Grade 6: M/J Language Arts 1, Advanced Curriculum Map · 2019-2020 Grade 6: M/J Language Arts 1,...

1 2019-2020 Grade 6: M/J Language Arts 1, Advanced Curriculum Map

Grade 6: M/J Language Arts 1, Advanced Curriculum Map

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org.

The main resource for the support of instruction is the Florida Collections textbook series and digital platform found at http://my.hrw.com. Course materials are available on Canvas, located in the VPortal: https://launchpad.classlink.com/volusia. The Can-Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at https://www.wida.us/standards/CAN_DOs/ .

Overview of Grade 6 Advanced ELA Curriculum Map Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

6 Writing Arguments

Comparing Authors’ Choices

Literary Elements & Word Choice

Argumentative Texts

Informative Writing Structure in Poetry Informational Texts

Development of Plot & Theme

Central Idea & Theme Character Motivation & Development

Review of Writing Skills Comparing Points of View

Comparing Genres Novel Study

Assessments

PT: Argument Speech Assessment of Standards

DIA 1

VLT 1: Argumentative Essay PT: Expository Essay

Assessment of Standards

VLT 2: Informative Essay PT: Literary Analysis

DIA 2 Assessment of Standards

PT: Personal Narrative DIA 3 (opt.)

Assessment of Standards

The curriculum map represents what is required in each quarter of instruction to ensure that all the standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from Florida Collections or other outside sources to best support students’ learning needs. The VLT is the Volusia Literacy Test which will be given two times a year to assess student success with the LAFS. The DIA is the District Interim Assessment of Reading Standards which will be given 2 or 3 times per year. The Assessment of Standards (AOS) is a mastery assessment of the focus standards for the nine weeks taken from the Collections end-of-collection printable assessments.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing, research, discussions and presentations.

The study and application of vocabulary and grammar should take place within the context of what students read and write.

http://www.cpalms.org/

http://my.hrw.com/

https://launchpad.classlink.com/volusia

https://www.wida.us/standards/CAN_DOs/


Grade 6 Language Arts Florida Standards Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed.

Strand: READING STANDARDS FOR LITERATURE

LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RL.1.2 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.

LAFS.6.RL.1.3 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.

LAFS.6.RL.2.4 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.

LAFS.6.RL.2.5 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.

LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.

LAFS.6.RL.3.7 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.

LAFS.6.RL.3.9 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.

LAFS.6.RL.4.10 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.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RI.1.2 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.

LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

LAFS.6.RI.2.5 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.

LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

LAFS.6.RI.3.7 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.

LAFS.6.RI.3.8 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.

LAFS.6.RI.3.9 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).

LAFS.6.RI.4.10 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.


Strand: WRITING STANDARDS

LAFS.6.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.

LAFS.6.W.1.1a Introduce claim(s) and organize the reasons and evidence clearly.

LAFS.6.W.1.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

LAFS.6.W.1.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

LAFS.6.W.1.1d Establish and maintain a formal style.

LAFS.6.W.1.1e Provide a concluding statement or section that follows from the argument presented.

LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.6.W.1.2a 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.

LAFS.6.W.1.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

LAFS.6.W.1.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

LAFS.6.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

LAFS.6.W.1.2e Establish and maintain a formal style.

LAFS.6.W.1.2f Provide a concluding statement or section that follows from the information or explanation presented.

LAFS.6.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

LAFS.6.W.1.3a 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.

LAFS.6.W.1.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

LAFS.6.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

LAFS.6.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

LAFS.6.W.1.3e Provide a conclusion that follows from the narrated experiences or events.

LAFS.6.W.2.4 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.)

LAFS.6.W.2.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6)

LAFS.6.W.2.6 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.

LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

LAFS.6.W.3.8 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.

LAFS.6.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.6.W.3.9a 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”).

LAFS.6.W.3.9b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing cla ims that are supported by reasons and evidence from claims that are not”).


LAFS.6.W.4.10 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.

Strand: SPEAKING AND LISTENING STANDARDS

LAFS.6.SL.1.1 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.

LAFS.6.SL.1.1a 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.

