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DOK 1-2DOK 1-4

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RTI Tiers 1-3

EL Strategies

Grade 6Grade 6 SAMPLER

15-20 Minute Lessons

Assessments

Performance Lessons

Integrated Projects

EL Strategies

TargetedIntervention

Writing ProgramReady to TeachRTI Tier 1-2-3

Materials

+ DIGITALPRINT

Standards PLUS

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Standards PLUS is so much more

Standards Plus Lessons provide: • Whole Class Instruction• Targeted Intervention• Intense Intervention

READY TO TEACH RTI / TIER 1-2-3


Quick CheckAssessments

Performance Lessons

Integrated Projects

CAASPP / SBAC Test Prep

EL Success Strategies

Reteach Intervention Lessons

Ready to TeachRTI Tier 1-2-3Materials

Writing Program

DOK 1-2 / RTI Tiers 1-2 Research-based, Direct Instruction, K-8, ELA and Math lessons. Written to the state standards.

15-20 MINUTE LESSONS



Performance Lessons

Integrated Projects





Writing Program

DOK 1-2 / RTI Tiers 2-3 Scaffolded lessons assigned based on assessment results.Digital program automates this process.

TARGETED INTERVENTION LESSONS



Performance Lessons

Integrated Projects





Writing Program

DOK 1-4 / RTI Tiers 1-2 Includes lessons on every writing genre. Writing performance lessons include skills trace, prompts, and rubrics.

WRITING PROGRAM (ELA Only)



Performance Lessons

Integrated Projects





Writing Program

DOK 1-2 Weekly formative assessments monitor student progress. Online assessments help students master digital item types.

ASSESSMENTS



Performance Lessons

Integrated Projects





Writing Program

DOK 3 Students deepen and apply their knowledge into new applications.

PERFORMANCE LESSONS



Performance Lessons

Integrated Projects





Writing Program

DOK 4 Students apply knowledge toreal-world situations.

INTEGRATED PROJECTS



Performance Lessons

Integrated Projects





Writing Program

DOK 1-3 / RTI Tiers 1-3 Lessons and assessments match the the digital format of the state test. Students transfer their knowledge into a digital learning environment.

STANDARDS PLUS DIGITAL



Performance Lessons

Integrated Projects





Writing Program

All Standards Plus lessons explic-itly teach communication skills, strategies, and conventions that meet the goal of EL Instruction.

EL STRATEGIES



Performance Lessons

Integrated Projects





Writing Program

Standards PLUS is Seven Programs in One:

HOMEWORK/PARENT CONNECTION

(COMING SOON)

Close the Achievement Gap

Standards PLUS Includes:

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3

Sample Lessons Included in this Booklet

See the lesson index for the entire program on pages 28-35.

Strand Lesson Number Lesson Focus Standard(s) Addressed

Writing

(Writing Standards: W

.3.1, W

.3.1a-‐d, W

.3.2, W

.3.2a-‐d, W

.3.3, W

.3.3a-‐d)

1 Opinion Pieces – Supporting Reasons

W.3.1a: Introduce the topic or text they are writing about; state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion.

2 Opinion Pieces – Topic Sentences and Supporting Reasons

W.3.1a, W.3.1b, W.3.1d: Provide a concluding statement or section.

3 Opinion Pieces – Linking Words and Phrases W.3.1a, W.3.1b, W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d

4 Opinion Pieces – Paragraphs W.3.1a, W.3.1b, W.3.1c, W.3.1d

E1 Evaluation -‐ Opinion Pieces

5 Opinion Pieces – Expanding Ideas W.3.1a, W.3.1b, W.3.1c, W.3.1d

6 Opinion Pieces – Expanding Ideas

7 Opinion Pieces – Linking Words and Phrases W.3.1a, W.3.1b, W.3.1c

8 Opinion Pieces – Concluding Paragraph W.3.1a, W.3.1b, W.3.1c, W.3.1d

E2 Evaluation – Opinion Pieces

P10 Performance Lesson #10 – Writing: Opinion – The Best Super Power (W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d)

9 Informative/Explanatory Texts – Topic Sentence and Illustrations

W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

10 Informative/Explanatory Texts – Topic Sentence and Details

W.3.2a, W.3.2b: Develop the topic with facts, definitions, and details.

11 Informative/Explanatory Texts – Details, Illustrations, and Conclusions

W.3.2a, W.3.2b, W.3.2d: Provide a concluding statement or section.

12 Informative/Explanatory Texts – Paragraph

E3 Evaluation – Informative/Explanatory Texts

13 Informative/Explanatory Texts – Linking Words and Phrases

W.3.2a, W.3.2b, W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d

14 Informative/Explanatory Texts – Expanding Ideas

15 Informative/Explanatory Texts – Linking Words and Phrases

16 Informative/Explanatory Texts – Conclusions

E4 Evaluation – Informative/Explanatory Texts

P11 Performance Lesson #11 – Writing: Informative/Explanatory – Compare 2nd and 3rd Grade (W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d)

Common Core Standards Plus – Language Arts – Grade 6

Strand Lesson Focus Standard(s) TE Page

St. Ed. Page

DOK Level

Read

ing Inform

ationa

l Text

(Reading

Inform

ational Text S

tand

ards: RI.6.1‐6, R

I.6.8)

21 Point of View

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

284 125

1‐2

22 Point of View 286 126



E6 Evaluation–Point of View 292 129

P6 Performance Lesson #6 – Point of View (RI.6.6) 294‐295 131‐135 3

25 Analyzing Text

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.

302 136

1‐2

26 Analyzing Text 304 137



E7 Evaluation–Analyzing Text 310 140

P7 Performance Lesson #7 – Milestones of Flight (RI.6.5) 312‐313 141‐145 3

Text for Lessons 29‐32, Evaluation 8: The Future of Education 319 146

29 Evaluating Argument

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.

320 147

1‐2

30 Evaluating Argument 322 148



E8 Evaluation–Evaluating Arguments 328 151

Writing


.6.1‐3)

1 Structure of an Argument

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

338 153

1‐2

2 Thesis Statement and Evidence 340 154

3 Introductory Paragraph 342 155

4 Transition Words and Phrases 344 156

E1 Evaluation–Argument Essay 346 157

5 First Body Paragraph

W.6.1

348 159

1‐2

6 Second Body Paragraph 350 160

7 Third Body Paragraph 352 161

8 Concluding Paragraph 354 162


P8 Performance Lesson #8 – Writing Argument – Kids at the Mall (W.6.1) 358‐359 165‐168 3

Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Structure of an Argument Lesson: #1 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will identify the structure of an argument and write the topic and pros/cons of an argument. Introduction: “Arguments are a part of everyday life. We argue, or try to persuade, others all the time, but sometimes depending on our purpose, we may want to provide a written argument.”

Instruction: “Today we will review and practice how to identify the structure of an argument, which includes the topic and the reasons and evidence to support the argument. Look at the definitions at the top of your page. The way an argument is organized is important because it helps the author validate, or prove, their claim. Notice the structure. We begin with a topic and a claim, which we support with logical reasoning, examples, and research or facts. In the first paragraph of an argument essay, we identify the topic and state a claim. A claim tells the reader what the argument intends to prove or show. The thesis statement of an argument essay states the claim. The writer might next include a hook. Remember, a hook is a way to spark the interest of the reader. The body paragraphs of an argument essay build the case for the claim. Evidence, logical reasoning, facts, and research may be presented in these paragraphs. It is important to group like information in each paragraph to provide the reader with well-connected ideas that support the claim. The argument essay ends with a closing statement. The final paragraph should sum up the claim and the support for the claim. The final statement should leave a lasting impression with the reader that is compelling.”

