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This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Tiffany Beer, Program Supervisor of Literacy

The Board acknowledges the following who contributed to the preparation of this curriculum.

Maureen Dalessio

Jerriann Litterer

Dr. Debra Sheard, Assistant Superintendent of Curriculum and Instruction

Subject/Course Title: Date of Board Adoptions:

Language Arts New – September 19, 2017

Grade

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: ELA

Unit Title: Short Stories

Target Course/Grade Level: 6th Grade ELA

Unit Summary

Students will read five short stories to review and process elements of a short story. Through the use of short stories, the

students will be able to identify each of these elements and the effect it has on the reader. The Literary devices and

vocabulary in each of the text will be used to enhance their learning.

Approximate Length of Unit: 4 weeks

Primary interdisciplinary connections: Science, Social Studies

LEARNING TARGETS

Standards:

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

as inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters

respond or change as the plot moves toward a resolution.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and

contributes to the development of the theme, setting, or plot.

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

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,

video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they

perceive when they listen or watch.

RL.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background

knowledge) 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.

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level

text-complexity or above, scaffolding as needed.

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

A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an

understanding of the topic or text.

C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. D. Establish and maintain a formal/academic style, approach, and form. E. Provide a concluding statement or section that follows from the argument presented.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content.

A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition,

classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and

multimedia) when useful to aiding comprehension. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and

examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal/academic style, approach, and form. F. Provide a concluding statement or section that follows from the information or explanation presented.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or studied required material; explicitly draw on that

preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under

discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as

needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute

to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through

reflection and paraphrasing.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

A. Ensure that pronouns are in the proper case (subjective, objective, possessive). B. Use intensive pronouns (e.g., myself, ourselves). C. Recognize and correct inappropriate shifts in pronoun number and person. D. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). E. Recognize variations from standard English in their own and others' writing and speaking, and identify

and use strategies to improve expression in conventional language.

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing.

A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. B. Spell correctly.

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

A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading

and content, choosing flexibly from a range of strategies.

A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(e.g., audience, auditory, audible).

C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary).

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

A. Interpret figures of speech (e.g., personification) in context. B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better

understand each of the words. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,

stingy, scrimping, economical, unwasteful, thrifty).

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit Understandings

Students will understand that…

Students will know the elements of plot (exposition, rising action, climax, falling action, resolution).

Students will know conflict

Students will know the different characters in a story.

Students will know that characters affect the plot of the story.

Students will know basic point of view.

Students will know that each story has a theme and it is a universal message that all readers can understand.

Students will know that a variety of literary elements affect a story’s plot and overall meaning.

Unit Essential Questions

What are the elements of plot?

What is the conflict conflict?

Who are the characters?

How does character affect plot?

How do literary elements affect a reader’s experience?

How do literary elements affect the meaning of a story?

What are the different points of view stories are written in?

What is the theme and how is it found?

Knowledge and Skills

Elements of Fiction

Point of View

Main Idea

Conflict

Themes

Setting

Plot (exposition, rising action, climax, falling action, resolution)

Compare/Contrast

Inferences

Word Meanings

Context Clues

Students will know…

Each story has a theme and it is a universal message that all readers can understand.

A variety of literary elements affect a story's plot and overall meaning.

The conflict

The different character

Students will be able to …

Apply reading strategies to each short story.

Write by comparing and contrasting characters.

Appreciate a classic short story (fiction, historical fiction)

Enrich reading by visualizing

Express point of view

EVIDENCE OF LEARNING

Assessment

Cold Read Assessment

Plot Diagram

Learning Activities

Provide essential questions

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finish written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading

Double-Entry Journals

Independent Reading

Class Discussions

Post-it Note Reading

Stations/centers

Amistad Infusion

PARCC compare/contrast theme analysis

RESOURCES

Teacher Resources:

Short Stories

Priscilla and the Wimps

A Voice in the Darkness

The Landlady

Lamb to the Slaughter

COLD READ:

The Language of Literature 6th grade

Ghost of the Lagoon

Equipment Needed:

LCD projector

Overhead Projector

Students Journals


UNIT OVERVIEW

Content Area: Language Arts

Unit Title: Down A Dark Hall


Unit Summary:

Students delve deeply into language and vocabulary specific to mysteries and problem solving. They examine how

understanding these words is key to uncovering connections made in texts. Students are asked to articulate their basis for

predictions, describe why and when they revise those predictions, and share the strategies they use to solve a variety of

problems. Divergent approaches to similar problems are encouraged, followed by analysis of why students chose a particular

strategy. In the culminating activity for this unit, students write an informative/explanatory essay in response to the essential

question.