LAFS.6.SL.1.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

LAFS.6.SL.1.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

LAFS.6.SL.1.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

LAFS.6.SL.1.2 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.

LAFS.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

LAFS.6.SL.2.4 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.

LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

LAFS.6.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3)

Strand: LANGUAGE STANDARDS

LAFS.6.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.6.L.1.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

LAFS.6.L.1.1b Use intensive pronouns (e.g., myself, ourselves).

LAFS.6.L.1.1c Recognize and correct inappropriate shifts in pronoun number and person.

LAFS.6.L.1.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

LAFS.6.L.1.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.6.L.1.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

LAFS.6.L.1.2b Spell correctly.

LAFS.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.6.L.2.3a Vary sentence patterns for meaning, reader/listener interest, and style.

LAFS.6.L.2.3b Maintain consistency in style and tone.

LAFS.6.L.3.4 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.

LAFS.6.L.3.4a 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.


LAFS.6.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

LAFS.6.L.3.4c 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.

LAFS.6.L.3.4d 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).

LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.6.L.3.5a Interpret figures of speech (e.g., personification) in context.

LAFS.6.L.3.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

LAFS.6.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

LAFS.6.L.3.6 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.


Quarter 1 Grade 6: M/J Language Arts 1 Advanced

Assessments Assessed Standards

• Performance Task: Present an Argument in a Speech

Allow students to choose argument topics from a teacher-generated list.

(To be completed after the argument text set.)

Note: Students should evaluate other students’ speeches to address LAFS.6.SL.1.3.

LAFS.6. W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.6. W.3.8: Gather relevant information from multiple print and digital assess the credibility of each source; and quote or paraphrase the data and conclusions of le avoiding plagiarism and providing basic bibliographic information for sources.

LAFS.6.SL.2.4: 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.

• Assessment of Standards

This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-

of-collection printable assessments.

LAFS.6.RI.1.2: 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. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.3.8: 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.

• District Interim Assessment (DIA) of Reading 1

(Formative)

LAFS.6.RL.1.2: 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. LAFS.6.RL.1.3: 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. LAFS.6.RL.2.4: 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. LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics. LAFS.6.RI.1.2: 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. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RI.3.7: Integrate information presented in different media or formats, as well as in words to develop a coherent understanding of a topic or issue. LAFS.6.RI.3.8: 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. LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another. LAFS.6.L.1.1b: Use intensive pronouns . LAFS.6.L.1.1c: Recognize and correct inappropriate shifts in pronoun number and person.

LAFS.6.L.1.2a: Use punctuation to set off nonrestrictive/parenthetical elements.


Applicable Standards for All Quarter 1 Texts

LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.

Quarter 1 - Curriculum Focus: Writing Arguments

Performance Assessment booklet-- Unit 1: Argumentative Essay, p. 1 - 32 (Choose activities based on students’ needs.)

Students must complete Step 3 of Performance Assessment booklet, p. 9, in order to practice LAFS.6.RI.3.7.

(Writing instruction should be integrated with daily planning and

lessons, not taught as a separate skill.) For resources and materials, please access the Writing Center

in Canvas.

LAFS.6.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence.

LAFS.6.RL.3.7: 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.

https://volusia.instructure.com/courses/7269/pages/6th-grade-writing-center


Quarter 1 - Curriculum Focus: Comparing Author’s Choices

Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text Set:

“The First Day of School,” p. 271

“The Road Not Taken,” p. 281

Learning Target: Students will provide a description of how the theme or central idea is conveyed through particular details. (RL.1.2) Learning Target: Students will determine the meaning of words and phrases using the context of the text. (RL.2.4) Learning Target: Students will provide a statement on the impact of a specific word choice on the meaning and tone of the overall text. (RL.2.4)

Learning Target: Students will compare and contrast texts in different forms in terms of their approaches to similar topics (RL.3.9)

Suggested pacing: 2 weeks

Close Read: Determine Meanings: Mood, Questions A, C, E, F, I

Determine Meanings of Words and Phrases, p. 277

Analyzing the Text, p. 278, Questions 1, 4, 6

LAFS.6.RL.1.2: 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. LAFS.6.RL.2.4: 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. LAFS.6.RL.3.9 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. FSA Standards Specifications: Items may ask the student to determine a theme or central idea and how it is conveyed through key details. Themes or central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey theme or central idea and not the manner in which the author handles them. Items may ask the student to summarize all or part of the text. (RL.1.2) Items may ask the student to use the text to determine the meanings of words and phrases. Items should focus on how the words or phrases function within a passage and may require the student to analyze the impact of word choice on the text. Items should focus on words and phrases that are central to the meaning of text. Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage.

