madison county school district...6.rl.4: determine the meanings of words and phrases as they are...

Madison County School District 6th Grade ELA Pacing Guide

All Nine Weeks Pacing Guide

For each of the 4 nine weeks, the standards that are introduced will also be assessed throughout the year. It is up to the individual teacher’s discretion as to the order in which the standards are taught. It is also expected that there will be continued remediation and review of the assessed standards throughout the remainder of the year. Even though the Common Core standards are going to be fully implemented this year, our students will still be assessed using the MCT2.

The following guide was created based upon the

resources provided by the Madison County School District as of June 2013. Please note the pacing guide is subject to change. Text exemplars aligned to Common Core objectives for each nine weeks have been provided. These are suggestions and may be used at the discretion of the teacher.

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Mastery of Objectives by Nine Weeks

1st nine weeks RL 1 RL 2 RL 3 RL 5 RL 7 RL 9 W 3 SL 1 a-‐c L 2 L 4 a, c L 5 c

2nd nine weeks RL 1 RL 4 RL 6 RI 1 RI 2 RI 3 W 2 SL 1 a L 1 a L 3 b L 4 c L 5 a, b

3rd nine weeks RL 1 RL 2 RL 7 RL 9 RI 1 RI 2 RI 4 RI 6 RI 8 W 1 W 4 W 5 W 6 SL 1 d SL 2 SL 3 SL 4 SL 5 SL 6 L 1 b, c, d L 3 b L 4 d L 6

4th nine weeks RL 5 RL 10 RI 5 RI 7 RI 9 RI 10 W 7 W 8 W 9 W 10 L 1 e L 4 b

Using the pacing guide: *Student will be assessed for mastery during the nine week period for the “I can” statements listed below the objective. If an “I can” statement does not contain an asterisk, the objective is simply introduced during the nine week period and the student does not need to be formally assessed. Note: Objectives may be marked for mastery in more than one nine week period because each objective contains several “I can” statements. The “I can” statements are dispersed for mastery throughout the four nine weeks.

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Madison County School District 1st Nine Weeks Pacing Guide

6th Grade 6.RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• *I can determine what the text says explicitly. • I can make an inference.

6.RL.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.

• *I can define the central theme or idea. • *I can determine the central theme or idea. • *I can support the theme or central idea with details from the text. • *I can distinguish between textual facts and opinions.

6.RL.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.

• *I can describe how a series of episodes/story elements (e.g., exposition, rising action, climax, resolution) unfolds within a story.

• *I can explain how a character responds and changes over the course of a story. • *I can define character traits.

6.RL.4: Determine the meanings 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.

• I can analyze the impact of a specific word choice on meaning. • I can analyze the impact of a specific word choice on tone.

6.RL.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the overall development of the theme, setting or plot.

• *I can identify the theme of a text. • *I can identify the setting of a text. • *I can outline the plot of a text. • *I can analyze how a particular sentence, chapter, scene, or stanza contributes to

the overall development of the theme of a text. • *I can analyze how a particular sentence, chapter, scene, or stanza contributes to

the overall development of the setting of a text. • *I can analyze how a particular sentence, chapter, scene, or stanza contributes to

the overall development of the plot of a text. • I can analyze how a particular sentence, chapter, scene, or stanza contributes to the

overall structure of a text.

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6.RL.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

• *I can define compare and contrast. • I can determine the similarities between the experiences of reading a story, drama,

or poem to listening to or viewing the audio, video, or live version of the same text. • I can determine the differences between the experiences of reading a story, drama,

or poem to listening to or viewing the audio, video, or live version of the same text. • I can contrast what is “seen” and “heard” when reading a text to what is perceived

when a text is listened to or watched.

6.RL.9: Compare and contrast texts in different forms or genres (e.g. stories and poems, historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

• *I can identify the characteristics of different genres (e.g., stories, poems, historical novels, fantasy stories).

6.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems in the grade 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• I can read literature, including stories, dramas, and poem in the grade 6-8 text complexity.

• I can comprehend literature, including stories, dramas, and poem in the grade 6-8 text complexity.

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

• I can determine the author’s point of view in informational text. • I can articulate the author’s purpose in informational text. • I can explain how the author’s point of view in a text is conveyed in an informational

text. 6.W.3: Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing the narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• *I can describe the characteristics of a narrative.

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

• *I can produce an engaging introduction to a narrative (e.g., flashback, dialogue, question, snapshot).