Approximate Length of Unit: 6-8 weeks

Primary interdisciplinary connections: Math, Science, Music, Technology

LEARNING TARGETS

Standards:

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to

the development of the theme, setting, or plot.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings.


selection, organization, and analysis of relevant content. A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition,

classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia)

when useful to aiding comprehension. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal/academic style, approach, and form. F. Provide a concluding statement or section that follows from the information or explanation presented. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to

accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear

pronunciation). L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context.

B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand

each of the words.

C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful, thrifty).

Unit Understandings:


what you see isn’t always what you get (or what really happened)

fate rules people’s lives and those that interfere with it do so to their own sorrow.

there is a comparison between solving math problems with solving mysteries

paranormal psychology is a science

extrasensory perception is a phenomenon that millions of people claim to possess

there are different types of writing that depict a suspenseful mystery.

Unit Essential Questions:

Is what you see always what you get?

How does fate play a role in people’s lives?

How do strategies for solving math problems compare with strategies for solving mysteries?

How do you explain paranormal psychology?

What is extrasensory perception? Have you ever experienced it?

How is the writing of a mystery different than the writing in other genres?

Knowledge and Skills:

Students will know…..

the difference in reading a mystery with listening to or viewing an audio, video, or live version.

mystery stories by a variety of authors.

passages from texts contribute to the development of a text’s plot, setting, and/or theme.

explicit clues and inferences drawn from the text.

Literary Devices Foreshadowing, cliffhanger, irony, symbolism

Figurative Language: Personification, Simile, Metaphor

strategies used when solving problems (i.e., highlighting key information) and when figuring out mysteries (i.e.,

refining predictions as each chapter is read).

different types of writing that depict a suspenseful mystery.

Students will be able to …

compare and contrast the experience of reading a mystery with listening to or viewing an audio, video, or live version.

compare and contrast mystery stories by a variety of authors.

discern which passages from texts contribute to the development of a text’s plot, setting, and/or theme.

distinguish between explicit clues and inferences drawn from the text.

articulate strategies used when solving problems (i.e., highlighting key information) and when figuring out mysteries

(i.e., refining predictions as each chapter is read).

understand and appreciate different types of writing that depict a suspenseful mystery.


Literary Devices Portfolio

Vocabulary Fluency (How comfortable a student is with the word and a picture to associate the word with to write their own sentence in context.)

Select a pivotal passage or scene from the mystery you are reading. How does this scene fit into the overall structure

of the text? How does it contribute to your understanding of the plot? Write your thoughts down in your journal.

Reevaluate your claim at the end of the book. Do you still think that passage was critical to the solution? Why or why

not? Talk with a partner to justify your answer, and cite specific details from the text.

Chapter Cover Project: Students will be assigned a chapter from “Down a Dark Hall” and review it for the most

important information and events that occur in it. This chapter cover will basically give hints as to what will happen

in the chapter, to make a reader want to read your chapter.

Learning Activities:






Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading


Independent Reading

Class Discussions


Stations/centers

Amistad Infusion


RESOURCES

Teacher Resources:

Novel: Down a Dark Hall by Lois Duncan

“Monkey’s Paw” by W.W. Jacobs

Non-fiction Articles Equipment Needed:

Books, computer, projector Technology Infusion: Due to the Model Classroom Initiative, teachers will focus on the higher levels of the SAMR model.


UNIT OVERVIEW

Content Area: Language Art

Unit Title: The Witch of Blackbird Pond


Unit Summary

Students will learn about the influence of family expectations and religious values on the development of one’s personal

identity. Students will also learn how reading informational texts in coordination with literary texts can enhance their

understanding of time periods and the theme and setting of the novel.