(RL.2.4)

Items may ask the student to analyze similarities and differences in how texts

approach the similar themes or topics. Items may require the student to use

key details to explain how texts are similar or different in their approach.

Items should not simply ask the student to identify common themes or topics.

Items should be developed with text sets from different genres. (RL.3.9)

Close Read: Determine Theme, Teacher Edition, Question C

Determine Theme, p. 283


Suggested Common Assessment: Performance Task, Discussion, p. 284 Use Compare and Contrast Graphic Organizer.

Short Response Question: Which text best addresses theme of choice? Why? Support your response with evidence from the texts.

Suggested Learning Strategy Final Word, Reading Appendix- Protocols and Resources, p. 12

Resources for Focus Standards LUT- Setting and Mood Guiding Questions for “The First Day of School,” 1, 3, 5, 6, 9 Guiding Question 3 for “The Road Not Taken”

Language Conventions: Varying Sentence Patterns, p. 280

LAFS.6.L.2.3a: Vary sentence patterns for meaning, reader/listener interest, and style.

https://my.hrw.com/la3/la09/student/minisites/igo/pdf/comparison_contrast_chart.pdf

https://my.hrw.com/la3/la09/student/minisites/igo/pdf/comparison_contrast_chart.pdf

https://volusia.instructure.com/courses/7269/files/2267720/download?wrap=1


Quarter 1 - Curriculum Focus: Literary Elements and Word Choice


Text Set: Poetry “A Voice,” p.241 “Words Like Freedom,” p. 244 “After the Hurricane,” p. 157-164 “Watcher,” p. 166-167 Learning Target: Students will provide a statement on the impact of a specific word choice on the meaning and tone of the overall text. (RL.2.4) Learning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza contributes to the development of the theme, setting or plot. (RL.2.5) Learning Target: Students will provide a comparison and contrast of texts in different forms in terms of their approaches to similar themes and topics. (RL.3.9)

Suggested pacing: 3 weeks For Teachers of the Gifted - This would be a good place to work on your students’ EP goals. See the Florida Framework for K-12 Gifted Education as a resource to support your gifted learners.

Determining the Meaning of Figurative Language, p. 245

Use Close Read: Determine the Meaning of Figurative Language activity suggestion in Teacher Edition, p. 245.

LAFS.6.RL.2.4: 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. LAFS.6.RL.2.5: 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. LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. lAFS.6.RL.3.9: 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. FSA Standard Specifications: Items may ask the student to use the text to determine the meanings of words and phrases. Items should focus on how the words or phrases function within a passage and may require the student to analyze the impact of word choice on the text. Items should focus on words and phrases that are central to the meaning of text. Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. (RL.2.4) Items may ask the student to analyze the purpose of specific sentences, paragraphs, chapters, or sections. Items may ask the student to consider the effect of a particular sentence, paragraph, chapter, or section on the overall structure and meaning. Items should focus on how specific structural elements work together and/or help to develop ideas. (RL.2.5) Items may ask the student to determine the author’s point of view or purpose in a text and to explain the strategies the author uses to

convey point of view or purpose. (RL.2.6)

Items may ask the student to analyze similarities and differences in how texts

approach the similar themes or topics. Items may require the student to use

key details to explain how texts are similar or different in their approach. Items

should not simply ask the student to identify common themes or topics. Items

should be developed with text sets from different genres. (RL.3.9)

Analyze Tone, p. 245

Use Close Read: Analyze Tone activity suggestion in Teacher Edition, p. 245.

