

Teacher’s Resource Package• Unit Five Resource Book: 79-83• Writing Transparencies: 1-4, 7, 12, 39, 40-56• Reading and Critical Thinking Transparencies: 29-32, 37• Speaking and Listening Book: 35, 36

Other Ancillary Components• Writing Research Reports: 13-94


6.5.4 Write responses to literature that:Example: After reading some Grimm fairy tales and folktales from other countries, such asJapan, Russia, India, and the United States, write a response to the stories. Identify the beliefsand values that are highlighted in each of these folktales and develop a theory to explain whysimilar tales appear in many different cultures.

• develop an interpretation that shows careful reading, understanding, and insight.

PE/TE: 31, 45, 64, 76, 89-93, 111, 121, 132, 142, 154, 164, 170, 198, 207, 216, 227,257, 272, 281, 287, 330, 337, 346, 378, 385, 395, 409, 415, 424, 459, 473,479, 488, 512, 552, 561, 566, 579, 585, 633, 640, 648, 661, 674, 677, 684,711, 725, 734, 740

• organize the interpretation around several clear ideas.

PE/TE: 31, 45, 64, 76, 89-93, 111, 121, 132, 142, 154, 164, 170, 198, 207, 216, 227,257, 272, 281, 287, 330, 337, 346, 378, 385, 395, 409, 415, 424, 459, 473,479, 488, 512, 552, 561, 566, 579, 585, 633, 640, 648, 661, 674, 677, 684,711, 725, 734, 740

• develop and justify the interpretation through the use of examples and evidence from thetext.

PE/TE: 31, 45, 64, 76, 89-93, 111, 121, 132, 142, 154, 164, 170, 198, 207, 216, 227,257, 272, 281, 287, 330, 337, 346, 378, 385, 395, 409, 415, 424, 459, 473,479, 488, 512, 552, 561, 566, 579, 585, 633, 640, 648, 661, 674, 677, 684,711, 725, 734, 740

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6.5.4 (continued)The following ancillaries are applicable to 6.5.4:Teacher’s Resource Package• Unit One Resource Book: 38-42• Writing Transparencies: 7, 8, 9, 10, 11, 13, 22, 26• Formal Assessment: 182• Integrated Assessment: 1-6, 25-30, 31-36


6.5.5 Write persuasive compositions that:Example: Write a persuasive essay on how the class should celebrate the end of the schoolyear, including adequate reasons for why the class should participate in the activitydescribed. Create an advertisement for a product to try to convince readers to buy theproduct.

• state a clear position on a proposition or proposal.

PE/TE: 65, 379, 427, 562, 687, 690-695, R47Add’l TE: 810

• support the position with organized and relevant evidence and effective emotionalappeals.

PE/TE: 65, 379, 427, 562, 687, 690-695, R48

• anticipate and address reader concerns and counterarguments.

PE/TE: 65, 379, 427, 562, 687, 690-695

Teacher’s Resource Package• Unit Five Resource Book: 44-48• Writing Transparencies: 1-4, 12, 27• Reading and Critical Thinking Transparencies: 25, 27• Literary Analysis Transparencies: 15• Formal Assessment: 184• Integrated Assessment: 25-30


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6.5.6 Use varied word choices to make writing interesting.Example: Write stories, reports, and letters showing a variety of word choices. (Use deliciousinstead of good , overcoat or parka instead of coat.)

PE/TE: 172, 192, 205, 424, 426, 476, 479, 678, 684, 686, R39Add’l TE: 197, 285, 286, 394, 477, 478

Teacher’s Resource Package• Unit Three Resource Book: 49• Literary Analysis Transparencies: 25• Reading and Critical Thinking Transparencies: 15• Writing Transparencies: 14-17


6.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style asnecessary.Example: Write a review of a favorite book or film for a classroom writers’ workshop. Useclear organization and careful word choices to help the readers of the review decide if theymight be interested in reading the book or viewing the film.