Primary interdisciplinary connections: Social Studies, Science, Technology

LEARNING TARGETS

Standards:

Key Ideas and Details

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

inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of

the text distinct from personal opinions or judgments.



Craft and Structure



RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes

to the development of the theme, setting, or plot.


Integration of Knowledge and Ideas

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video,

or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive

when they listen or watch.

RL.6.8. (Not applicable to literature)

RL.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge)

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.

Range of Reading and Level of Text Complexity

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-

complexity or above, scaffolding as needed.

Unit Understandings

Literature reveals, explicitly or implicitly, “the greater good.”

Poetry can be performed in a variety of styles and discuss how these changes affect its interpretation.

Particular lines of dialogue in literature propel the action and reveal aspects of a character.

Writing styles and literary techniques, such as symbolism or satire, are used and how their use affects meaning and

reader engagement.


Are the consequences of being “different” worth the trouble?

Historically, when and why has it been dangerous to be different?

What are the consequences of being different?

What constitutes being different in the late 1600s?

Why were people afraid of those who were different?

Are people still afraid of differences today?

Who are some others groups throughout history who have been persecuted for their differences?

Who were the Puritans? In who and what did they believe?

Who were the Quakers? In who and what did they believe?

What were some signs of witchcraft?

What were the consequences of witchcraft?

What was life like for colonists?

What was a day in the life of a colonist like?



Topic: Personal identity

Themes: Evaluate the role of family and religion on one’s personal identity

Text Use: Influence of nonfiction on understanding fictional texts, character development, plot development,

historical research

Students will be able to…

A culminating writing task

Evaluate character development

Analyze plot A cold-read assessment: Read and understand complex texts Write in response to text

An extension task: Conduct historical research • Build and present an argument


Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

COLD READ ASSESSMENT: Read “Identity” independently and then answer a combination of multiple-choice and

constructed-response questions3 about the text and The Witch of Blackbird Pond, using evidence for all answers. Sample

questions: 1. What is the central idea of “Identity”? Which statement from the poem best describes the central idea? Why? 2.

Explain the meaning of the first two stanzas of the poem. Then answer the following questions, citing evidence from the poem

to support your answers a. Which words in the poem have the biggest influence on the meaning of the poem? b. Which words

in the poem have the biggest influence on the tone of the poem? 3. What is the point of view of the speaker of the poem?

Which lines in the poem best help you understand the speaker’s point of view? Why? Cite textual evidence to support your

explanation. 4. In “Identity,” the speaker states, “If I could stand alone, strong and free, I’d rather be a tall ugly weed.” First,

explain what the speaker means by this statement. Then, explain how this point of view is reflected in The Witch of Blackbird

Pond. Finally, compare and contrast how each text, “Identity” and The Witch of Blackbird Pond, approaches a similar theme. CULMINATING WRITING TASK: As the plot of The Witch of Blackbird Pond unfolds, Kit aligns with different people at

different times. In the end, to whom do you believe Kit is most loyal? Write an argument to support your claims with clear

reasons and relevant textual evidence, including direct quotations with page numbers. Describe how Kit’s loyalty changes

throughout the story, including the impact Kit’s family’s expectations and religious values have on her loyalty. Cite textual

evidence to support your explanation.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?






Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading


Independent Reading

Class Discussions


Stations/centers

Amistad Infusion


RESOURCES

Teacher Resources:

Novel: The Witch of Blackbird Pond

“Choices,” Nikki Giovanni (Poem)

“The Road Not Taken,” Robert Frost (Poem)

“Identity,” Julio Noboa Polanco (Poem) Informational Texts (Nonfiction)

“Puritans” from The New Book of Knowledge, Grolier Online, Michael Kaufman

“Puritan Laws and Character” from History of the United States of America, Henry William Elson, The MacMillan

Company

“A Duty to Family, Heritage and Country” from NPR’s This I Believe, Ying Ying Yu

The title and last page of “Confession of Salem Jurors” from Strange Phenomena of New England in the 17th Century