Guided Practice: “Today, we will review how to choose a claim related to a topic. Since the author’s goal is to convince the audience of a particular point of view, the argument must be clear and well-supported. Let’s look at the example together. The topic is Requiring School Uniforms and the question is should they be required? There are pros and cons to the issue of Requiring School Uniforms. We can argue either side of the issue, so first we will determine the pros and cons of the issue. A pro, or argument for, Requiring School Uniforms is: Does not distinguish between students who have expensive clothing and those who do not. A con, or an argument against, Requiring School Uniforms is: Students want to be able to express their individuality. There are pros and cons to the argument, so we need to identify at least three more points on each side of the argument. Once we have the pros and cons, we can decide which side of the argument we want to take. We will write an argument on the topic of vending machines at school. The issue is should vending machines be allowed at school or not? We will complete the Pros and Cons chart on the question today, and tomorrow we will select a point of view for the argument and begin to write the essay.” Independent Practice: Review the directions with students. If students need additional assistance, continue with Guided Practice to complete the vending machines Pros and Cons chart. *Use lined paper if additional space is needed. Review: Provide students with an opportunity to share their pros and cons with a group or the class in order to thoroughly consider both sides before making their claim. Closure: “Today, we reviewed and practiced how to identify the structure of an argument and write the topic and pros/cons of an argument. Turn to your partner and share which side of the argument you think you will argue and why.” Answers: Chart: Answers will vary, but the students should list arguments for and against

having vending machines at school.

St. Ed. Pg. 153


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Structure of an Argument Lesson: #1 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim.

Structure: Topic – Claim – Support Thesis Statement – Making a Claim Introductory (Paragraph 1) – Hook Body (Paragraphs 2, 3, 4) – Reasons and Evidence Conclusion (Paragraph 5) – Strong Closing Statement

Example:

Choosing a Topic: School Uniforms

Pros and Cons of the Topic

Issue to be Argued: Requiring School Uniforms Pros (Arguments For) Cons (Arguments Against)

Does not distinguish between students who have expensive clothing and those who do not.

School uniforms are less expensive than regular clothing

Students want to be able to express their individuality.

School uniforms are expensive.

Directions: Complete the Pros and Cons chart.

Issue to be Argued: Allowing Vending Machines at School Pros (Arguments For) Cons (Arguments Against)


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- Student Response Page

Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Thesis Statement and Evidence Lesson: #2 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will identify and will write the claim (thesis statement), title, and reasons that support the claim. Introduction: “A topic or issue usually has at least two different possible claims or positions. Some complicated issues can be argued from several different claims or positions. It is important to have strong reasons to support the claim or position.”

Instruction: “Yesterday, we reviewed and practiced how to identify the structure of an argument, the topic, and the pros and cons of an argument. Look at the top of your page. We have reviewed this structure, and today we will begin writing an argument. We begin with a thesis statement that tells the reader what the argument will show or prove. The thesis statement is a strong sentence that makes the writer’s position clear. Once the author has identified the topic, he or she selects a position and lists the three strongest reasons that support the position. The author always uses the strongest reasons to develop the argument in order to convince the reader to agree. Today, we will focus on writing the claim and the strongest reasons that support the claim.”

Guided Practice: “Today, we will write a thesis statement for a claim and three reasons that support the claim. Remember, the structure of the argument is critical because it sets the framework for the entire argument. Let’s look at the example together. The thesis statement is the claim stated in a complete sentence. The argument is developed from that thesis statement or claim. In the example, the thesis statement is: In America’s schools, students should not be forced to wear uniforms. To prepare to write the argument, we write three strong reasons to support the claim. We will begin to develop an argument on the topic of vending machines on campus. The question is: should vending machines be allowed at school or not? Yesterday, we completed the Pros and Cons chart on this issue, and today we will use that information to determine three strong reasons, facts, or evidence to support the claim.” Independent Practice: Review the directions with students. Prior to completing the chart, review the Pros/Cons chart from yesterday. If students need additional assistance, continue with Guided Practice to complete the chart or assign students to work with a partner. *Use lined paper if additional space is needed. Review: Have students share their three reasons with a group or the class and discuss the possible reasons to support the argument with students. Closure: “Today, we reviewed and practiced how to write the claim (thesis statement) and reasons that support the claim. Turn to your partner and share your thesis statements.” Answers: Answers will vary. Students must select allow or don’t allow vending machines at

school, and write a thesis statement and three reasons, facts, or pieces of evidence that support the thesis statement.

St. Ed. Pg. 154


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Thesis Statement and Evidence Lesson: #2 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim.

Structure: o Topic – Claim – Support Thesis Statement – Making a Claim and Reasons o Introductory (Paragraph 1) – Hook o Body (Paragraphs 2, 3, 4) – Reasons and Evidence o Conclusion (Paragraph 5) – Strong Closing Statement

Example: Thesis Statement – Making a Claim and Reasons

Clearly Stated Thesis: o Complete sentence that states what you intend to show or prove

Reasons that Support Claim o May be logical reasoning, facts based on research, or examples

Thesis Statement:

In America’s schools, students should not be forced to wear uniforms. Reasons to Support Claim

Middle school students are trying to establish their identity. Not everyone can afford to purchase school uniforms. School uniforms do not lessen discipline problems.

Directions: Complete the chart. Use the information from your Pros/Cons chart to identify the three strongest reasons that support your claim.

Topic: Vending Machines

Choose your claim: Allow or Do not allow vending machines at school

Thesis Statement:

Three reasons, facts, or evidence that support your claim.

Strong 1. _________________________________________________________

_________________________________________________________

Stronger 2. _________________________________________________________

_________________________________________________________

Strongest 3. _________________________________________________________

_________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Introductory Paragraph Lesson: #3 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write an introductory paragraph that includes a hook, background information, context, and claim. Introduction: “The author uses the introductory paragraph to pull their audience into the argument. The writer must provide something engaging at the beginning of their argument, so the reader will continue to read the rest of the argument.” Instruction: “Yesterday, we reviewed and practiced how to write the claim and reasons to support the claim. After the author has established the claim and reasons that support it, the next step is to write an introductory paragraph. The introductory paragraph is one of the most critical paragraphs in the argument because it introduces the argument to the reader. Early in the introductory paragraph, the writer uses a hook to engage the reader. The hook is a striking statement, a question, or a startling fact that catches the reader’s attention. The writer will also include background information and context to support the argument. Today, we will focus on writing an introductory paragraph that includes a hook, background information, context, and claim.” Guided Practice: “Let’s begin reviewing the thesis statement and reasons that support the claim related to the school uniform issue. One of the most important elements of the structure of an argument is the introduction, because a strong introduction sets the stage for the rest of the argument. Now, let’s look at the example together. In the example, the first sentence is the hook: Imagine opening your closet to find something to wear to school, and all you can find are navy pants and white shirts. The hook immediately plants a visual image in the mind of the reader, who imagines his or her own closet. The author continues with: Doesn’t that sound like a nightmare? The reader makes a connection to how he or she might feel about a closet full of navy and white clothes. The author has done a good job of creating a hook that immediately grabs the attention of the reader. The author continues to build the introduction with the background information, context, and concludes with the claim. (Use the same process to discuss the background information, context, and claim with students. Sentences are labeled in the example paragraph.) We will begin to develop an argument on the topic of vending machines on campus. The question is: Should vending machines be allowed at school or not? Yesterday, we determined the three strongest reasons to support the argument, and today we will write the introductory paragraph.” Independent Practice: Review directions with students. Remind students that they may write either one or two sentences for each piece. If students need additional assistance, continue with Guided Practice to complete the chart or assign students to work with a partner. *Students will need lined paper to write the argument. Review: Have students share their introductory paragraphs with partners prior to reviewing with students. Closure: “Today, we practiced writing an introductory paragraph that includes a hook, background information, context, and claim. Turn to your new partner and share your hook.” Answers: Answers will vary.

1. A striking statement, question, or startling fact to hook the reader. 2. Background information that supports having or not having vending

machines at school. 3. Context that shows why they are or are not a good idea. 4. Thesis statement from lesson 2.

St. Ed. Pg. 155


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Introductory Paragraph Lesson: #3 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim.

