2016-2017

Reading: Sixth GradeIn sixth grade, students read grade-appropriate, complex literature and informational text and cite textual evidence to

support analyses. They examine how authors use reasons to make their points and support arguments with evidence. Students share their findings in class discussions and in written expression. Students expand their vocabularies as they become more attuned to using context, knowledge of Greek and Latin roots and affixes and word analysis to determine the meaning of academic words. Students become better independent readers as they learn how writers influence reading and as they read more challenging literature. Students learn how to answer questions through writing and can use rewriting opportunities to refine their understanding of a text or topic.

Sixth grade may include the following novels: Zach’s Lie by Roland Smith, Soldier’s Heart by Gary Paulsen, Lincoln’s Grave Robbers by Steve Sheinkin, and possibly, The Gadget by Paul Zindel.

Course Information:Frequency & Duration: Daily for 40 - 45 minutesText: The Language of Literature. Boston: McDougal Littell, 2002.

Treasures. New York: McGraw-Hill, 2011. Novels: Zach’s Lie by Roland Smith (Lexile 580)

Soldier’s Heart: Being the Story of the Enlistment and Due Service of the Boy Charley Goddard in the First Minnesota Volunteers by Gary Paulsen (Lexile 1000) historical fictionLincoln’s Grave Robbers by Steve Sheinkin (Lexile not available)The Gadget by Paul Zindel (Lexile 590)

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Reading: Sixth Grade v. 2016-2017Duration: August/ September (3 weeks)

Fiction and Nonfiction Skills Writing

Content Beginning of Year Activities (August) Middle School acclimation. 25

Book Challenge, library, computer) CDS Testing (This also takes time away from regular curriculum). Interviewing skills

Interview/Biography

Essential Question: What is involved in good interviewing skills?

What makes a good written interview?

What is a biography?

Skills: Apply information from “Student Interview” with Karen Odom to their own interview techniques

Write grade appropriate answers comparing and evaluating the interview

Assessment:

Students will: Answer questions on the “Student Interview”

Students will: Create good interview

questions. Write a good copy of an

interview into a mini biography.

Resources: Treasures: Student Interview by Karen Odom Treasures: Student Interview by Karen Odom

Standards:

CC.1.4.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on other’s ideas and expressing their own.

CC.1.4.6.X Write routinely over extended timeframe (time for research, reflection, and revision) and shorter time frames (a single

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Reading: Sixth Grade v. 2016-2017sitting or a day or two) for a range of discipline specific tasks, purposes and audiences.

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Reading: Sixth Grade v. 2016-2017Duration: September (2 weeks)

Fiction and Nonfiction Skills Writing

Content Story plot development Unknown and multi meaning words and phrases on grade-level

reading and content

Narrative

Essential Question:

How do strategic readers create meaning from fictional text?

How does vocabulary influence reading skills?

How do we learn the definition of words we do not know?

How does writing in reading make us better readers?

Skills:

Describe how a story unfolds Describe how a character responds or changes towards the

resolution Analyze text for development of theme, setting, and plot Determine or clarify meaning of unknown words or phrases using

multiple meaning strategies to discover meanings Determine a theme or central idea

Write a paragraph on how the character changes in the story and why

Students will write citing evidence from the text

Assessment:

Students will create a story map Given words in context, students will be able to select the correct

definition. Students can sequence the story in the correct events Students will be able to identify the theme

Students will complete a Text Dependent Analysis (TDA), this skill will be taught during this time period, telling the way that the character changes throughout the story

Students will write the story in sequence using the correct conventions of writing

Resources: Language of Literature, “President Cleveland Where Are You?

Teacher created Power Point on, “What is text dependent analysis?”

Standards: CC.1.3.6C Describe how a particular story or drama’s plot unfolds in a CC.1.4.6.X4

Reading: Sixth Grade v. 2016-2017series of episodes, as well as how the characters respond or change as the plot moves toward a resolution.CC.1.3.6.F Determine how the structure of a text contributes to the development of theme, setting, and plot.CC.1.2.6.K Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.*CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in context.*

Comments: * This skill will be used throughout the entire school year using various forms of genre.

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Reading: Sixth Grade v. 2016-2017Duration: October/November (5 weeks)

Fiction and Nonfiction Skills Writing

Content Story plot Characters Textual evidence – support Theme or central idea

Narrative

Essential Question:

How do strategic readers create meaning from fictional text?How does vocabulary influence reading skills?How does the plot of a novel affect the characters?

Why is writing essential when understanding text?