Including the “Salem Witchcraft, 1692,” Cotton Mather Nonprint Texts (Fiction or Nonfiction) (e.g., Media, Video,

Film, Music, Art, Graphics)

“Puritan Intolerance” from Just the Facts: The Colonization of North America: The English Settlements: Part 02

Cerebellum, Discovery Education (Website

Unit Plan

https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/ela-grade-6---the-witch-of-blackbird-pond-

1-0-unit.pdf?sfvrsn=2

Equipment Needed:

Books, articles, computer, projector

Technology Infusion: Due to the Model Classroom Initiative teachers will focus on the higher levels of the SAMR model.

https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/ela-grade-6---the-witch-of-blackbird-pond-1-0-unit.pdf?sfvrsn=2





UNIT OVERVIEW

Content Area: ELA

Unit Title: Steve Jobs


Unit Summary Students will explore the role of failure in finding success. In this unit, students learn that success takes hard

work, deliberate practice, and the ability to learn from failures and persevere.

Approximate Length of Unit: 4 weeks

Primary interdisciplinary connections: Social Studies, Technology

LEARNING TARGETS

Standards:

















similar themes and topics. RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-

complexity or above, scaffolding as needed. RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as


RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text

distinct from personal opinions or judgments.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,

through examples or anecdotes).

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

technical meanings.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and

contributes to the development of the ideas.

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

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to

develop a coherent understanding of a topic or issue.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons

and evidence from claims that are not.

RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge)

one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the

topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and

paraphrasing.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how

it contributes to a topic, text, or issue under study.

SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and

evidence from claims that are not.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to


pronunciation).

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify

information.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Ensure that pronouns are in the proper case (subjective, objective, possessive). B. Use intensive pronouns (e.g., myself, ourselves). C. Recognize and correct inappropriate shifts in pronoun number and person. D. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use

strategies to improve expression in conventional language.

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. B. Spell correctly.

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

A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and

content, choosing flexibly from a range of strategies.

A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as

a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

audience, auditory, audible). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary).

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

A. Interpret figures of speech (e.g., personification) in context. B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand

each of the words. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful, thrifty).

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an

understanding of the topic or text. C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. D. Establish and maintain a formal/academic style, approach, and form. E. Provide a concluding statement or section that follows from the argument presented.


selection, organization, and analysis of relevant content.

A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition,

classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and

multimedia) when useful to aiding comprehension. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and

examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal/academic style, approach, and form. F. Provide a concluding statement or section that follows from the information or explanation presented.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences.

A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an

event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or

characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame

or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and

events. E. Provide a conclusion that follows from the narrated experiences or events.

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with

others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

appropriate.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote

or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information

for sources.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

A. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres

[e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and

topics”).

B. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific

claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Unit Understandings


This unit teaches students to delve deeply into language and vocabulary specific to mysteries and problem solving.

They examine how understanding these words is key to uncovering connections made in texts. Students are asked to

articulate their basis for predictions, describe why and when they revise those predictions, and share the strategies

they use to solve a variety of problems. Divergent approaches to similar problems are encouraged, followed by

analysis of why students chose a particular strategy.


Is what you see always what you get?

How does fate play a role in people’s lives?

How do strategies for solving math problems compare with strategies for solving mysteries?

How do you explain paranormal psychology?

What is extrasensory perception? Have you ever experienced it?

How is the writing of a mystery different than the writing in other genres?



Figurative Language (personification, simile, metaphor, idioms, onomatopoeia, pun, hyperbole, understatement)

foreshadowing

cliffhanger

symbolism

mood/tone


Finding success through failure and hard work

Through various articles students consider what it takes to succeed and how authors effectively construct their

arguments

Determine author's’ purpose, analyze how a central idea is developed, evaluate and compare effective arguments


Assessment


A culminating writing task:

Determine a central idea and how it is developed

Compare and contrast how ideas are presented and developed

A cold-read assessment:

Read and understand nonfiction texts

Compare and contrast interpretations of finding success

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired result

Paint Chip Poetry

Blackout Poetry

Students read “To Failure” and Jobs’s commencement address independently. As a class, read aloud “Mother to Son.”