Analyzing Text, p. 246, Questions 1-3; 5-7

Group Work: Analyze Style, Practice and Apply, p. 246a

Analyzing the Text, p. 168, Questions 1-2

Analyze the Text, p. 170, Questions 3-4

Suggested Common Assessment: Analyze the Text, p. 170, Question 5

Suggested Learning Strategy Gallery Walk, Reading Appendix – Protocols and Resources, p. 14

Resources for Focus Standard LUT: Figurative Language IWL: Determine Meaning- Imagery Analyze Structure Activity, p. 168 LUT: Elements of Poetry-



Quarter 1 - Curriculum Focus: Argumentative Text


Text Set: Argument “Wild Animals Aren’t Pets,” p. 223

“Let People Own Exotic Animals” p. 227 Close Reader, “Views on Zoos” p. 63 Learning Target: Students will trace an argument and specific

claims in a text. (RI.3.8) Learning Target: Students will evaluate the argument and specific claims in a text. (RI.3.8)


Analyzing the Text, p. 226, Questions 1-5 LAFS.6.RI.3.8: 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.

FSA Standard Specifications: Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the entire text. Items may focus on distinguishing arguments or claims that are supported with evidence from those that are not. Items should not exclusively ask the student to identify the argument or claims in a text. (RI.3.8)

Analyzing the Text, p. 229, Questions 1-3

Focus on Close Read: Analyze Language, in sidebar, p. 227-228

Suggested Common Assessment: Questions 1, 2, & 4, p. 230

Close Reader questions 1-8

Suggested Common Assessment: Close Reader Short Response, page 68

Suggested Learning Strategy Back-to-Back and Face-to-Face, Reading Appendix- Protocols and Resources, p. 5

Resources for Focus Standard LUT: Elements of an Argument LUT: Analyzing Arguments LUT: Elements of an Argument Guiding Questions

Language and Editing: Part to Whole Analogies, p. 231

LAFS.6.L.3.5b: Use the relationship between particular words to better understand each of the words.




https://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/gr6/guided_questions/teacher/index.html




• VLT 1: Argumentative Essay (see Canvas)

(Summative grade after remediation)

The window for administering, scoring, entering scores in

Eduphoria, remediating, and grading the VLT is October 21 –

November 8.

LAFS.6.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence.

• Performance Task: Writing Activity: Essay,

p. 14

(to be completed after the text, “Ravine”)

LAFS.6.W.1.2a-e: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.W.2.5: 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.

LAFS.6.W.3.8: 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.

• Assessment of Standards This is a mastery assessment of the focus standards for this nine

weeks taken from the Collections end-of-collection printable assessments.

LAFS.6.RI.1.2: 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. LAFS.6.RI.2.5: 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. LAFS.6.RL.2.5: 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. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.

Applicable Standards for All Quarter 2 Texts LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RL.2.4: 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. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.


Quarter 2 - Curriculum Focus: Informative Writing

Texts and Activities Focus Standards and Notes

Performance Assessment booklet-- Unit 2: Informative Essay, pp. 33-66

(Choose activities based on students’ needs.)

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

LAFS.6.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.W.2.5: 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.

LAFS.6.W.3.9: Draw evidence from literary or informational texts to support

analysis, reflection, and research.

Quarter 2 - Curriculum Focus: Structure in Poetry


Text:

“Life Doesn’t Frighten Me,” p. 37-38

Learning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza fits into the overall structure of a text. (RL.2.5)

Learning Target: Students will provide an explanation of how an author develops the point of view of the narrator or speaker in a text. (RL.2.6)

Suggested pacing: 1 week

Analyze Structure – Bulleted Questions, p. 39 Use Close Read activity suggestion in Teacher

Edition, p. 39.

LAFS.6.RL.2.5: 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. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.