Skills:

Read and comprehend literary fiction on grade-level, reading independently and proficiently

Determine the meaning of words Interpret figurative language Describe how a novel unfolds Draw evidence to support analysis, reflection and research Cite evidence to support analysis of what text explicitly says Discussions

Students will: Respond to a prompt using

analysis, reflection, and research

Write a narrative describing the character Zach/Jack

Assessment:

Create a story map Questions on independent reading citing evidence Oral discussions Students can respond to a prompt using analysis, reflection, and

research. Inferences worksheets

Students can respond to a prompt using analysis, reflection, and research

TDA on theme

Resources:Novel: Zach’s Lie or The Day of Pelican.Teacher made materials.Research materials (to be determined) Research on The Witness Protection Program.

Resources to be determined to teach text dependent analysis.

Standards:CC.1.3.6C Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change as the

CC.1.4.6.S Draw evidence from literary or informational texts to

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Reading: Sixth Grade v. 2016-2017plot moves toward a resolution.CC,1.3.6.F Determine how the structure of a text contributes to the development of theme, setting, and plot.CC.1.2.6.K Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.*CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in context.*CC.1.3.6.CB Cite textual evidence to support analysis of what the text says, explicitly, as well as inferences and/or generalizations drawn from the text.CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, issues, building on other’s ideas and expressing their own clearly.

support analysis, reflection, and research, apply grade-level reading standards for literature and nonfiction.CC.1.4.6.P Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another, provide a conclusion that follows from the narrative experiences and events.

Comments:

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Reading: Sixth Grade v. 2016-2017Duration: November (2 weeks)

Fiction and Nonfiction Skills WritingContent Poetry

Theme Poetry

Essential Question:

How do readers analyze poetry?

How do authors state a theme?Why write to understand poetry?

Skills:

Examine two authors on one topic Identify the common theme Interpret figurative language Understand new word meanings Analyze text and support citing evidence

Students will: Write line of poetry in

narrative form

Assessment:

Students can identify the theme of the poems Students can compare and contrast how authors present the same

theme citing evidence Given a different resources students can identify simile, metaphor

and simile

A narrative description of the poem.

Resources: “The Glove and the Lions’ and “Ozymandias/A Sphinx”*Additional resources to be determined.

“The Glove and the Lions’ and “Ozymandias/A Sphinx”

Standards: CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in context.CC.1.3.6.A 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.CC.1.3.6.F Determine the meaning of words and phrases as they are used in context, including interpretation of figurative language in context.

CC.1.4.6.X

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Reading: Sixth Grade v. 2016-2017CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalization drawn from the text.CC.1.5.6.A

Duration: November/ December (3 weeks)

Fiction and Nonfiction Skills WritingContent Literary Nonfiction Summary

Essential Question:

How does an understanding of the different genres and their characteristics help the reader better comprehend the meaning of text?

Why is it important to summarize a story?

Skills:

Given grade level appropriate text students will: Determine or clarify meaning of unknown words Determine the meaning of words in context Analyze the structure using paragraphs or sections Write a summary (find central idea) Compare two authors and two types of text

Write a narrative to develop events that have been read

Assessment:

Using grade appropriate literature: Complete a Venn diagram on the poems and the biography Identify and define vocabulary in context Write a summary of central idea Complete a graphic organizer on text structure Give direct quotes to analyze the text giving evidence

TDA Written summary using the

correct conventions of Grade 6

Narrative explanation of poetry

Write a Haiku

Resources:

Treasures: The Great Serum Race.Short Story: The Last Great Race.Articles on the Iditarod to be determined*.Poem: Haiku.Possibly use “Stopping by Woods on a Snowy Evening” by Robert Frost.

Treasures: The Great Serum Race.Short Story: The Last Great Race.Articles on the Iditarod to be determined*.Poem: Haiku.Stopping by Woods on a Snowy Evening.

Standards: CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.

CC.1.3.6.M Write narratives to develop read or imagined

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Reading: Sixth Grade v. 2016-2017CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.CC.1.2.6.D Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.CC.1.2.6.E Analyze the author’s structure through the use of paragraphs, chapters, or sections.CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.

experiences or events.CC.1.4.6.R Demonstrate a grade appropriate command of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.6.S

Duration: December (2 weeks)Fiction and Nonfiction Skills Writing

Content Research Research

Essential Question: How do I get information on a topic without plagiarizing?

How can a topic of interest be developed into a research presentation?

Skills:

Students will read information and sort through essential and nonessential text to:

Draw on sources Refocus inquiry Create a presentation with visual aids

Write a short research paper drawing on sources and refocusing the inquiry

Assessment:

Presentation on material Poster or media approach

Written information or media presentation

Resources: Internet sources.Library books.

Internet sources.Library books.