• *I can introduce and develop a narrator. • *I can introduce and develop the characters. • *I can organize a logical plot sequence.

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• *I can develop experiences, events, and/or characters using narrative techniques (e.g. dialogue, pacing, and description).

c. Use a variety of transition words, phrases, and clauses to convey sequence

and signal shifts from one time frame or setting to another.

• *I can write using transitions (e.g., words, phrases, clauses) to convey sequence from one time setting to another.

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

• *I can write using appropriate descriptive, relevant, significant details and sensory language to convey experiences and events.

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

• *I can write a conclusion to a narrative that logically follows the narrated experiences.

6.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• I can analyze the reason for writing a piece to decide on task, purpose, and audience.

• I can determine appropriate organizational strategies for a specific type of writing. • I can produce writing that is clear an coherent with idea, development, organization,

and style. 6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• I can develop and strengthen my writing by: planning, revising, editing, rewriting, or trying a new approach with guidance and support from peers and adults.

6.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied the required material, explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• *I can engage in collaborative discussions (one-on-one, groups, teacher led) on grade 6 topics, texts, and issues.

• *I can prepare for group discussion by reading and studying the required material.

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

• *I can set specific goals and deadlines. • *I can identify components and roles within a group discussion.

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c. Pose and respond to specific questions with elaboration and detail by making comments and contributing to the topic, text, or issue under discussion.

• *I can follow rules for a group discussion. 6.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

• I can demonstrate the proper use of pronouns in the subjective case.

b. Use intensive pronouns (e.g., myself, ourselves).

• I can demonstrate the proper use of pronouns in the objective case. • I can demonstrate the proper use of pronouns in the possessive case. • I can demonstrate the proper use of intensive pronouns.

c. Recognize correct and inappropriate shifts in pronouns number and person.

• I can recognize correct shifts in pronoun number and person. • I can recognize inappropriate shifts in pronoun number and person.

d. Recognize and correct vague pronouns i.e. ones with unclear or ambiguous

antecedents).

• I can recognize and correct vague pronouns and pronoun antecedents.

e. Recognize variations from Standard English in their own and in others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

• I can locate and correct mistakes in my own and others writing and speaking. 6.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, parenthesis, dashes) to set off nonrestrictive/parenthetical elements.

• *I can punctuate to set off nonrestrictive/parenthetical elements.

b. Spell correctly.

• *I can recall and apply spelling rules. • *I can identify and correct misspelled words.

6.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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

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• *I can determine the meaning of a word using context clues.

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

• I can determine the meaning of a word using grade appropriate affixes. • I can determine the meaning of a word using grade appropriate Greek or Latin roots.

d. Consult reference materials (e.g., dictionaries, glossaries, thesauruses),

both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

• *I can consult print reference material to find the pronunciation of a word. • *I can consult print reference material to clarify the precise meaning of a word. • *I can consult print reference material to clarify the part of speech of a word. • *I can consult digital reference material to find the pronunciation of a word.

e. Verify the preliminary determination of a meaning of a word phrase (e.g., by

checking the inferred meaning in context or in a dictionary).

• I can verify the initial determination of the meaning of a word using an alternate source (e.g., dictionary, context clues).

6.L.5: Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings.

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

• I can define figurative language. • I can interpret figures of speech in context.

b. Use the relationship between particular words (e.g., cause/effect,

part/whole, item/category) to better understand each of the words.

• I can identify the relationship between two words. • I can analyze the relationship between two words to clarify meaning.

c. Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

• *I can define connotation. • *I can define denotation. • *I can distinguish among the connotations of words with similar meanings.

6.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• I can use grade appropriate academic vocabulary in writing and speaking. • I can use grade appropriate domain-specific vocabulary in writing and speaking. • I can use my knowledge of vocabulary skills when considering words and phrases

important to comprehension or expression.