FSA Standard Specifications: Items may ask the student to analyze the purpose of specific sentences, scenes, or stanzas. Items may ask the student to consider the effect of a particular sentence, scene, or stanza on the overall structure and meaning. (RL.2.5)

Items should focus on how specific structural elements create a

comprehensive picture of the theme, setting, or plot. (RL.2.6)

Close Read Guiding Questions in Teacher Edition, A - D

Analyze the Text, p. 40, Questions 1, 2, 4

Suggested Common Assessment: Analyze the Text, p. 40, Question 5

Suggested Learning Strategy Discussion Appointments, Reading Appendix- Protocols and Resources, p. 11

Resources for Focus Standards Analyze Structure: Lyric Poetry, 40a IWL: Sound Devices




Quarter 2 - Curriculum Focus: Informational Text


Text Set:

“The Jumping Tree,” Close Reader, p. 3

“Wired for fear,” p. 60

“Face Your Fears: Choking Under Pressure is Every Athletes Worst Nightmare,” Close Reader, p. 9,

“Face Your Fears and Scare Phobias out of Your Brain,” Close Reader, p. 13

Learning Target: Students will provide a statement of a theme or central idea of a text. (RI.1.2) Learning Target: Students will provide an explanation of how the author develops the point of view of the narrator or speaker in a text. (RL.2.6) Learning Target: Students will provide a description of how the theme or central idea is conveyed through particular details. (RI.1.2) Learning Target: Students will provide a summary of the text distinct from personal opinions or judgments. (RI.1.2) Learning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza fits into the overall structure of a text. (RI.2.5) Learning Target: Students will provide an explanation of how the author’s point of view or purpose is conveyed in the text. (RI.2.6)


Close Reader Questions 1-6

Suggested Common Assessment: Close Reader, Short Response, p. 8

LAFS.6.RI.1.2: 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. LAFS.6.RL.1.3: 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. LAFS.6.RI.2.5: 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. LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.

FSA Standards Specifications: Items may ask the student to determine a central idea and how it is conveyed through key details. Central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey the central idea and not the manner in which the author handles them. Items may ask the student to summarize the text. (RI.1.2) Items may ask the student to analyze the purpose of specific sentences, paragraphs, chapters, or sections. Items may ask the student to consider the effect of a particular sentence, paragraph, chapter, or section on the overall structure and meaning. Items should focus on how specific structural elements work together and/or help to develop ideas. (RI.2.5) Items may ask the student to determine the author’s point of view or purpose in a text and to explain the strategies the author uses to convey point of view or purpose. (RI.2.6)

Collaborative Discussion, p. 60 Teacher Apron Discussion: Analyzing the Text Questions 3 -5, p. 62

Close Reader p. 9 - 12, Questions 1-6 and Short Response

Close Reader p. 13-16, Questions 1-6, Short Response

Analyze the Media, p. 62, Questions 1 - 5

Suggested Common Assessment: Writing an Expository Essay, Collections, p. 67

Alternate topic: Discuss how the body responds to fear and how individuals can overcome these responses.

(Teacher may change this assignment to a multi-media presentation utilizing digital tools, etc..)

Suggested Learning Strategy Jigsaw, Reading Appendix- Protocols and Resources, p. 20 Gallery Walk, Reading Appendix- Protocols and Resources, p.14 Marking the text, ELA Instructional Strategies

Resources for Focus Standard(s)

Determine Central Idea, p. 55 Guiding Questions: “Fears and Phobias,” 2,4,5,9,11,12; “Into the Spotlight,” 1-4, 6 Intergrate Information, p. 62a Close Read Screencast lines 9-12, LUT: Determine Central Ideas and Details





Quarter 2 - Curriculum Focus: The Development of Plot and Theme


Text:

“The Ravine,” p. 3 Learning Target: Students will describe how a story’s plot unfolds in a series of episodes. (RL.1.3) Learning Target: Students will describe how the characters respond as the plot moves toward a resolution. (RL.1.3) Learning Target: Students will describe how the characters change as the plot moves toward a resolution. (RL.1.3) Learning Target: Students will analyze how a particular scene contributes to the development of the plot. (RL.2.5)


Close Read Guiding Questions A, B, E, I, K, M, N, P and R in Teacher Edition

LAFS.6.RL.1.3: 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.

LAFS.RL.2.5: 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.