Structure: o Topic – Issue – Pros and Cons o Thesis Statement – Making a Claim and Reasons Introduction (Paragraph 1) – Hook o Body (Paragraphs 2, 3, 4) – reasons and evidence o Conclusion (Paragraph 5) – Strong Closing Statement – (Paragraph 5)

Example: Introduction (Paragraph ) – Hook

o Hook (1-2 Sentences) – Startling Situation or Interesting Question o Background Information (1-2 Sentences) o Context (1-2 Sentences) o Claim (Thesis Statement)

Hook Imagine opening your closet to find something to wear to school, and all you can find are navy pants and white shirts. Does that sound like a nightmare? Background Well, for many public school students in America, it is a reality! Context Every day students all across America, students are in schools that require them to wear a uniform. Claim/Thesis Statement In America’s schools, students should not be forced to wear uniforms. Directions: Complete the chart. Use the information from previous lessons to complete the thesis statement and claim. Refer to the Pros/Cons chart for support with the background information and context for the issue.

Topic: Vending Machines Thesis Statement: Introductory Paragraph – Fill in information in the space provided. Hook 1. _______________________________________________________

_______________________________________________________

_______________________________________________________

Background Information

2. _______________________________________________________

_______________________________________________________

_______________________________________________________

Context 3. _______________________________________________________

_______________________________________________________

_______________________________________________________

Claim 4. _______________________________________________________

_______________________________________________________

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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Transition Words and Phrases Lesson: #4 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will use transition words and phrases. Introduction: “An author selects a topic, thesis statement, and reasons that support the claim, but then the author needs to connect the ideas to make a clear, coherent argument. Transition words and phrases help the reader follow the author’s argument.”

Instruction: “Yesterday, we practiced writing the introductory paragraph for an argument. We will write the body paragraphs and the conclusion in next week’s lessons, but we need to practice connecting ideas before we begin that work. We use transition words and phrases to connect ideas in our writing. Transition words and phrases can introduce ideas, show how ideas are connected, or let the reader know that the writing is coming to its ending. The ability to effectively use transition words and phrases takes practice, but it is an important skill for any writer. Today, we will focus on using transition words and phrases, so we can incorporate them into our argument. Look at the chart at the top of your page. It shows transition words and phrases that can be used for three different purposes: to introduce, to connect ideas, and to conclude.” Review the chart together. Remind students that this is a short list, and they may know other transition words and phrases that they would like to use in their writing.

Guided Practice: “Today, we will write sentences that use transition words and phrases to introduce, to connect ideas, and to conclude. Let’s look at the Example A together. In Example A the sentence: To begin with students need to learn to express their individuality, uses the transition phrase to begin with to introduce the first reason to support the claim. In Example B the sentence: In addition to the lack of individuality, it is expensive to buy uniforms for school, connects this idea with the previous ideas. The transition phrases helps the reader know what the author intends to do in this paragraph. In Example C the sentence: For these reasons school uniforms should not be required of students, uses the concluding phrase: For these reasons at the beginning of the sentence that sums up the entire argument. The concluding phrase should be part of a powerful ending sentence if it is summing up the entire argument. Remember, the ability to effectively use transition words and phrases is important for arguments, but using them takes time and practice. Good writers know and use a variety of transition and concluding words and phrases.” Independent Practice: Review the directions with students. If students need additional assistance, assign students to work with a partner to write the sentences with transition and concluding words and phrases. Review: Prior to reviewing student responses, have students share one of their sentences and the transition or concluding word or phrase with a partner or a group. Closure: “Today, we reviewed and practiced how to write and use transition and concluding words and phrases. Turn to your partner and share a different sentence and the transition word or phrase.” Answers: Answers will vary.

1-2. These two sentences use introductory words or phrases. 3-4. These two sentences use connecting words or phrases. 5-6. These two sentences use concluding words or phrases.

St. Ed. Pg. 156


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Transition Words and Phrases Lesson: #4 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence.

Transition Words and Phrases To introduce To connect ideas To conclude

First It is clear that To begin with For the purpose of With this intention

Instead of Rather than Similarly Consequently Furthermore Another

On the other hand Additionally In addition to Clearly Besides Although

In conclusion As you can see To summarize As a result Therefore

Obviously For these reasons As I said Finally

Example A: To begin with students need to learn to express their individuality.

Example B: In addition to the lack of individuality, it is expensive to buy uniforms for school.

Example C: For these reasons school uniforms should not be required of students.

Directions: Write two sentences using each of the three types of transition words or phrases: Transition Words and Phrases to introduce:

1. _____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

Transition Words and Phrases to connect ideas:

3. _____________________________________________________________________

_____________________________________________________________________

4. _____________________________________________________________________

_____________________________________________________________________

Transition Words and Phrases to conclude:

5. _____________________________________________________________________

_____________________________________________________________________

6. _____________________________________________________________________

_____________________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #1 The weekly evaluation may be used in the following ways:

As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction. Standard: W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished. Answers: 1. (W.6.1) Answers will vary, but the students should list pros

(arguments for) and cons (arguments against) for the issue of requiring PE at school.

2. (W.6.1) Answers will vary, but students should write a thesis statement stating a claim about the issue of requiring PE at school.

3. (W.6.1) Answers will vary, but students should include the ideas that transition words and phrases help the reader follow the argument through introductions, connections, and conclusions.

St. Ed. Pg. 157


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #1 Argument: Establishes a claim and uses logical reasoning, examples, and research to prove the claim.

Structure: Topic – Issue – Pros and Cons o Thesis Statement – Making a Claim o Introduction (Paragraph 1) – Hook o Body (Paragraphs 2, 3, 4) – Reasons and Evidence o Conclusion (Paragraph 5) – Strong Closing Statement

Topic: PE Issue: Should we or should we not require PE at school.

Directions: Complete the Pros and Cons chart with at least three reasons in each box. 1.

Issue to be Argued: Should PE be required at school? Pros (Arguments For) Cons (Arguments Against)

2. Based on the Pros and Cons in the chart, chose a side and write a possible claim (thesis statement).

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. What is the purpose of transition words and phrases in an essay?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: First Body Paragraph Lesson: #5 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the first body paragraph of the argument that includes a strong reason (Reason 1) and three pieces of evidence, facts, or examples. Introduction: “In an argument, the author must support their claim with relevant evidence. When the author builds a strong foundation for the claim, the reader is more likely to agree with the author’s argument or point of view.”

Instruction: “We have practiced writing an introductory paragraph that includes a hook, background information, context, and a claim. While the introductory paragraph is one of the most critical paragraphs in the argument, the body paragraphs are also important for building a strong case for the argument. The author needs to provide strong evidence that supports the reasons. Today, we will focus on writing the first body paragraph that includes Reason 1 and three pieces of evidence, facts, or examples that support the reason. You may look back at lesson 2 to determine the first reason you will write about. Your first body paragraph will be just about that reason. You will write evidence, facts, or examples to show the relevance of the reason to show or prove your claim.”

Guided Practice: “Today, we will write the first body paragraph including the topic/transition sentence, evidence, and concluding sentence. The body paragraphs are the heart of the argument. They provide the evidence to support the author’s claim. Now, let’s look at the example together. In the example, the first sentence is the topic/transition sentence: First of all, students should not wear uniforms because they take away a student’s sense of individuality. The topic/transition sentence clearly states the first main point (Reason 1). The author continues with the three pieces of evidence that support the topic sentence. The second sentence is: Students begin to find their fashion style by making individual choices about what to wear, and is the first piece of evidence to support the topic sentence. Sentences 3 and 4 also support the topic sentence. The last sentence is the concluding sentence: Therefore, it is important for students to have choices about what they wear to school, and the author uses a word, Therefore, which is used to conclude or summarize all the ideas in the paragraph. The structure of the body paragraph is used on all body paragraphs to be certain the overall argument is clear and includes relevant evidence.” Independent Practice: Review the directions with students. If students need additional assistance, continue with Guided Practice to complete the chart or assign students to work with a partner. *Students will need lined paper to write the argument. Review: Have students share their introductory paragraphs with partners prior to reviewing with as a class. Closure: “Today, we practiced writing the first body paragraph that includes the topic/transition sentence, evidence, and concluding sentence. Turn to your partner and share your topic/transition sentence.” Answers: Answers will vary.