Students identify and define key vocabulary of each text. Students identify each key moment in Jobs’s story and

discuss the impact. Students analyze “To Failure” and “Mother to Son.” Students end with a discussion and a written

reflection comparing the lessons of each text.

Select three or four words from “Overcoming Obstacles,” such as inherent, ironic, imperative, or insight. Have

students define the words in context and verify the meanings with a partner. Then analyze the words through semantic

mapping (i.e., verify their part of speech, identify how Greek or Latin affixes and roots provide clues to the words’

meaning, and recognize the relationship between the words and their associations).

Casey at the Bat guided reading https://www.commonlit.org/texts/casey-at-the-bat

RESOURCES

Teacher Resources:

Stanford Commencement Address (2005)

“If” Rudyard Kipling

“To Failure,”

“Mother to Son” Langston Hughes

“Mindset for Achievement,”

“Overcoming Obstacles: How Your Biggest Failure Can Lead to Your Success, ”

“What It Takes to Be Great”

“The Story of David and Goliath,”

“Casey at the Bat”

Paragraphs 18-22 of “The Fringe Benefits of Failure, and the Importance of Imagination,” Stanford Commencement

Address (2005) (cold-read assessment and culminating writing task)

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/ela-grade-6---steve-jobs-1-0-

unit.pdf?sfvrsn=2

https://www.commonlit.org/texts/casey-at-the-bat

https://www.commonlit.org/texts/casey-at-the-bat

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/ela-grade-6---steve-jobs-1-0-unit.pdf?sfvrsn=2

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/ela-grade-6---steve-jobs-1-0-unit.pdf?sfvrsn=2

Equipment Needed:

Chromebooks, projector, articles, poems



UNIT OVERVIEW


Unit Title: Hatchet


Unit Summary: This unit teaches students about survival in the face of grave danger and overwhelming odds. Students will evaluate survival

stories to learn about the importance of positive thinking, slowing down to think clearly, problem solving, and constant

vigilance when facing any situation, especially a life threatening one. They will also study characters in literature to learn

about the struggle of man versus nature, man versus self and the life lessons we can learn from others’ survival situations.


Primary interdisciplinary connections: Social Studies, Science, Technology

LEARNING TARGETS

Standards:

Key Ideas and Details







Craft and Structure






Integration of Knowledge and Ideas




RL.6.8. (Not applicable to literature)



similar themes and topics.

Range of Reading and Level of Text Complexity



Unit Understandings


Survival in the face of grave danger has overwhelming odds.

The importance of positive thinking, slowing down to think clearly, problem solving, and constant vigilance when

facing any situation, especially a life threatening one.

Types of conflict in literature...man versus nature, man versus self and the life lessons we can learn from others’

survival situations.


What is resilience? How do people find resilience within themselves? How can reading a variety of texts on a similar topic or theme deepen my understanding and uncover new

perspectives?

What important lessons does Brian learn about nature over the course of his time in the forest?

How do Brian's feelings about the Secret change over time?

Would Brian have undergone the same transformation had he found the survival pack much earlier? Why or why

not

How does Brian's physical transformation mirror his psychological transformation?

In what sense is the disappearance of the search plane the turning point in the novel?

Why does Paulsen choose to fast-forward in the second part of the novel to the point at which Brian has already

been in the forest for weeks?

Why is the novel called "Hatchet"?



Topic: Physical and emotional survival

Themes: Evaluate survival stories to learn about the importance of positive thinking, slowing down to think

clearly, problem solving, and constant vigilance

Text Use: Characters, conflict, theme, and comparing and contrasting different texts


A culminating writing task: Evaluate character changes, Compare and contrast different texts in terms of their

approaches to the topic of survival

A cold-read task: Read and understand complex texts Write in response to text

An extension task: Collegial conversations, Conduct a short research project about the topic of survival, Read and

gather information from multiple and varied sources, Evaluate and present claims


Assessment


CULMINATING WRITING TASK: Select an event from Hatchet and identify Brian’s steps for survival. After

reading “Survival by the Numbers” from OutdoorSafe Inc. by Peter Kummerfelt, compare Brian’s actions against

the tips included in the article. What did Brian do to aid or hinder his survival? Then write a multiparagraph report

explaining how Brian was successful and/or could have improved his situation if he had followed the steps

provided in the article case studies. Conclude the report by determining the instructional value of Hatchet—does it

represent useful survival tips similar to “Survival by the Numbers”?