Standards: CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content.CC.1.5.6.F Include multimedia components and visual displays in

CC.1.5.6.E Adapt speech to a variety of contexts and tasks.

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Reading: Sixth Grade v. 2016-2017presentations to clarify information.CC.1.5.6.C 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.CC.1.4.6.V Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.CC.1.4.6.W Gather relevant information from multiple print digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basis bibliographic information for sources.

Comments:

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Reading: Sixth Grade v. 2016-2017 Duration: January (4

weeks)Fiction and Nonfiction Skills Writing

Content

Theme or central ideao identificationo development through details

Text structure Literary nonfiction and informational grade level text Textual evidence (support) Different types of text

Narrative TDA

Essential Question:

How does an understanding of the different genres and their characteristics help the reader better comprehend the meaning of text?

Why is a journal important?

What is journal writing?

Skills:

Cite evidence to support analysis of what text explicitly states Cite evidence to support inferences Cite evident to support generalizations Analyze text structure using paragraphs Examine two authors and two texts Identify the theme Write main ideas and details Engage is discussions

Write journal entries citing evidence

Write text dependent answers Write comparing characters

Assessment:

Given Grade Level Appropriate Texts (GLAT) students will: Analyze the structure of the selection Cite evidence Summarize Identify central ideas

Journals writing: Students will keep a journal

from a different perspective.

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Reading: Sixth Grade v. 2016-2017

Resources: Language of Literature “Matthew Henson at the Top of the World”.Mini biographies on Henson and Peary.

Language of Literature “Matthew Henson at the Top of the World”.

Standards:

CC.1.2.6.A Determine the 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.CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative language in context.CC.1.3.6.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and context, including interpretation of figurative language.CC.1.3.6.J 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.CC.1.2.6.I Determine how two authors present similar information in different types of texts.

CC.1.3.6.M Write narratives to develop read or imagined experiences or events.CC.1.4.6.R Demonstrate a grade appropriate command of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.6.X

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Reading: Sixth Grade v. 2016-2017

Duration: February (3 weeks)Fiction and Nonfiction Skills Writing

Content Author Study: Gary Paulseno Literary nonfiction Narrative

Essential Question:

How do I read and understand the work of a particular author?

Why do I need to know the view of an author?

How do I learn new words?

How does reading a particular author improve my writing skills?

Skills:

Students will: Determine author’s view or purpose Identify the central idea Cite textual evidence Identify text structure Read literary nonfiction Read different types of test Analyze how individual events are introduced, illustrated, and

elaborated Write the meaning of unknown words and multiple meaning words

Write short answers that draw on evidence to support analysis, reflection and research.

TDA Write about an individual

event

Assessment:

Given GLAT students will: Identify unknown words and use a dictionary to find meaning Identify unknown words in context (quiz) Use a Venn diagram to compare The Buffalo Soldiers to Charley in

Soldier’s Heart Point out the theme of the stories and cite evidence to support Complete short answer question citing text

TDA graded according to the PA Common Core Rubric

Answer text dependent questions citing evidence for support

Resources:Power Point on Author’s Perspective.Short Story “Older Run”.“Soldier’s Heart” /The Great Serum race.

Short Story “Older Run”.Resource material on Gary Paulsen.

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Reading: Sixth Grade v. 2016-2017

Standards:

CC.1.2.6.D CC.1.2.6.B (EO6.B-K.1.1.3)CC.1.2.6.K CC.1.2.6.F

CC.1.3.6.M Write narratives to develop real or imagined experiences or events.CC.1.4.6.R Demonstrate a grade appropriate command of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.6.X

Comments:

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Reading: Sixth Grade v. 2016-2017Duration: March (3 weeks )

Fiction and Nonfiction Skills Writing

Content Central ideas can be the same in different types of genres Theme Figurative Language

Narrative

Essential Question:

What are the elements and structures of poetry that deepen the understanding of poetry?

How can writing help me to understand a poem?

Skills:

Identify Main idea Support textual Evidence Determine an author’s point of view/purpose Interpret figurative language Read and comprehend grade level literature

Write sentences using figurative language

Assessment:

Complete a summary chart Analyze sentences to determine the meaning of figurative language Write answer to short answer questions

TDA Write a narrative analysis of a

poem Write sentences using correct

conventions of grammar.

Resources:Treasures:Poems from Caged Bird.I Dream a World.Time Magazine Free to Celebrate.

Treasures:Poems from Caged Bird.I Dream a World.Time Magazine Free to Celebrate.