1. Topic transition sentence that includes an introductory transition word or phrase.

2-4. Sentences that provide facts, evidence, or examples to support the reason in the first sentence. 5. Concluding sentence for the paragraph that restates or summarizes the reason explored in the paragraph.

St. Ed. Pg. 159


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: First Body Paragraph Lesson: #5 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure:

Topic – Issue – Pros and Cons Thesis Statement – Making a Claim and Reasons Introduction (Paragraph 1) – Hook Body (Paragraphs 2, 3, 4) – Reasons and Evidence Conclusion – Strong Closing Statement – (Paragraph 5)

Example: First Body (Paragraph 2) – Reasons and Evidence

o Reason 1 o Topic/Transition Sentence o Three (3) Pieces of Evidence – Support, Examples, Facts o Concluding Sentence for this reason

Topic/Transition Sentence First of all, students should not wear uniforms because they take away a student’s sense of individuality. Evidence 1 Students begin to find their fashion style by making individual choices about what to wear. Evidence 2 When students are limited to navy pants and white shirts, students are not able to wear colors and styles that express their personal style. Evidence 3 Students need the opportunity to make their own choices, so they can learn how to make good decisions. Concluding Sentence Therefore, it is important for students to have choices about what they wear to school. Directions: Complete the chart using the reasons written in lesson 2.

Topic: Vending Machines Thesis Statement:

Topic/ Transition Sentence

1. ________________________________________________________

________________________________________________________

Evidence 1 2. ________________________________________________________

________________________________________________________

Evidence 2 3. ________________________________________________________

________________________________________________________

Evidence 3 4. ________________________________________________________

________________________________________________________

Concluding Sentence

5. ________________________________________________________

________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Second Body Paragraph Lesson: #6 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the second body paragraph of the argument that includes the stronger reason (Reason 2); three pieces of evidence, facts, or examples; and a conclusion. Introduction: “Writers can organize their reasons from strong to strongest or from strongest to strong, it depends on their purpose. Some writers prefer to end with their strongest reason, so the argument builds to a climax. An experienced writer will use the sequence that works best for the argument.”

Instruction: “Yesterday, we practiced writing the first body paragraph, three pieces of evidence, and a conclusion. The second body paragraph will continue to build evidence for the writer’s claim. It is important to have a sequence for building the evidence that makes sense to the reader and articulates the reasons that the writer chose that position in the argument. Today, we will focus on writing the second body paragraph that includes Reason 2, three pieces of evidence that support the reason, and the conclusion.”

Guided Practice: “Today, we will write the second body paragraph including the topic sentence, evidence, and concluding sentence. Remember, the body paragraphs are the heart of the argument and provide the evidence to support the writer’s claim. Let’s look at the example together. In the example, the first sentence is the topic/transition sentence: Furthermore, school uniforms do not save families money. The topic sentence clearly states the second main point (Reason 2). The writer continues with the three pieces of evidence that support the topic/transition sentence. The second sentence is: First, families are not able to take advantage of clothing sales, because uniforms can only be purchased at certain stores, and is the first piece of evidence to support the topic sentence. Sentences 3 and 4 also support the topic/transition sentence. The last sentence is the concluding sentence: Clearly, school uniforms do not save families money when we examine the evidence, if anything they cost families more money, and the writer uses a word, Clearly, which is used to conclude or summarize all the ideas in the paragraph. The writer maintains the structure of the body paragraph and concluding with a sentence that ties all the ideas together for the audience.” Independent Practice: Review the directions with students. Remind students to include transition and conclusion words and phrases. *Students will need lined paper to write the argument. Review: Provide an opportunity for students to discuss their concluding sentences and discuss how it connects the topic sentence and the evidence. Closure: “Today, we practiced writing the second body paragraph that includes the topic/transition sentence, evidence, and concluding sentence.” Answers: Answers will vary.



St. Ed. Pg. 160


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Second Body Paragraph Lesson: #6 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure:


Example: Second Body (Paragraph 3) – Reasons and Evidence o Reason 2 o Topic/Transition Sentence o Three (3) Pieces of Evidence – Support, Examples, Facts, Reasons o Concluding Sentence

Topic/Transition Sentence Furthermore, school uniforms do not save families money. Evidence 1 First, families are not able to take advantage of clothing sales, because uniforms can only be purchased at certain stores. Evidence 2 Actually, it costs more when schools require uniforms because students still need regular clothing when they are not in school which families have to buy. Evidence 3 Finally, uniforms wear out faster because they are worn frequently so they have to be replace more often. Concluding Sentence Clearly, school uniforms do not save families money when we examine the evidence, if anything they cost families more money. Directions: Complete the chart using the second reason written in lesson 2 to complete the second body paragraph.



1. ________________________________________________________

________________________________________________________

Evidence 1 2. ________________________________________________________

________________________________________________________

Evidence 2 3. ________________________________________________________

________________________________________________________

Evidence 3 4. ________________________________________________________

________________________________________________________

Concluding Sentence

5. ________________________________________________________

________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Third Body Paragraph Lesson: #7 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the third body paragraph of the argument that includes the stronger reason (Reason 3), three pieces of evidence, and a conclusion. Introduction: “The writer’s purpose in an argument essay is to convince the audience that the claim is true. A writer evaluates their argument as he or she writes and makes adjustments to ensure that he or she is writing a strong, well-supported argument.”

Instruction: “Yesterday, we practiced writing the second body paragraph, three pieces of evidence, and conclusion. The third body paragraph is the last piece of evidence for the writer’s claim. The writer wants to be certain that the third paragraph is strong because it will lead the audience into the concluding paragraph. Today, we will focus on writing the third body paragraph that includes Reason 3, three pieces of evidence, and the conclusion.”

Guided Practice: “Today, we will write the third body paragraph including the topic/transition sentence, evidence, and concluding sentence. Remember, the body paragraphs are the heart of the argument and provide the evidence to support the writer’s claim. Now, let’s look at the example together. In the example, the first sentence is the topic/transition sentence: Finally, uniforms do not increase safety at school. The topic/transition sentence clearly states the third main point (Reason 3). The writer then includes three pieces of evidence that support the topic/transition sentence. The second sentence is: First, most schools already have clothing policies in place that discourage gang related or other inappropriate clothing, and is the first piece of evidence to support the topic/transition sentence. Sentences 3 and 4 also support the topic sentence. The last sentence is the concluding sentence: As you can see, schools themselves validate this point because if all it took to increase school safety would be to require school uniforms – wouldn’t every school have a uniform policy?, and the writer the phrase, As you can see, which is used to connect all the ideas in the paragraph. The writer’s concluding sentence ends with a question that provides the audience with something to think about.” Independent Practice: Review the directions with students. Remind students to include transition and conclusion words and phrases. *Students will need lined paper to write the argument. Review: Provide an opportunity for students to discuss their concluding sentences and discuss how it connects the topic sentence and the evidence. Closure: “Today, we practiced writing the third body paragraph that includes the topic/transition sentence, evidence, and concluding sentence.” Answers: Answers will vary.



St. Ed. Pg. 161


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Third Body Paragraph Lesson: #7 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure:


Example: Third Body (Paragraph 4) – Reasons and Evidence o Reason 3 (Chart B) o Topic/Transition Sentence o Three (3) Pieces of Evidence – Support, Examples, Facts, Reasons o Concluding Sentence

Topic/Transition Sentence Finally, uniforms do not increase safety at school. Evidence 1 First, most schools already have clothing policies in place that discourage gang related or other inappropriate clothing, Evidence 2 In fact, it might make schools less safe because students who might be easily identified by their clothing, easily blend in when all students wear a uniform. Evidence 3 Lastly, a uniform does not prevent student from breaking school rules, all schools whether they have uniforms or not, have discipline issues. Concluding Sentence As you can see, schools themselves validate this point because if all it took to increase school safety would be to require school uniforms – wouldn’t every school have a uniform policy?