COLD-READ TASK: Read the excerpt from “Julie of the Wolves” by Jean Craighead George independently

and answer a combination of multiple-choice and constructed-response questions about the text using evidence

for all answers.

EXTENSION TASK: After reading and discussing “Your Story: Are You a Survivor?” as a class, divide the

class into research groups and present the “The 25 Most Incredible Survival Stories of All Time” from

Outdoorlife.com. Have each group select a different survival story to investigate further. (Note: Survival stories

are sometimes graphic, so depending on the maturity of the students, consider limiting the list from 25 to 10.)

Research the details of the story in groups, drawing on print and digital sources (assessing the credibility of each

source), to identify the main action or character trait that resulted in survival. Create a multimedia presentation

that presents: a summary of the story, a statement of the claim (e,g., “The main character trait that resulted in this

person’s survival was preparedness”), evidence (e.g., appropriate pictures, maps, videos, quotations) and a logical

explanation for why that one action or characteristic was selected, and basic bibliographic information for

sources. Have students evaluate each group’s content, presentation style, and use of evidence, distinguishing

claims that are supported with textual evidence from claims that are not. Determine as a class what made

presentations effective based on evidence from individual evaluations.

Learning Activities







Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading


Independent Reading

Class Discussions


Stations/centers

Amistad Infusion


RESOURCES

Teacher Resources:

Hatchet by Gary Paulsen

Related Texts:

Literary Texts (Fiction): “In Which the Autumn Provides Food and Loneliness” and “In Which We All Learn About

Halloween” from My Side of the Mountain, Jean Craighead George (Note: This excerpt can be found in some grade 5

basals.) Chapters 1-2, 4, and 8-9 from The River, Gary Paulsen Excerpt 1 from Julie of the Wolves, Jean Craighead

George Informational Texts (Nonfiction): “What Would Peter Do?” from OutdoorSafe Inc., Peter Kummerfelt “Help Me make it

Through the Night—Surviving a Wilderness Emergency” from New York State Conservationist, Kelly Stang (April 2012)

“The Practice of Slowing Down” from This I Believe, Phil Powers “Survival by the Numbers” from OutdoorSafe Inc.,

Peter Kummerfelt “Your Story: Are You a Survivor?” from National Geographic “The 25 Most Incredible Survival

Stories of All Time” from Outdoorlife.com, Tim MacWelch Non-print Texts (Fiction or Nonfiction) (e.g., Media, Video,

Film, Music, Art, Graphics) A Cry in the Wild, Mark Griffins (1990) Snow Fall: The Avalanche at Tunnel Creek from

The New York Times, John Branch (Website)

Hatchet Unit Plan

Equipment Needed:

Books, articles, computer, projector


http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/sample-6th-grade-unit-plan.pdf





UNIT OVERVIEW


Unit Title: The Outsiders


Unit Summary: The stage is set by Robert Frost’s poem “The Road Not Taken.” Although students read from classic and contemporary

literature, writing and class discussions focus on how literature helps define the tension between the needs of the individual

and the greater good of society. The goal of this unit is for students not only to apply the reading, writing, speaking, and

listening strategies and skills they have learned up to this point in the year, but also to analyze how authors use allegory,

symbolism, and satire to affect the reader. Students will revisit “The Road Not Taken” as the unit concludes, in order to see

how this unit led to deeper understanding of the poem. This unit ends with an essay in response to the essential question.

Approximate Length of Unit: 6-8 weeks Primary interdisciplinary connections: Social Studies, Technology

LEARNING TARGETS

Standards:


inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary

of the text distinct from personal opinions or judgments.












texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches

to similar themes and topics.



W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences. A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an

event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or

characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame

or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and

events. E. Provide a conclusion that follows from the narrated experiences or events.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to


pronunciation). L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

Unit Understandings:

Literature reveals, explicitly or implicitly, “the greater good.”