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Suggested text exemplars from the Common Core Literature Textbook:

• Autobiographical: Unit 1 pg. 54 “The Market Square Dog” (prediction, point of view) • Narrative fiction: Unit 1 pg. 124 “The Lady and the Spider” (fact and opinion, tone,

pronouns) • Narrative nonfiction: Unit 3 pg. 398 “Water” (author’s purpose, adjectives) • Narrative nonfiction: Unit 3 pg. 406 “Hard as Nails” (compare and contrast with

“Water”) • Poetry Collection 7 and 8: Unit 4 pg. 640-650 (sound devices, suffixes, predicate

nouns, predicate adjectives) Suggested novels for any nine week period:

• The Twenty One Balloons • The Westing Game • A Night to Remember • City of Ember • The Wednesday Wars • Fever 1793

Suggested text for each nine weeks:

• Scholastic Scope Language Arts magazine www.scholastic.com/scope

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Madison County School District 2nd Nine Weeks Pacing Guide

6th grade 6.RL.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• I can cite from a text. • *I can make an inference.

6.RL.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.

• I can write an unbiased summary based on factual information. 6.RL.4: Determine the meanings 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.

• *I can analyze the impact of a specific word choice on meaning. • *I can analyze the impact of a specific word choice on tone.

6.RL.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the overall development of the theme, setting or plot.

• I can analyze how a particular sentence, chapter, scene, or stanza contributes to the overall structure of a text.

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

• *I can define point of view. • *I can determine the point of view of the narrator of a text. • *I can explain how the author uses the narrator to develop the point of view of the

text. • *I can recognize specific strategies the author uses to develop point of view (e.g.,

character actions and thoughts, dialogue, reactions and thoughts of other characters).

• *I can identify details or examples in a text where the author develops the point of view of the narrator or the speaker.

• *I can analyze how the author develops the point of view of a text.

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• I can determine the similarities between the experiences of reading a story, drama, or poem to listening to or viewing the audio, video, or live version of the same text.

• I can determine the differences between the experiences of reading a story, drama, or poem to listening to or viewing the audio, video, or live version of the same text.

• I can contrast what is “seen” and “heard” when reading a text to what is perceived when a text is listened to or watched.


• I can identify the theme in two or more genres (e.g., stories, poems, historical novels, fantasy stories).

• I can identify the topic in two or more genres (e.g., stories, poems, historical novels, fantasy stories).

• I can compare and contrast how two or more stories in different genres approach a similar theme or topic.

6.RI.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• *I can define inference. • *I can make inferences from informational text. • I can locate and cite textual evidence to support inferences drawn from an

informational text.

6.RI.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.

• *I can determine the central idea of an informational text. • *I can determine supporting details of an informational text. • *I can analyze a text to determine how the particular details are used to support the

main idea of an informational text.

6.RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

• *I can identify key individuals in an informational text. • *I can identify key events in an informational text. • *I can identify key ideas in an informational text. • *I can define anecdote. • *I can analyze, through examples and/or anecdotes, how key individuals are

introduced, illustrated, and elaborated in an informational text.

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6.RI.4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meaning.

• I can identify examples of figurative language within an informational text. • I can determine the figurative meaning of words and phrases in an informational

text. • I can determine the connotative meaning of words and phrases in an informational

text. • I can define technical writing (e.g., concise, objective writing about a specific topic). • *I can determine the technical meaning of words and phrases in an informational

text.

6.RI.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.

• I can determine the text structure of informational text. • I can analyze how a particular sentence, paragraph, chapter, or section of a text fits

into the overall structure of an informational text. • I can analyze how a particular sentence, paragraph, chapter, or section of a text

contributes to the overall development of the ideas within an informational text. 6.RI.10: By the end of the year, read and comprehend literary nonfiction in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• I can comprehend literary nonfiction within the 6-8 grade text complexity band. 6.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content.

• *I can compose informative/explanatory texts. • *I can write an effective introduction to a topic. • *I can organize ideas, concepts, and information. • *I can organize information using multiple strategies (e.g., definition, classification,

compare/contrast, cause and effect). • *I can write using formatting, graphics, and multimedia to support the topic. • *I can support the topic with relevant facts, details, quotes, and examples. • *I can select and use various transitions that clarify the relationships among ideas

and concepts. • *I can explain a topic using descriptive details and adequate elaboration. • *I can write in a formal style. • *I can provide a concluding statement based on information/explanation presented.


• I can analyze the reason for writing a piece to decide on task, purpose, and audience.