Directions: Complete the chart using the second reason written in lesson 2 to complete the third body paragraph.



1. ________________________________________________________

________________________________________________________

Evidence 1 2. ________________________________________________________

________________________________________________________

Evidence 2 3. ________________________________________________________

________________________________________________________

Evidence 3 4. ________________________________________________________

________________________________________________________

Concluding Sentence

5. ________________________________________________________

________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Concluding Paragraph Lesson: #8 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the conclusion of the argument that restates the thesis, summarizes the three main points, and includes a final statement. Introduction: “The concluding paragraph of an argument essay is the author’s last opportunity to provide the reader with reasons to accept the claim. The author wants to conclude with a summary of the argument and a powerful clincher – which might be a fascinating question or a stimulating idea.” Instruction: “Yesterday, we practiced writing the third body paragraph, three pieces of evidence, and conclusion. Today, we will focus on the conclusion to the argument. The author’s goal is to leave the reader thinking by providing the reader with an interesting question or memorable final sentence to end the argument. Take a few minutes to reread what you have written in lessons 3, 5, 6, and 7. These are your introductory and body paragraph ideas. Your conclusion will be the opportunity to make one more effort to convince the reader of your claim. When you have finished writing the conclusion, consider a title that relates to the claim and will grab the attention of the reader. While the title is the first thing the reader sees, it is the last thing you write because you want to be sure that it relates to what you wrote.” Guided Practice: “Today, we will write the concluding paragraph that includes a restatement of the thesis, a summary or the main ideas, and a strong closing statement. Remember, the concluding paragraph is the author’s last opportunity to capture the reader’s attention in a way that compels him or her to agree with the thesis. Let’s look at the example together. In the example, the first sentence is the restatement of the thesis: America is the land of the free and students should not be forced to wear a uniform to school. The sentence clearly restates the thesis of the argument. Next, the writer includes a one sentence summary of each of the three reasons (main points). The second sentence is: One of the worst things we can do to students is to take away their individuality by pushing them all into the same mold, and is a summary of the first reason used to support the thesis. Sentences 3 and 4 summarize Reason 2 and Reason 3. The last sentence is the final statement: We live in a country that prides itself on individual freedom of choice and expression, why would we take the very thing that we fought so hard to achieve away from our own children? The author’s final statement is intended to be thought provoking. An author always wants to end the argument with the strongest possible statement to support the thesis. Once you have written your conclusion, write a title that will have an immediate impact on the reader.” Independent Practice: Review the directions with students. Review: After a few minutes, review together. Provide an opportunity for students to discuss their final statements and explain why they chose them as final statements. Closure: “Today, we practiced writing the concluding paragraph that includes a restatement of the thesis, a summary or the main ideas, and a strong closing statement. Turn to a partner and share the title of your argument.” Answers: Answers will vary.

1. Restate the claim. 2-4. Restatement of the three reasons to support the claim. 5. A final statement to leave the audience thinking. 6. A title for the argument

St. Ed. Pg. 162


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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Concluding Paragraph Lesson: #8 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure:


Example: Conclusion – Strong Closing Statement – (Paragraph 5) o Restatement of the Thesis Statement o Summary of Three Reasons (Main Points) o Final Sentence – Powerful Statement – Leave the Audience Thinking!

Restatement America is the land of the free and students should not be forced to wear a uniform to school. Reason 1 One of the worst things we can do to students is to take away their individuality by pushing them all into the same mold. Reason 2 In addition, families do not save money when schools require uniforms, instead families spend twice as much money because they need two totally separate sets of clothing. Reason 3 Finally, all schools have safety concerns and problems regardless of whether they require school uniforms or not. Final Statement We live in a country that prides itself on individual freedom of choice and expression, why would we take the very thing that we fought so hard to achieve away from our own children? Possible Title: Don’t Restrict Our Freedom of Expression! Directions: Complete the chart.

Topic: Vending Machines

Restatement of Thesis

1. ______________________________________________________

______________________________________________________

Reason 1: Summary

2. ______________________________________________________

______________________________________________________

Reason 2: Summary

3. ______________________________________________________

______________________________________________________

Reason 3: Summary

4. ______________________________________________________

______________________________________________________

Final Statement

5. ______________________________________________________

______________________________________________________

Possible Title

6. ______________________________________________________

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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #2 The weekly evaluation may be used in the following ways:

As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standard: W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished.

Answers: Answers will vary. 1. (W.6.1) You list pros and cons to decide which side you want to

argue. 2. (W.6.1) Assigning homework on Fridays is an unfair practice. 3. (W.6.1) The hook is intended to engage the reader and make him

or her want to keep reading to the end. 4. (W.6.1) Include how hard students work all week, the need for

family time, the need to relax and distress. 5. (W.6.1) You write the title at the end, so it reflects what you

have written in the argument.

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Common Core Standards Plus® – Language Arts – Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #2 Argument: Establishes a claim and uses logical reasoning, examples, and research to prove the claim.

Structure: Topic – Issue – Pros and Cons Thesis Statement – Making a Claim Introduction (Paragraph 1) – Hook Body (Paragraphs 2, 3, 4) – Reasons and Evidence Conclusion (Paragraph 5) – Strong Closing Statement

Directions: Answer each question with a complete sentence. 1. What is the purpose for listing pros and cons about an issue?

___________________________________________________________________________

___________________________________________________________________________

2. What is a possible thesis statement for the claim, “There should be no homework on Fridays.”

___________________________________________________________________________

___________________________________________________________________________

3. What is the purpose of writing a hook?

___________________________________________________________________________

___________________________________________________________________________

4. What sort of information might you include if you were arguing that there should be no homework on Fridays?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. When do you write the title for an argument? Why do you write it at that time?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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Lesson Objective: The students will work individually to write an argument. The students will include the pros and cons of the argument, three supporting reasons, their position, evidence, and a concluding statement.

Overview: Students review all the elements of argument writing addressed in the Common Core Standards Plus Writing Lessons 1-8, E1-E2.

Students will:• Write a clear introduction that states a claim.• Support their claims with clear reasons and relevant evidence, use credible sources, and demonstrate

a clear understanding of the topic.• Use a variety of words, phrases, and clauses to clarify the relationships between claim and reasons.• Establish and maintain a formal style.• Provide a well-developed concluding statement or section that follows the argument.

Guided Practice: • Review all the elements of an argument writing piece.• Review the argument writing prompt.• Review transition and concluding words and phrases; remind students to use them in the paper.• Review the criteria for a 4 point rubric score.• Brainstorm ideas for topic.• With guidance, students will complete a graphic organizer to develop their arguments.• Review how to:

• Identify pros and cons of the argument.• List the three most important reasons to support the argument.• Write the claim and the thesis statement.• Write three reasons in support of the argument.• Write three pieces of evidence for each stated reason.• Include transition and concluding words, phrases, and clauses to clarify relationships.• Write a well-developed concluding statement or section that follows the argument.

• Before beginning to write their arguments, students will trade their graphic organizers with a partner. • They will review their partner’s graphic organizers and share any suggestions on how to clarify

the ideas and/or improve the structure.

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

Required Student Materials: • Student Pages: St. Ed. Pgs. 165-167 (Worksheets), St. Ed. Pg. 168 (Rubric) • Lined paper

Common Core Standards Plus® – Language Arts – Grade 6Performance Lesson #8 – Strand: Writing – Argument

St. Ed. Pgs. 165-168


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Independent Practice: (Required Student Materials: St. Ed. Pgs. 165-167) Have the students:

• Use the completed graphic organizers to organize and write their arguments.• Write 5 paragraphs:

• 1st Paragraph – Introduction, hook, background, context, and claim or thesis statement.• 2nd-4th Paragraphs – A paragraph for each reason with supporting evidence.• Last Paragraph – Concluding statement or section that clearly follows the argument.