FSA Standards Specifications: Items may ask the student to use details from the text to explain how a character responds as the plot unfolds. Items may ask how a story’s plot develops over time. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about plot and character. (RL.1.3) Items may ask the student to analyze the purpose of specific sentences, scenes, or stanzas. Items may ask the student to consider the effect of a particular sentence, scene, or stanza on the overall structure and meaning. Items should focus on how specific structural elements create a comprehensive picture of the theme, setting, or plot. (RL.2.5)

Collaborative Discussion, p. 12 in Teacher Apron

Analyze the Text Questions 1 – 6, p. 14

Required Assessment: Performance Task: Writing Activity: Essay, p. 14

Suggested Learning Strategy Discussion Appointments, Carousel Brainstorm, Reading Appendix- Protocols and Resources, p. 11

Resources for Focus Standard(s)

LUT: Character Traits LUT: Character Motivation LUT: Making Inferences About Characters LUT: Characters and Conflict

Language and Conventions Recognize Variations from Standard English, p. 16







• VLT: Informative Essay (see Canvas) (Summative grade after remediation)

The window for administering, scoring, entering scores in Eduphoria,

remediating, and grading the VLT is January 13 – January 31.

LAFS.6.W.1.2a-e: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• District Interim Assessment (DIA) of Reading 2 (Formative)

LAFS.6.RL.1.2: 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. LAFS.6.RL.1.3: 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. LAFS.6.RL.2.4: 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. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RL.3.7 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. LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics. LAFS.6.RI.1.2: 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. LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.5: 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. LAFS.6.RI.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another. LAFS.6.L.1.1b: Use intensive pronouns.

LAFS.6.L.1.2a: Use punctuation to set off nonrestrictive/parenthetical elements.

• Performance Task: Write a Literary Analysis, p. 373 (to be completed after Heroes, Monsters, and Myths text set)

LAFS.6.W.1.2a-e: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• Assessment of Standards This is a mastery assessment of the focus standards for this

nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.2.5: 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. LAFS.6.RI.3.7: 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.


Applicable Standards for Quarter 3 Texts LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.

Quarter 3 - Curriculum Focus: Central Idea and Theme


Text Set: Heroes, Monsters, and Myths “The Gods of Olympus,” Safari Montage

“The Roles of Myths in Ancient Greece from Greek Mythology,” p. 363 “Medusa’s Head” and “Medusa” Close Reader, p. 101-114, (TE 330c) “Chiron, the Wisest Centaur,” (CommonLit) from Black Ships Before Troy- The Story of the Iliad, p.313

Learning Target: Students will provide a statement of how the central idea is conveyed through particular details. (RI.1.2) Learning Target: Students will provide an objective summary of the text distinct from personal opinions or judgments. (RI.1.2)

To Challenge Students Questions, page 366 in Teacher Edition

LAFS.6.RI.1.2: 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.

LAFS.6.RL.1.2: Determine a central idea (or theme) of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RL.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.3.7: Integrate information presented in different media or formats, as well as in words to develop a coherent understanding of a topic or issue FSA Standard Specifications: Items may ask the student to determine a theme or central idea and how it is conveyed through key details. Themes or central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey theme or central idea and not the manner in which the author handles them. (RI.1.2) Items may ask the student to use details from the text to explain how an individual, event, or idea is introduced, illustrated, or elaborated in the text. Items should focus on individuals, events, or ideas that are central to the meaning of the text. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about events, individuals, or ideas (RI.1.3)

Collaborative Discussion, p. 368 (see notes in Teacher Edition)


Close Reader, questions 1-12, short response questions 1 and 2 pg. 113-114

Suggested Common Assessment: short response, Close Reader, p. 114

CommonLit, Guiding Questions 1-4,

Suggested Common Assessment: CommonLit: Assessment Questions 1 - 5

To Challenge Students: Describe Character, p. 321 in Teacher’s Edition

Analyzing the Text, p. 328, Questions 1, 2, 3, 5, 6

Suggested Common Assessment: Analyzing the Text, p. 328, Question 6

Suggested Learning Strategy Marking the Text, ELA Instructional Strategies Think, Pair, Share, Reading Appendix- Protocols and Resources, p. 35

Resources for Focus Standard LUT: Myths, Legends, and Tales Achieve the Core Lesson: Black Ships Before Troy

https://volusia.instructure.com/files/2600274/download?wrap=1






Learning Target: Students will analyze in detail how key ideas are introduced, illustrated, and elaborated in a text. (RL.1.3) Learning Target: students will integrate information in different media or formats as well as in words to develop a coherent understanding of a topic. (RI.3.7)


Critical Vocabulary & Vocabulary Strategy: Latin Roots, p. 371

LAFS.6.L.3.4a: Use context as a clue to the meaning of a word or phrase.