• I can determine appropriate organizational strategies for a specific type of writing. • I can produce writing that is clear a coherent with idea, development, organization,

and style

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6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• I can develop and strengthen my writing by: planning, revising, editing, rewriting, trying a new approach with guidance and support from peers and adults

6.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• I can write for a range of discipline-specific tasks, purposes, and audiences in both extended and shorter time frames. 6.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied the required material, explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• *I can express ideas clearly using evidence from the topic or text. • *I can build on the ideas of others in a discussion. • *I can respond to questions posed by group members with details using evidence

from the topic or text. 6.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Ensure that pronouns are in the proper case(subjective, objective, possessive). • *I can demonstrate the proper use of pronouns in the subjective case.

b. Use intensive pronouns (e.g., myself, ourselves). • I can demonstrate the proper use of pronouns in the objective case. • I can demonstrate the proper use of pronouns in the possessive case. • I can demonstrate the proper use of intensive pronouns.

c. Recognize correct and inappropriate shifts in pronouns number and person. • I can recognize correct shifts in pronoun number and person. • I can recognize inappropriate shifts in pronoun number and person.

d. Recognize and correct vague pronouns i.e. ones with unclear or ambiguous antecedents). • I can recognize and correct vague pronouns and pronoun antecedents.

• *I can demonstrate the proper use of pronouns in the subjective case. • *I can demonstrate the proper use of pronouns in the objective case. • *I can demonstrate the proper use of pronouns in the possessive case. • I can demonstrate the proper use of intensive pronouns. • I can recognize correct shifts in pronoun number and person. • I can recognize inappropriate shifts in pronoun number and person. • I can recognize and correct vague pronouns and pronoun antecedents. • *I can locate and correct mistakes in my own and others writing and speaking.

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6.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

b. Maintain consistency in style and tone

• *I can write using varied sentence patterns (e.g., simple, compound, complex, compound-complex).

• I can maintain a consistent style and tone when writing. • I can maintain a consistent style and tone when speaking.


b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). • I can determine the meaning of a word using grade appropriate affixes. • I can determine the meaning of a word using grade appropriate Greek or Latin roots.

6.L.5: Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., personification) in context. *I can define figurative language. *I can interpret figures of speech in context.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words *I can identify the relationship between two words. *I can analyze the relationship between two words to clarify meaning.

6.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• I can use grade appropriate academic vocabulary in writing and speaking. • I can use grade appropriate domain-specific vocabulary in writing and speaking. • I can use my knowledge of vocabulary skills when considering words and phrases

important to comprehension or expression. Suggested text from the Common Core Literature Textbook:

• Fiction: Unit 1 pg. 74 “Why Monkeys Live in Trees” (prediction, compare and contrast genres with “The Case of the Monkeys that Fell from the Trees”)

• Nonfiction: Unit 1 pg. 78 “The Case of the Monkeys that Fell from the Trees” (prediction, compare and contrast genres)

• Fiction: Unit 2 pg. 252 “Becky and the Wheels-and-Brake Boys” (making inferences, compare and contrast genres with “Southpaw”)

• Nonfiction: Unit 2 pg. 260 “Southpaw” (making inferences, comparing character’s motives, compare and contrast genres)

• Poetry Collection 1 and 2: Unit 4 pg. 564-576 (context clues, root words, rhythm and rhyme)

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Suggested novels for any nine week period: • The Twenty One Balloons – suggested for 2nd nine weeks when comparing reading vs

hearing vs seeing a story, drama, or poem (i.e. use video clips of volcanoes when reading about Krakatoa, watch the movie Up)

• The Westing Game • A Night to Remember • City of Ember • The Wednesday Wars • Fever 1793



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Madison County School District 3rd Nine Weeks Pacing Guide

6th grade 6.RL.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• *I can cite from a text. 6.RL.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.

• *I can write an unbiased summary based on factual information. 6.RL.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the overall development of the theme, setting or plot.

• I can analyze how a particular sentence, chapter, scene, or stanza contributes to the overall structure of a text.


• *I can determine the similarities between the experiences of reading a story, drama, or poem to listening to or viewing the audio, video, or live version of the same text.

• *I can determine the differences between the experiences of reading a story, drama, or poem to listening to or viewing the audio, video, or live version of the same text.

• *I can contrast what is “seen” and “heard” when reading a text to what is perceived when a text is listened to or watched.


• *I can identify the theme in two or more genres (e.g., stories, poems, historical novels, fantasy stories).

• *I can identify the topic in two or more genres (e.g., stories, poems, historical novels, fantasy stories).

• *I can compare and contrast how two or more stories in different genres approach a similar theme or topic.

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• I can read literature, including stories, dramas, and poem in the grade 6-8 text complexity.