Review & Evaluation: (Required Student Materials: St. Ed. Pg. 168) • Option 1: Students read their arguments to a partner before making any additions or revisions.

Then students trade papers and partners use the rubric to score the arguments. Students then use the peer scores to edit their papers.

• Option 2: Teacher selects examples of student work (unidentified) and displays them on the overhead to discuss strengths and weaknesses.

• Option 3: Teacher collects and scores with the writing rubric.

St. Ed. Pgs. 165-168



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6th Grade Argument Writing Prompt

Most tweens and teens do not want to be supervised or watched over by their parents as they shop, go to the movies, or hang out with their friends at the mall. However, many store owners in malls are complaining of disorderly and disruptive tweens and teens being loud and troublesome at the mall. Mall owners say that the kids hang out in large groups and get into trouble. Many malls now require tweens and teens to have an adult with them while they are there. Should tweens and teens be able to go to the mall on their own? Or should tweens and teens be required to have an adult with them when they are at the mall? Take a position and write an argument to support your position. The argument must include the following:

1. Consider the pros and cons and take a position 2. Include transition and concluding words and phrases

a. Write a thesis statement – make a claim b. Introductory paragraph – hook c. Three body paragraphs

i. Each paragraph must include specific reasons and evidence d. Conclusion – strong closing statement

Complete the Pros and Cons chart and use it to plan your argument.

Adult Supervision of Tweens and Teens at the Mall Pros Cons

List the Three (Most Important) Reasons to Support Your Argument 1. ___________________________________________________________________________________

___________________________________________________________________________________ 2. ___________________________________________________________________________________

___________________________________________________________________________________ 3. ___________________________________________________________________________________

___________________________________________________________________________________


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Argument Outline Claim: ____________________________________________________________________________

Introductory Paragraph

Hook: ____________________________________________________________________________ Background Information: _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Context: __________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Claim/Thesis Statement: _____________________________________________________________ __________________________________________________________________________________

First Body Paragraph

Main Point 1 Transition Sentence: ______________________________________________________ __________________________________________________________________________________ Evidence 1: ________________________________________________________________________ __________________________________________________________________________________ Evidence 2: ________________________________________________________________________ __________________________________________________________________________________ Evidence 3: ________________________________________________________________________ __________________________________________________________________________________ Concluding Sentence: _______________________________________________________________ __________________________________________________________________________________

Second Body Paragraph

Reason 2 Transition Sentence: ________________________________________________________ __________________________________________________________________________________ Evidence 1: ________________________________________________________________________ __________________________________________________________________________________ Evidence 2: ________________________________________________________________________ __________________________________________________________________________________ Evidence 3: ________________________________________________________________________ __________________________________________________________________________________ Concluding Sentence: _______________________________________________________________ __________________________________________________________________________________


Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

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Third Body Paragraph Reason 3 Transition Sentence: ________________________________________________________ __________________________________________________________________________________ Evidence 1: ________________________________________________________________________ __________________________________________________________________________________ Evidence 2: ________________________________________________________________________ __________________________________________________________________________________ Evidence 3: ________________________________________________________________________ __________________________________________________________________________________ Concluding Sentence: _______________________________________________________________ __________________________________________________________________________________

Conclusion

Restatement of Thesis: _______________________________________________________________ __________________________________________________________________________________ Summary of Reason 1: _______________________________________________________________ __________________________________________________________________________________ Summary of Reason 2: _______________________________________________________________ __________________________________________________________________________________ Summary of Reason 3: _______________________________________________________________ __________________________________________________________________________________ Final Statement: ____________________________________________________________________ __________________________________________________________________________________


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6th Grade Writing Rubric -‐ Argument

4 3 2 1

• Introduces the claim(s) clearly.

• Organizes the reasons and evidence clearly.

• Introduces the claim(s). • Organizes the reasons and

evidence.

• Attempts to introduce the claim(s).

• Organization of the reasons and evidence is unclear.

• Does not introduce the claim(s).

• Organization of the reasons and evidence is lacking.

• Supports claim with clear reasons and relevant evidence; uses credible sources; demonstrates a clear understanding of the topic.

• Supports claim with clear reasons and relevant evidence; uses credible sources; demonstrates understanding of the topic.

• Supports claim with some reasons and relevant evidence; may use some credible sources; demonstrates limited understanding of the topic.

• Does not support claim with reasons and relevant evidence; does not use credible sources; demonstrates little or no understanding of the topic.

• Uses a variety of words, phrases, and clauses to clarify the relationships between claim and reasons.

• Uses words, phrases, and clauses to clarify the relationships between claim and reasons.

• Uses some words, phrases, and clauses to clarify the relationships between claim and reasons.

• Does not use words, phrases, and clauses to clarify the relationships between claim and reasons.

• Clearly establishes and maintains a formal style.

• Establishes and maintains a formal style.

• Attempts to establish and maintain a formal style.

• Does not establish and maintain a formal style.

• Provides a well-‐developed concluding statement or section that follows from the argument.

• Provides a concluding statement or section that follows from the argument.

• Attempts to provide a concluding statement or section that follows from the argument.

• Does not provide a concluding statement or section that follows from the argument.

• Use of conventions (spelling, punctuation, grammar) includes no errors.

• Use of conventions (spelling, punctuation, grammar) includes few errors that do not interfere with understanding.

• Use of conventions (spelling, punctuation, grammar) includes several errors that may interfere with understanding.

• Use of conventions (spelling, punctuation, grammar) includes many errors that interfere with understanding.


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St. Ed. Page

DOK Level

Capitalization

(Language S

tand

ard: L.6.2) 1 Political Divisions

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

24 3

1‐2

2 Physical Features 26 4

3 Man‐made Structures 28 5

4 Titles 30 6

E1 Evaluation–Capitalization Rules 32 7

Punctuation

(Language S

tand

ard: L.6.2a)

1 Parenthetical Elements

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

40 9

1‐2

2 Parenthetical Elements 42 10



E1 Evaluation–Parenthetical Elements 48 13

Spellin

g (Language S

tand

ard: L.6.2b)

1 Root Words

L.6.2b: Spell correctly.

56 15

1‐2

2 Root Words 58 16

3 Root Words 60 17

4 Root Words 62 18

E1 Evaluation–Root Words 64 19

Gram

mar and

Usage

(Language S

tand

ards: L.6.1a

‐d)

1 Subjective Case Pronouns L.6.1a: Ensure that pronouns are in the proper case (subjective, objective, possessive).

74 21

1‐2

2 Objective Case Pronouns 76 22

3 Possessive Case Pronouns 78 23

4 Intensive Pronouns L.6.1b: Use intensive pronouns (e.g., myself, ourselves). 80 24

E1 Evaluation–Pronouns L.6.1a, L.6.1b 82 25

5 Shifts in Number and Person L.6.1c: Recognize and correct inappropriate shifts in pronoun number and person.

84 28

1‐2

6 Shifts in Number and Person 86 29

7 Vague Pronouns L.6.1d: Recognize and correct vague pronouns (e.g., ones with unclear or ambiguous antecedents).

88 30

8 Vague Pronouns 90 31

E2 Evaluation–Shifts in Number and Person and Vague Pronouns

L.6.1c, L.6.1d92 31

P1 Performance Lesson #1 – Pronouns (L.6.1, L.6.1a, L.6.1b, L.6.1c, L.6.1d) 94‐95 33‐34 3

Common Core Standards Plus - LA Grade 6 Lesson Index


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St. Ed. Page

DOK Level

Know

ledge of Lan

guage

(Language S

tand

ard: L.6.3a)

1 Sentence Patterns

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

104 35

1‐2

2 Sentence Patterns 106 36



E1 Evaluation–Sentence Patterns 112 39

5 Prepositional Phrases

L.6.3a

114 41

1‐2

6 Coordinating Conjunctions 116 42

7 Subordinating Conjunctions 118 43

8 Correlative Conjunctions 120 44

E2 Evaluation–Sentence Patterns 122 45

P2 Performance Lesson #2 – Sentence Patterns (L.6.3a) 124‐125 47‐48 3

Vocabu

lary Acquisitio

n an

d Use

(Language S

tand

ard: L.6.4a‐b, L.6.5a‐c)

1 Context Clues

L.6.4a: 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.