PE/TE: Writing & Communication Workshops: 89, 176, 236, 298, 355, 430, 500, 592,690, 754, 844, R30-31

Add’l TE: 109, 139, 159, 278, 368, 370, 371, 392, 394, 557, 707, 782

Teacher’s Resource Package• Unit One Resource Book: 38-42, 92-96• Unit Two Resource Book: 25-29, 60-64• Unit Three Resource Book: 23-27, 67-71, 49• Unit Four Resource Book: 68-72• Unit Five Resource Book: 44-48, 79-83• Unit Six Resource Book: 25-33, 48-56• Literary Analysis Transparencies: 9, 25• Reading and Critical Thinking Transparencies: 15, 16• Writing Transparencies: 1-4, 23, 25-39• Formal Assessment: 180-184• Integrated Assessment: 1-50


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Standard 6WRITING: English Language ConventionsStudents write using Standard English conventions appropriate to this grade level.

Sentence Structure

6.6.1 Use simple, compound, and complex sentences; use effective coordination and subordinationof ideas, including both main ideas and supporting ideas in single sentences, to expresscomplete thoughts.• Simple sentence: sentences with one subject and verb, such as The pine tree is native to

many parts of America.

PE/TE: 33, 66, R63, R67, R83, R84

• Compound sentence: sentences with two equal clauses, such as The giraffe has a longneck and long legs, but it is a very graceful animal.

PE/TE: 113, 475, R63, R67, R84

• Complex sentence: sentences that include one main clause and at least one subordinateclause, such as I just sat at my desk, not knowing what to do next, although others aroundme were writing furiously.

PE/TE: 713, 727, 736, R63, R67, R85


Teacher’s Resource Package• Unit One Resource Book: 11, 18• Unit Four Resource Book: 17• Unit Five Resource Book: 41, 66, 73• Writing Transparencies: 18, 19, 20• Language Transparencies: 32• Grammar, Usage and Mechanics Workbook: 1-30, 184-186, 193-195• Formal Assessment: 196-197


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Grammar

6.6.2 Identify and properly use indefinite pronouns (all, another, both, each, either, few, many,none, one, other, several, some), present perfect (have been, has been), past perfect (hadbeen), and future perfect verb tenses (shall have been); ensure that verbs agree withcompound subjects.• Indefinite pronouns: Each should do his or her work.

PE/TE: 218, R71-75

• Indefinite pronouns: Many were absent today.

PE/TE: 218, R71-75

• Correct verb agreement: Todd and Amanda were chosen to star in the play.

PE/TE: 66, 123, 259, 274, 283, R68-70

• Incorrect verb agreement: Todd and Amanda was chosen to star in the play.

PE/TE: 66, 123, 259, 274, 283, R68-70


Teacher’s Resource Package• Unit Two Resource Book: 14• Language Transparencies: 39• Grammar, Usage and Mechanics Workbook: 64-68, 91-93, 94-96, 136-138• Formal Assessment: 207-212


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Punctuation

6.6.3 Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons toconnect main clauses (The girl went to school; her brother stayed home.), and commasbefore the conjunction in compound sentences (We worked all day, but we didn’t completethe project.).

PE/TE: 490, 554, 642, 647, R65

Teacher’s Resource Package• Unit Five Resource Book: 15• Grammar, Usage and Mechanics Workbook: 127, 129, 172-174• Writing Transparencies: 19• Formal Assessment: 200


Capitalization

6.6.4 Use correct capitalization.

PE/TE: 181, 229, R66, R81-82

Teacher’s Resource Package• Unit Five Resource Book: 26• Grammar, Usage and Mechanics Workbook: 148-159• Formal Assessment: 198-199


Spelling

6.6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss,choose/chose, through/threw).

PE/TE: 32, 133, 228, 258, 338, 489, 553, 685, 726, R26-29

Teacher’s Resource Package• Vocabulary and Spelling Book: 85-147• Formal Assessment: 189-192


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Standard 7LISTENING AND SPEAKING: Skills, Strategies, and ApplicationsStudents deliver focused, coherent presentations that convey ideas clearly and relate to the backgroundand interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition,persuasion, and description. Students use the same Standard English conventions for oral speech thatthey use in their writing.

Comprehension

6.7.1 Relate the speaker’s verbal communication (such as word choice, pitch, feeling, and tone) tothe nonverbal message (such as posture and gesture).