Language Conventions: Parentheses, p. 372 LAFS.6.L.1.2a: Use punctuation to set off nonrestrictive/parenthetical elements.

Quarter 3 - Curriculum Focus: Character Motivation and Development


Text: “Eleven,” p. 233-236 “The Light” Close Reader, p. 97-98 Learning Target: Students will provide a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution. (RL.1.3) Learning Target: Students will analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. (RL.1.3) Learning Target: Students will determine the meaning of words and phrases and analyze their impact on meaning and tone (RL.2.4)


Analyzing the Text, p. 238, Questions 3-7 LAFS.6.RL.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

LAFS.6.RL.2.4: 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.

FSA Standard Specifications: Items may ask the student to use details from the text to explain how a character responds as the plot unfolds. Items may ask how a story’s plot develops over time. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about plot and character. (Rl.1.3)

Suggested Common Formative Assessment: Performance Task, Speaking Activity: Discussion, p. 238

Close Reader, all tasks/short response

Suggested Learning Strategy Jigsaw, Reading Appendix – Protocols and Resources, p. 20 bullets from the Performance Task on p. 238.

Resources for Focus Standards

Achievethecore lesson: Eleven” IWL- Characterization Guiding Questions: 1 - 2, 4 - 6 Close Reader “What Do Fish Have to Do with Anything?” p. 69

Vocabulary Strategy: Denotation and Connotation, p. 239

LAFS.6.L.3.5c: Distinguish among the connotations of words with similar denotations.




Quarter 4 Grade 6: M/J Language Arts 1 and M/J Language Arts 1 Advanced


• Performance Task: Write a Personal Narrative, p. 303

(to be completed after Colin Powell text set)

LAFS.6.W.1.3a-e: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• District Interim Assessment of Reading 3 (optional)

• Assessment of Standards This is a mastery assessment of the focus standards for this

nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.2.5: 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. LAFS.6.RI.3.7: 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.

Applicable Standards for Quarter 4 Texts

LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.

Curriculum Focus: Review of Argumentative and Informative Writing (Complete before FSA ELA Writing Assessment) Recommended resources include student writing samples and text sets to be used for Teacher-made review of writing skills:

• Grade 6 2018 FSA Writing Scoring Sampler- Informational

• Grade 6 2018 FSA Writing Informational Prompt

• Grade 6 2018 Paper-based Writing Practice Test- Informative

• Grade 5 2018 FSA Writing Scoring Sampler- Opinion

• Grade 5 2018 FSA Writing Opinion Prompt

• Grade 5 2018 Paper-based Writing Practice Test- Argumentative

• Grade 6 Achieve the Core- On-Demand Argument Prompt

• Grade 6 Achieve the Core- On-Demand Argument Student Sample

• Achieve the Core- On-Demand Information Prompt

• Achieve the Core- On-Demand Information Student Sample

• FSA Writing Rubric

LAFS.6. W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.6.W.1.2a-e: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Ways these resources might be used:

• Compare argument and informational writing and have students identify similarities and differences

• Have students identify and focus on skills needed to write both types of genres

• Use the FSA rubric to annotate and score the student samples

• Have students make improvements/corrections to essays

• Use samplers to create examples of various skills which need emphasis based

on students’ needs


https://scoringguides.airast.org/pdfs/Grade_5.pdf




Quarter 4 - Curriculum Focus: Comparing Points of View


Text Set: Colin Powell

from It Worked for Me, p. 253

from Colin Powell: Military Leader, p. 260

Supplemental Text: (Optional) “The America I Believe In” (Audio)