136 49

1‐2

2 Context Clues 138 50



E1 Evaluation–Context Clues 144 53

5 Using a Prefix as a Clue to Meaning

L.6.4b: Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

146 55

1‐2

6 Using a Suffix as a Clue to Meaning 148 56

7 Using Greek Roots 150 57

8 Using Latin Roots 152 58

E2 Evaluation–Greek and Latin Roots 154 59

P3 Performance Lesson #3 – Great Wall of China (L.6.4a, L.6.4b) 156‐157 61‐62 3

9 Figures of Speech

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

160 63

1‐2

10 Figures of Speech 162 64



E3 Evaluation–Figures of Speech 168 67


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St. Ed. Page

DOK Level

Vocabu

lary Acquisitio

n an

d Use

(Language S

tand

ard: L.6.4a‐b, L.6.5a‐c)

13 Word Relationships

L.6.5b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words

170 69

1‐2

14 Word Relationships 172 70



E4 Evaluation–Word Relationships 178 73

17 Connotation/Denotation

L.6.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

180 75

1‐2

18 Connotation/Denotation 182 76



E5 Evaluation–Connotation/Denotation 188 79

P4 Performance Lesson #4 – Marco Polo (L.6.5a, L.6.5b, L.6.5c) 190‐191 81‐82 3

Integrated Project #1: In the Words of… (W.6.4, W.6.7, W.6.10, SL.6.2, SL.6.6, L.6.1, L.6.1a, L.6.1b, L.6.1c, L.6.1d, L.6.1e, L.6.2, L.6.2a, L.6.2b, L.6.3, L.6.3a, L.6.3b, L.6.4, L.6.4a, L.6.4b, L.6.4c, L.6.4d, L.6.5, L.6.5a, L.6.5b, L.6.5c, L.6.6)

197‐201 83‐88 4

Prerequisite Common Core Standards Plus Strands: Capitalization, Punctuation, Spelling, Grammar and Usage, Knowledge of Language and Vocabulary Acquisition and Use

Product: A written analysis of a famous speech and an oral presentation of the speech and the analysis.

Overview: In this project the students will research a famous speech. They will analyze the language including word choice, connotation and denotation, figures of speech, and the context of the speech. They will orally present the speech and their analysis to the class. Since this is a learning activity, all components will be completed in class.



32



St. Ed. Page

DOK Level

Read

ing Inform

ationa

l Text

(Reading

Inform

ational Text S

tand

ards: RI.6.1‐6, R

I.6.8)

Text for Lessons 1‐4, Evaluation 1: Reptiles 218 89

1 Explicit Details and Inferences

RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

220 90

1‐2

2 Explicit Details and Inferences 222 91



E1 Evaluation–Explicit Details and Inferences 228 94

Text for Lessons 5‐8, Evaluation 2: Swamps 230 95

5 Word Meaning

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

232 96

1‐2

6 Word Meaning 234 97



E2 Evaluation–Word Meaning 240 100

Text for Lessons 9‐12, Evaluation 3: The Amazing Wright Brothers 242‐243 101‐102

9 Analyzing Informational Text

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).

244 103

1‐2

10 Analyzing Informational Text 246 104



E3 Evaluation–Analyzing Informational Text 252 107

Text for Lessons 13‐16, Evaluation 4: Marine Debris 254 109

13 Analyze Information

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.

256 110

1‐2

14 Central Idea 258 111



E4 Evaluation–Central Idea 264 114

Text for Lessons 17‐20, Evaluation 5: Marine Debris 266 115

17 Summary

RI.6.2

268 116

1‐2

18 Summary 270 117

19 Summary 272 118

20 Summary 274 119

E5 Evaluation–Summary 276 120

P5 Performance Lesson #5 – Gold Rush (RI.6.1, RI.6.2, RI.6.3, RI.6.4) 278‐279 121‐124 3

Common Core Standards Plus® – Language Arts – Grade 3


St. Ed.Page

DOK Level

Read

ing L

iterature

(Reading

Lite

rature Stand

ards: RL.3.1, R

L.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7)

5 Parts of Stories

RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

282 131

1‐2

6 Parts of Dramas 284 132

7 Parts of a Poem 286 133

8 Parts of a Poem 288 134

E2 Evaluation – Stories, Poems, and Dramas 290 135

9 Illustration and Mood

RL.3.7: Explain how specific aspects of a text’s illustration contribute to what is conveyed by the words in the story (e.g., create mood, emphasize aspects of a character or setting.)

292 137

1‐2

10 Illustration and Setting 294 138

11 Illustration and Character 296 139

12 Illustrations 298 140

E3 Evaluation – Illustrations 300 141

P5 Performance – Reading Literature: Character Study and Comic Strip (RL.3.1, RL.3.3, RL.3.5, RL.3.7)

302‐303 143‐146 3

13 Fables, Folktales, Myths, and Word Meanings RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures: determine the central message, lesson, or moral, and explain how it is conveyed through key details in the text. RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

308 147

1‐2

14 Fables, Folktales, and Myths 310 148



E4 Evaluation – Fables, Folktales, Myths, and Vocabulary 316 151

17 Point of View

RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.

318 153

1‐2




E5 Evaluation – Point of View 326 157

P6 Performance – Reading Literature: Point of View Movie Poster (RL.3.2, RL.3.4, RL.3.6) 328‐329 159‐162 3

Integrated Project # 2: The Play’s the Thing (RL.3.1, RL.3.2, RL.3.3 RL.3.4, RL.3.5, RL.3.6, RL.3.10, L.3.1, L.3.2, L.3.3, L.3.3a, L.3.3b, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.5, L.3.5a, L.3.5b, L.3.5c, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.4, SL.3.6, W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.4, W.3.5, W.3.6, W.3.10)

337‐342 163‐169 4

Prerequisite Common Core Standards Plus Strands: Knowledge of Language, Vocabulary Acquisition and Use, and Reading Literature

Product: Writing and performing an original play.

Overview: In this project, the students will choose one of the following tales to rewrite as a play: The Three Little Pigs, Jack and the Beanstalk, Goldilocks and the Three Bears, Town Mouse and Country Mouse, Little

Red Riding Hood, or The Tortoise and the Hare The students will work in groups to re‐write, stage, and present the tale as a play. If they choose a tale with just two characters, they will need to add more characters and/or a narrator to provide each group member with a role. The group size must match the number of roles in the play. Since this is a learning activity, all components will be completed in class.



33



St. Ed. Page

DOK Level

Read

ing Inform

ationa

l Text

(Reading

Inform

ational Text S

tand

ards: RI.6.1‐6, R

I.6.8)

21 Point of View

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

284 125

1‐2





P6 Performance Lesson #6 – Point of View (RI.6.6) 294‐295 131‐135 3

25 Analyzing Text

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.

302 136

1‐2




E7 Evaluation–Analyzing Text 310 140

P7 Performance Lesson #7 – Milestones of Flight (RI.6.5) 312‐313 141‐145 3

Text for Lessons 29‐32, Evaluation 8: The Future of Education 319 146

29 Evaluating Argument

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.