PE/TE: Communication Workshops: 500-504, 844-848; Speaking and ListeningHandbook: R96-R105; Also see the Speaking and Listening Activites at the endof each selection for opportunities to address this standard. See the followingexample pages: 46, 122, 258, 641, 712

Add’l TE: 94, 181, 241, 303, 360, 435, 597, 695, 761, 767, 768, 769, 776, 781, 785, 794,803, 811, 813, 825

Teacher’s Resource Package• Unit Three Resource Book: 49• Unit Four Resource Book: 30-31• Unit Six Resource Book: 30• Speaking and Listening Book: 1, 13, 17


6.7.2 Identify the tone, mood, and emotion conveyed in the oral communication.

PE/TE: Communication Workshops: 500-504, 844-848, R101; Also see the Speakingand Listening Activites at the end of each selection for opportunities to addressthis standard. See the following example pages: 32, 112, 273, 347, 489

Add’l TE: 241, 776

Teacher’s Resource Package• Unit Three Resource Book: 49• Unit Six Resource Book: 30• Speaking and Listening Book: 1, 3, 15


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6.7.3 Restate and carry out multiple-step oral instructions and directions.

PE/TE: R101-103; Another opportunity to address this standard can be found on pages650-652

Teacher’s Resource Package• Speaking and Listening Book: 4

Organization and Delivery of Oral Communication

6.7.4 Select a focus, an organizational structure, and a point of view, matching the purpose,message, and vocal modulation (changes in tone) to the audience.

PE/TE: Communication Workshops: 500-504, 844-848; See also 32, 65, 77, 112, 122,173, 199, 228, 258, 273, 282, 288, 331, 338, 379, 386, 396, 427, 460, 474, 480,567, 634, 640, 649, 687, 712, 726, 735

Add’l TE: 94, 118, 241, 303, 360, 435, 597, 695, 761

Teacher’s Resource Package• Unit Four Resource Book: 33• Unit Five Resource Book: 29-30• Speaking and Listening Book: 6, 7, 9, 12, 23, 25, 27, 29, 31

6.7.5 Emphasize important points to assist the listener in following the main ideas and concepts.

PE/TE: Communication Workshops: 500-504, 844-848, R96-98Add’l TE: 94, 761

Teacher’s Resource Package• Unit Four Resource Book: 30, 33• Unit Five Resource Book: 29-30• Integrated Assessment: 13-18, 25-30• Speaking and Listening Book: 6, 7, 9, 12


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6.7.6 Support opinions with researched, documented evidence and with visual or media displaysthat use appropriate technology.

PE/TE: Communication Workshops: 500-504, 844-848; See also 143, 217, 427, 480,634, R96-R101

Add’l TE: Interdisciplinary Units: R176a-R176t

Teacher’s Resource Package• Unit Four Resource Book: 30• Unit Five Resource Book: 29-30• Integrated Assessment: 13-18, 25-30• Speaking and Listening Book: 8, 9, 11


6.7.7 Use effective timing, volume, tone, and alignment of hand and body gestures to sustainaudience interest and attention.

PE/TE: Communication Workshops: 500-504, 844-848, R96; Also see the Speaking andListening Activites at the end of each selection for opportunities to address thisstandard. See the following example pages: 32, 46, 77, 228, 273, 347, 489

Add’l TE: 94, 118, 241, 303, 360, 435, 597, 695, 761

Teacher’s Resource Package• Unit Four Resource Book: 31• Unit Five Resource Book: 30• Speaking and Listening Book: 9, 12, 13

Analysis and Evaluation of Oral and Media Communications

6.7.8 Analyze the use of rhetorical devices, including rhythm and timing of speech, repetitivepatterns, and the use of onomatopoeia (naming something by using a sound associated with it,such as hiss or buzz), for intent and effect.

PE/TE: 32, 172, 191, 208, 282, 288, 347, 386, 396, 426, 427, 480, 489, 553, 562, 567,647, 662, 686, 726, 741

Teacher’s Resource Package• Unit Four Resource Book: 31• Speaking and Listening Book: 19, 20


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6.7.9 Identify persuasive and propaganda techniques used in electronic media (television, radio,online sources) and identify false and misleading information.

PE/TE: 100, R103Add’l TE: 639

Teacher’s Resource Package• Speaking and Listening Book: 21, 22

Other Ancillary Components• The InterActive Reader Plus: See Argument, 276• Reading Toolkit: Section E10: Persuasive Techniques


Speaking Applications

6.7.10 Deliver narrative (story) presentations that:• establish a context, plot, and point of view.

PE/TE: 46, 133, 176-180, 347, 426, 592-596, 842-843Add’l TE: 94, 181, 597

• include sensory details and specific language to develop the plot and character.