Learning Target: Students will provide detailed analysis of how a key individual, event or idea is introduced, illustrated and elaborated in a text. (RI.1.3) Learning Target: Students will explain how an author develops his or her point of view in a text. (RI.2.6) Learning Target: Students will provide a comparison and contrast of one author’s presentation of events with that of another. (RI.3.9)


Analyzing the Text: p. 259, Questions 1 -3

LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another. FSA Standards Specifications: Items may ask the student to use details from the text to explain how an individual, event, or idea is introduced, illustrated, or elaborated in the text. Items should focus on individuals, events, or ideas that are central to the meaning of the text. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about events, individuals, or ideas. (RI.1.3) Items may ask the student to analyze similarities and differences in how authors present ideas or events. Items may require the student to use key details to explain how authors are similar or different in their approach. Items should not simply ask the student to identify common events. Items should be developed with text sets focusing on the same events or ideas. (RI.3.9)

Analyzing the Text: p. 266, Questions 2, 4

Compare and Contrast: Memoir and Biography, p. 267, bulleted questions

Suggested Common Assessment: Analyze the Text, p. 268, Questions 1-5

Suggested Learning Strategy Jigsaw groups

Suggested Resources

Analyze the Text: Memoir, p. 259 Analyze the Text: Biography, p. 266 Analyze the Text: Sources and Compare and Contrast: Memoir and Biography, p. 267 LUT: Author’s Purpose; Biographies and Autobiographies Close Reader “Community Hero: Chief Wilma Mankiller” and “from Every Day Is a New Day,” p. 87CR. RC 3 Graphic Organizer

Language Conventions: Correct Vague Pronouns, p. 270

LAFS.6.L.1.1d: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

https://www.npr.org/templates/story/story.php?storyId=4583249



Quarter 4 - Curriculum Focus: Comparing Genres


Text Set: The Prince and the Pauper, p. 345

• The Prince and the Pauper from the novel by Mark Twain, dramatization

• “The Prince and the Pauper” Graphic Story, CR p. 125

Learning Target: Students will provide a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution. (RL.1.3) Leaning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza contributes to the development of the theme, setting or plot. (RL.2.5) Learning Target: Students will provide a comparison and contrast of 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.3.7)


Analyze Tone and Structure, p. 349 Teacher’s Edition

LAFS.6.RL.1.3: 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. LAFS.6.RL.2.5: 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. LAFS.6.RL.3.7: 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.

FSA Standards Specifications: Items may ask the student to use details from the text to explain how a character responds as the plot unfolds. Items may ask how a story’s plot develops over time. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about plot and character. (RL.1.3) Items may ask the student to analyze the purpose of specific sentences, scenes, or stanzas. Items may ask the student to consider the effect of a particular sentence, scene, or stanza on the overall structure and meaning. Items should focus on how specific structural elements create a comprehensive picture of the theme, setting, or plot. (RL.2.5) Items may ask the student to describe similarities and differences between reading a text and experiencing a media version of that text. Items should focus on what the student sees, hears, or perceives. Items should not ask about one literary text in isolation and should be used with a pairing of a text with a media version of that text. (RL.3.7)

Describe Drama, p. 361 - Guide students to answer the bulleted questions.

Analyzing the Text, p. 362, Questions 2, 3-6

Close Reader questions 1 - 4

Suggested Common Assessment: Writing Task- Comparing Versions of “The Prince and the Pauper” Close Reader, short response, page 128 (note: change the prompt to “two versions.”

Suggested Learning Strategy Praise, Question, Suggest, Reading Appendix- Protocols and Resources, p. 25

Resources for Focus Standard LUT: Elements of Drama RC3 Lesson






Quarter 4 - Curriculum Focus: The Novel

Novel Study: Hatchet, Peak, The Fighting Ground or an appropriate ELA Department/PLC/Grade Level-based selection.

In order to ensure that students cover the LAFS before the ELA FSA, please do not teach the novel until all of the other Curriculum Map activities have been completed.

Suggested pacing: 2 – 3 weeks

Standards and activities must align with the Language Arts Florida Standards and will vary according to students’ needs.

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