320 147

1‐2




E8 Evaluation–Evaluating Arguments 328 151

Writing


.6.1‐3)

1 Structure of an Argument

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

338 153

1‐2

2 Thesis Statement and Evidence 340 154


4 Transition Words and Phrases 344 156



W.6.1

348 159

1‐2





P8 Performance Lesson #8 – Writing Argument – Kids at the Mall (W.6.1) 358‐359 165‐168 3



34



St. Ed. Page

DOK Level

Writing


.6.1‐3)

9 Examining a Topic

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.

364 169

1‐2

10 Examining a Topic 366 170

11 Compare/Contrast Information 368 171


E3 Evaluation‐ Informative Essay 372 173


W.6.2

374 175

1‐2




E4 Evaluation–Informative Essay 382 179

P9 Performance Lesson #9 – Writing Informative/Explanatory – Invention (W.6.2) 384‐385 181‐184 3

17 Narrative Story Structure

W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

390 185

1‐2

18 Organizing the Narrative 392 186

19 Narrative Outline 394 187

20 Introduction/Exposition Paragraph 396 188

E5 Evaluation–Narrative Essay 398 189

21 Body Paragraphs

W.6.3

400 191

1‐2

22 Writing the Climax 402 192

23 Falling Action, Resolution, Conclusion 404 193

24 Title and Review 406 194

E6 Evaluation–Narrative Essay 408 195

P10 Performance Lesson #10 – Writing Narrative – High Flying Adventure (W.6.3) 410‐411 197‐198 3 Integrated Project #2: Argue Your Point (RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.8, W.6.1, W.6.1a, W.6.1b, W.6.1c, W.6.1d, W.6.1e, W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9, W.6.9b, W.6.10, SL.6.1, SL.6.1b, SL.6.1c, SL.6.1d, SL.6.3, SL.6.4, SL.6.6, L.6.1, L.6.2, L.6.3, L.6.4c, L.6.6)

416‐421 199‐203 4

Prerequisite Common Core Standards Plus Strands: Reading Informational Text and Writing Product: Students will work with a partner to research an issue. They will determine the two opposing views on the issue. They will develop and write about the arguments for each side of the issue. They will each choose one of the viewpoints and present their views in an oral presentation. Overview: In this project the students will work in pairs to research an issue. They will analyze the issue and the two opposing viewpoints. They will work together to write the argument for each side. Each student will present one viewpoint, citing the argument, claims, and findings to the class. Since this is a learning activity, all components will be completed in class.



35



St. Ed. Page

DOK Level

Read

ing Literature

(Reading

Lite

rature Stand

ards: RI.6.1‐6)

1 Explicit Details and Inferences

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

436 204

1‐2




E1 Evaluation–Explicit Details and Inferences 444 208

5 Tone

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.

446 209

1‐2

6 Tone 448 210

7 Mood 450 211

8 Tone and Mood 452 212

E2 Evaluation–Tone and Mood 454 213

Text for Lessons 9‐12, Evaluation 3: Androcles and the Lion 456‐457 215‐216

9 Plot

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.

458 217

1‐2

10 Plot 460 218

11 Plot 462 219

12 Plot 464 220

E3 Evaluation–Plot 466 221

P11 Performance Lesson #11 – Beauty and the Beast – Plot and Structure(RL.6.1, RL.6.3, RL.6.4)

468 223‐226 3

Text for Lessons 9‐12, Evaluation 4: Androcles and the Lion 474‐475 227‐228

13 Summary

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.

476 229

1‐2

14 Summary 478 230

15 Summary 480 231

16 Summary 482 232

E4 Evaluation–Summary 484 233

Text for Lessons 17‐20, Evaluation 5: Echo and Narcissus 486‐487 235‐236

17 Characterization

RL.6.3

488 237

1‐2

18 Characterization 490 238



E5 Evaluation–Characterization 496 241

P12 Performance Lesson #12 – Beauty and the Beast – Characters and Summary (RL.6.2, RL.6.3)

498 243‐246 3



36



St. Ed. Page

DOK Level

Read

ing Literature

(Reading

Lite

rature Stand

ards: RI.6.1‐6)

21 Point of View

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

504 247

1‐2





Text for Lessons 25‐28, Evaluation 7: Icarus 514‐515 253‐254

25 Developing Theme

RL.6.2

516 255

1‐2

26 Developing Theme 518 256

27 Developing Theme 520 257

28 Theme 522 258

E7 Evaluation–Theme 524 259

Text for Lessons 29‐32, Evaluation 8: If 526 261

29 Literary Analysis

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.

528 262

1‐2

30 Literary Analysis 530 263



E8 Evaluation–Literary Analysis 536 266

P13 Performance Lesson #13 – Beauty and the Beast – Literary Analysis(RL.6.2, RL.6.5, RL.6.6)

538‐539 267‐270 3

Integrated Project #3: How Does It End? (RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, W.6.3, W.6.3a, W.6.3b, W.6.3c, W.6.3d, W.6.3e, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, SL.6.1, SL.6.1a, SL.6.1c, SL.6.6, L.6.1, L.6.2, L.6.3, L.6.5, L.6.5a, L.6.5b, L.6.6)

547‐552 271‐275 4

Prerequisite Common Core Standards Plus Strands: Reading Literature

Product: The students will write the final chapter to a story.

Overview: In this project the students will use given elements (theme, plot, characters, setting, and conflict) of a story to develop the resolution and ending of the story. They will present their final chapters in small groups. Since this is a learning activity, all components will be completed in class.



37

GOAL OF ENGLISH LEARNER INSTRUCTIONEL students are able to listen, speak, read, write English and demonstrate that they have learned the content and skills necessary to be successful in advanced learning and in larger society.

EL students must receive core curriculum instruction with appropriate support. Standards PLUS provides that support

How Standards Plus Lessons Support EL Instruction

TEACHER SUPPORT• Lessons are brief, easy to teach, academic standards-based lessons• Lessons instruct, guide/model and monitor student learning• Explicitly teaches content-based academic language in every lesson• Provides multiple opportunities to teach each standard

Models embedded EL Strategies for: • Listening and speaking • Writing • Written and oral English-language • Conventions • Reading: (word analysis, vocabulary development, comprehension, literary response and analysis) • Provides equal opportunities to maximize student learning through participation and interaction • Monitors student learning through built-in checks for understanding

STUDENT SUPPORT• Provides multiple opportunities to learn each standard• Learns and uses academic language that supports content standards

Practices and learns skills and strategies that foster English Language Development for: • Listening and speaking • Writing • Written and oral English-language conventions • Reading: (word analysis, vocabulary development, comprehension, literary response and analysis) • Has multiple, meaningful opportunities for engagement and interaction • Learns and practices test-taking strategies using technology.

Standards PLUS lessons assure equal access for all students by explicitly teaching and applying both ELA and Math standards along with communication skills, strategies and conventions that meet the goal of EL Instruction.

Standards PLUS Lessons Support EL Instruction

1.877.505.9152 www.standardsplus.org

www.standardsplus.org | 1•877•505•9152

Standards Plus Supplemental Materials have been independently reviewed and verified for alignment

to the California Standards by learninglist.com.

Standards Plus is a perfect fit for California Schools

Standards Plus has a proven record of closing achievement gaps in districts throughout California.

Standards Plus Materials Benefit English Learners:

• By explicitly targeting the standards

• Emphasizing academic vocabulary

• Accelerating language development

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Using Standards Plus instruction

across grade levels ensures

all students are given equal

access to grade level,

standards-based instruction.

Over 190+ Schools in California implemented

Standards Plus in 2016 and exceeded the

State Test average in one or more grade levels.

OVER 83% of Schools that implemented Standards Plus

in 2015-2016 more than doubled the California SBAC

growth rate in one or more grade level.

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Standards Plus Closes the Achievement Gapwith 7 Di�erent Programs in One

Standards Plus includes:

Standards Plus is Proven E�ective in California Schools

• 15-20 Minute

Direct Instruction

Lessons in Print

and Online

• Increase EL Performance

with Equity

• ELA & Math in Grades K-8

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Digital Learning Environment

• Intervention Materials Built-In

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Students ExperienceTechnology Consistent

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