PE/TE: 347, 489, R100Add’l TE: 181, 241, 597, 769

• use a range of narrative (story) devices, including dialogue, tension, or suspense.

PE/TE: 347, 489, R100Add’l TE: 303




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6.7.11 Deliver informative presentations that:• pose relevant questions sufficiently limited in scope to be completely and thoroughly

answered.

PE/TE: 65, 77, 122, 143, 173, 217, 228, 273, 338, 379, 427, 460, 474, 480,586, 634, 640, 687, 735

Add’l TE: 360, 435, 695

Teacher’s Resource Package• Unit Five Resource Book: 29-33• Speaking and Listening Book: 25, 26


• develop the topic with facts, details, examples, and explanations from multipleauthoritative sources, including speakers, periodicals, and online information.

PE/TE: 122, 143, 173, 217, 228, 273, 338, 379, 427, 460, 474, 480,586, 634, 640, 687, 735

Add’l TE: 360, 435, 695

Teacher’s Resource Package• Unit Five Resource Book: 29-33• Speaking and Listening Book: 25, 26


6.7.12 Deliver oral responses to literature that:• develop an interpretation that shows careful reading, understanding, and insight.

PE/TE: 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 208, 217, 228, 258, 273, 282,288, 331, 338, 347, 379, 386, 396, 427, 460, 474, 480, 489, 553, 562, 567,586, 634, 640, 649, 662, 687, 712, 726, 735, 741

Add’l TE: 94, 181, 241, 303, 360, 435, 597, 695, 761, 767, 768, 769, 776, 781, 785,794, 803, 811, 813, 825

• organize the presentation around several clear ideas, premises, or images.

PE/TE: Communication Workshops: 500-504, 844-848Add’l TE: 94, 181, 241, 303, 360, 435, 597, 695, 761, 767, 768, 769, 776, 781, 785,

794, 803, 811, 813, 825

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• develop and justify the interpretation through the use of examples from the text.

PE/TE: 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 208, 217, 228, 258, 273, 282,288, 331, 338, 347, 379, 386, 396, 427, 460, 474, 480, 489, 553, 562, 567,586, 634, 640, 649, 662, 687, 712, 726, 735, 741

Add’l TE: 94, 181, 241, 303, 360, 435, 597, 695, 761, 767, 768, 769, 776, 781, 785,794, 803, 811, 813, 825


Teacher’s Resource Package• Speaking and Listening Book: 9, 10, 11, 12


6.7.13 Deliver persuasive presentations that:• provide a clear statement of the position.

PE/TE: 77, 112, 122, 173, 273, 379, 427, 460, 474, 634, 641, 687, 735Add’l TE: 695

• include relevant evidence.

PE/TE: 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 208, 217, 228, 258, 273, 282,288, 331, 338, 347, 379, 386, 396, 427, 460, 474, 480, 489, 553, 562, 567,586, 634, 640, 649, 662, 687, 712, 726, 735, 741

Add’l TE: 695

• offer a logical sequence of information.

PE/TE: 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 208, 217, 228, 258, 273, 282,288, 331, 338, 347, 379, 386, 396, 427, 460, 474, 480, 489, 553, 562, 567,586, 634, 640, 649, 662, 687, 712, 726, 735, 741

Add’l TE: 695

• engage the listener and try to gain acceptance of the proposition or proposal.

PE/TE: 32, 46, 65, 77, 112, 122, 133, 143, 173, 199, 208, 217, 228, 258, 273, 282,288, 331, 338, 347, 379, 386, 396, 427, 460, 474, 480, 489, 553, 562, 567,586, 634, 640, 649, 662, 687, 712, 726, 735, 741

Add’l TE: 695

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6.7.13 (continued)The following ancillaries are applicable to 6.7.13:



6.7.14 Deliver presentations on problems and solutions that:• theorize on the causes and effects of each problem.

PE/TE: 65, 430-434, R101Add’l TE: 435

• establish connections between the defined problem and at least one solution.

PE/TE: 65, 430-434, R101Add’l TE: 435

• offer persuasive evidence to support the definition of the problem and the proposedsolutions.

PE/TE: 65, 430-434, R101Add’l TE: 435




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IN 154 2006 CC2

Grade 6 - McDougal · PDF file6.1.2 Identify and interpret figurative language (including...

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