Standards:CC.1.4.6.S CC.1.2.6.ACC.1.2.6.B CC.1.2.6.CCC.1.2.6.D CC.1.2.6.I

CC.1.4.6.R CC.1.3.6.MCC.1.4.6.X

Comments:

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Reading: Sixth Grade v. 2016-2017Duration: April (2 weeks)

Fiction and Nonfiction Skills Writing

Content

School Wide Read Content to be determined after the novel has been selected.SummarizingVocabulary developmentCharacterizationVisualization

Narrative summaries

Essential Question:

This unit fits somewhere in the curriculum. It depends on the unit. This will take the place of another book unit. Our skills and content can be taught with any novel.What is the Manhattan Project?What is the Gadget?What does visualization do to enhance comprehension.

How do you write a summary?

Skills: Determine or clarify meaning of unknown words. Read independently. Determine the meaning of words in context. Comprehension

Write summaries

Assessment:

The students will create an ABC book. They will have 26 letters with summaries and Visualization. . Summaries

Resources: The Gadget by Paul Zinder Varies based on School Wide Read

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Reading: Sixth Grade v. 2016-2017

Standards:

CC.1.3.6.D Determine an author’s purpose in a text and explain how it is conveyed in the text.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and context, including figurative language in context.6.1-K.1.1 Demonstrate understanding of key ideas and details in literature.

Comments:

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Reading: Sixth Grade v. 2016-2017Duration: April (during reading PSSA’s )

Fiction and Nonfiction Skills Writing

Content Autobiography and Video presentation Theme Setting Plot

Narrative

Essential Question:

How does an understanding of the different genres and their characteristics help the reader better comprehend the meaning of text?

How can I learning information from a movie?

How does a character change within a movie or biography?

Skills:

Analyze text for development of theme setting plot Compare and contrast a movie to an autobiography Describe how a story unfolds Describe how a character responds or changes towards a resolution Analyze text for development of theme setting plot Identify an author’s purpose

Write a letter explaining how the character changes throughout the plot

Assessment:

A visual retell of plot including theme and setting Write the author’s purpose and explain the meaning (compare

purpose in autobiography vs biography) Complete a Venn diagram comparing autobiography and video

Final copy of the letter describing how a character changes throughout the plot

Resources: Language of Literature : “The Autobiography of Helen Keller”.Movie “Miracle Worker”.

Language of Literature.Movie “Miracle Worker”.

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Reading: Sixth Grade v. 2016-2017

Standards:

CC.1.5.6.C Interpret information presented in diverse media and formats and explain how it contributes to a topic.CC.1.3.6.C CC.1.3.6.DCC.1.3.6.E CC.1.2.6.H

CC.1.4.6.S CC.1.3.6.MCC.1.4.6.X

Comments:

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Reading: Sixth Grade v. 2016-2017Duration: May (3 weeks)

Fiction and Nonfiction Skills WritingContent Literary nonfiction novel Summaries

Essential Question:

How can reading nonfiction help us to explore and understand our world?

Why read nonfiction?

How can summarizing or paraphrasing in writing help us understand complex texts?

Skills:

Determine author’s point of view or purpose Cite evidence to support analysis Cite evidence to support generalizations and inferences Unknown words and multiple meanings of words Determine or clarify meaning of unknown words or phrases

Write short answers Write summaries

Assessment:

Create a timeline showing the unfolding of the plot Answer appropriate questions citing several pieces of text supported

evidence Create a generalization and support it with text evidence Students

can use multiple strategies to determine or clarify unknown words

Summaries Short answers TDA

Resources:Lincoln’s Graver Robbers.Support Material to be determined.Research the history of Pinkerton detective agency.

Lincoln’s Graver Robbers.Support Material to be determined.Research the history of Pinkerton detective agency.

Standards:CC.1.2.6.B CC.1.2.6.DCC.1.5.6.K CC.1.2.6.FCC.1.5.6.A

CC.1.4.6.X CC.1.3.6RCC.1.4.6.S

Comments:

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Reading: Sixth Grade v. 2016-2017Duration: May/ June (3 weeks)

Fiction and Nonfiction Skills WritingContent Story, drama (During PSSA’s on task but not demanding) Do not

publish Drama /Narrative

Essential Question:

How is a drama written?

What are dialogue and stage directions, and why are they important?How do you write a drama?

Skills: Read and comprehend grade level literature Adapt a story into a drama.

Assessment:

Perform a drama Written script

Written script showing correct drama format.

Resources: Treasures: Student self-selected short stories.

Treasures: A drama as a reference.

Standards:

CC.1.5.6G Demonstrate command of the conventions of standard English when speaking based on 6th grade level and content.CC.1.5.6.E Adapt speech to a variety of context and tasks.CC.1.3.6.G CC.1.3.6.K

CC.1.4.6.N Engage and orient the reader by establishing a context and introducing a narrator and/or characters.

Comments:

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