Poetry can be performed in a variety of styles and discuss how these changes affect its interpretation.

Particular lines of dialogue in literature propel the action and reveal aspects of a character.

Writing styles and literary techniques, such as symbolism or satire, are used and how their use affects meaning and

reader engagement.

Unit Essential Questions:

What problems or challenges does (do) the character(s) face? How does he/she overcome these challenges?

Which lines of dialogue or events are pivotal to the novel? Why?

What elements of the greater good are revealed, implicitly or explicitly, in the novel?

How is a person’s identity influenced by his/her environment?

How do authors create characters?

How can I use what I know about characters to help craft my own characters in a narrative?

How do people deal with the loss of a loved one?

How do symbols enhance reading?

Knowledge and Skills:


A variety of novels that reveal, explicitly or implicitly, “the greater good.”

How to compare and contrast characters, plots, themes, settings, and literary techniques used in the stories read.

How particular lines of dialogue in literature propel the action and reveal aspects of a character. How writing styles and literary techniques, such as symbolism or satire, are used and how their use affects meaning

and reader engagement.


Experiment with performing poetry in variety of styles and discuss how these changes affect its interpretation.

Write a variety of responses to literature and informational text.

Create a multimedia presentation on “the greater good,” where the message is either explicitly stated or implied.


Assessment


Read "The Road Not Taken” by Robert Frost. Talk with a classmate about what you think the poem means, both

literally and figuratively. Write your ideas down in your journal. We may revisit this poem at the end of the unit to

see if our thoughts have changed.

Outsiders Gallery Walk: music, clothing, cars

Venn Diagram comparing the rich and the poor. (Cherry and Ponyboy discuss their shared love of literature, popular

music, and sunsets. Transcending – if only temporarily – the divisions that feed the feud between their respective

groups.) Discuss how these shared ideas fill in the gap between the rich and the poor.

Symbolism in The Outsiders: What important symbols are used in this novel? How is the use of symbolism integral to

this novel? Begin by outlining your ideas in your journal. Write an informative/explanatory essay explaining how

these symbols are used and what they represent. How do symbols enhance the reading of this novel?

Vocabulary: As a class, create a Vocabulary Word Wall bulletin board where, throughout the year, you will add and

sort words as you learn them in each unit of study. (Use throughout the year)

As you read the novels (and view the films) in this unit, take notes in your journal about particular lines of dialogue or

incidents that propel the action, reveal aspects of a character, or suggest the greater good. Be sure to note page numbers with

relevant information so you can cite the text during class discussion.

What is the setting of the novel?

Who are the major and minor characters?

What problems or challenges does(do) the character(s) face? How does he/she overcome these challenges?

Which lines of dialogue or events are pivotal to the novel? Why?

What elements were changed between the novel and the film version?

What elements of the greater good are revealed, implicitly or explicitly, in the novel?

Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text.

Create a facebook page for one of the characters in The Outsiders

Write a sequel to The Outsiders where you predict what comes next in their lives

Persuasive Essay on violence in The Outsiders

Learning Activities






Use various learning styles to target students’ individual needs. Think-Pair-Share

Socratic Seminar

Literature Circles

Guided Reading Double-Entry Journals

Independent Reading

Class Discussions

Post-it Note Reading Stations/centers

Amistad Infusion


RESOURCES

Teacher Resources:

Stereotyping slideshow

Novel background slideshow

Vocabulary Portfolios

Novel: The Outsiders by S.E. Hinton

Poem: “Nothing Gold Can Stay” by Robert Frost

Supplemental non-fiction

http://www.sausd.us/cms/lib5/CA01000471/Centricity/Domain/106/Finalized%20Outsiders%20Unit%2011.2.16.

pdf

Equipment Needed:

Books, Journals, Projector


http://www.sausd.us/cms/lib5/CA01000471/Centricity/Domain/106/Finalized%20Outsiders%20Unit%2011.2.16.pdf

http://www.sausd.us/cms/lib5/CA01000471/Centricity/Domain/106/Finalized%20Outsiders%20Unit%2011.2.16.pdf

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