• I can comprehend literature, including stories, dramas, and poem in the grade 6-8 text complexity.

6.RI.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• *I can define cite. • *I can locate and cite textual evidence that supports the explicit analysis of

informational text. • *I can locate and cite textual evidence to support inferences drawn from an

informational text.

6.RI.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.

• *I can define and understand the influence of personal opinion and judgment when reading a text.

• *I can write an unbiased summary of an informational text. 6.RI.4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meaning.

• *I can identify examples of figurative language within an informational text. • *I can determine the figurative meaning of words and phrases in an informational

text. • *I can determine the connotative meaning of words and phrases in an informational

text. • *I can define technical writing (e.g., concise, objective writing about a specific topic).


• I can determine the text structure of informational text. • I can analyze how a particular sentence, paragraph, chapter, or section of a text fits

into the overall structure of an informational text. • I can analyze how a particular sentence, paragraph, chapter, or section of a text

contributes to the overall development of the ideas within an informational text. 6.RI.6: Determine the author’s point of view or purpose in a text and explain how it is conveyed in the text.

• *I can determine the author’s point of view in informational text. • *I can articulate the author’s purpose in informational text. • *I can explain how the author’s point of view in a text is conveyed in an

informational text.

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6.RI.7: Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

• I can define integrate. • I can explain a topic or issue using pictures, charts, graphs, etc. • I can integrate information taken from various media, formats, or texts. • I can demonstrate coherent understanding of the topic or issue using information

from various media/formats. 6.RI.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported from claims that are not.

• *I can define argument. • *I can define claim. • *I can identify the argument in a text. • *I can trace the main points of an argument or claim. • *I can evaluate the main points of an argument. • *I can identify reasons and evidence in a text. • *I can distinguish between supported and unsupported claims.

6.RI.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

• I can identify the similarities among common events in texts written by different authors (e.g., a memoir written by and a biography on the same person).

• I can identify the differences among common events in texts written by different authors (e.g., a memoir written by and a biography on the same person).

6.RI.10: By the end of the year, read and comprehend literary nonfiction in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• I can comprehend literary nonfiction within the 6-8 grade text complexity band. 6.W.1: Write arguments to support claims with clear reasons and relevant evidence.

• *I can introduce a claim clearly. • *I can identify credible sources to support a claim. • *I can organize reasons and evidence to support an argument. • *I can write clear statements in support of an argument or claim. • *I can clarify relationships using transitions (e.g., words, phrases, and clauses). • *I can define a formal style. • *I can identify formal style in an example piece of writing. • *I can maintain a formal style throughout a piece of writing. • *I can write a concluding section that follows the argument presented.


• *I can analyze the reason for writing a piece to decide on task, purpose, and audience.

• *I can determine appropriate organizational strategies for a specific type of writing. • *I can produce writing that is clear an coherent with idea, development,

organization, and style.

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6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• *I can develop and strengthen my writing by: planning, revising, editing, rewriting, or trying a new approach with guidance and support from peers and adults.

6.W.6: Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

• *I can produce and publish writing using technology. • *I can interact and collaborate with others using technology. • *I can type a minimum of three pages in a single setting.

6.W.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

• I can conduct a short research project. • I can organize information from several sources to answer a question.

6.W.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

• I can gather information from multiple print and digital sources. • I can define credible. • I can determine the credibility of a source. • I can paraphrase the data and conclusions of others. • I can define plagiarism. • I can avoid plagiarism. • I can define bibliography. • I can provide basic bibliographic information for sources.

6.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• I can write for a range of discipline-specific tasks, purposes, and audiences in both extended and shorter time frames.

6.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. • *I can respond to multiple perspectives through reflection and paraphrasing.

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6.SL.2: Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

• *I can interpret information presented visually. • *I can interpret information presented quantitatively. • *I can interpret information presented orally. • *I can explain how information presented visually contributed to a topic, text, or

issue under study. • *I can explain how information presented quantitatively contributes to a topic, text,

or issue under study. • *I can explain how information presented orally contributes to a topic, text, or issue

under study.

6.SL.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

• *I can define delineate. • *I can define arguments. • *I can define claims. • *I can define reasons. • *I can define evidence. • *I can distinguish between supported and unsupported claims. • *I can delineate a speaker’s argument and claims.

6.SL.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

• *I can present claims and findings. • *I can sequence ideas logically. • *I can provide pertinent descriptions, details and facts to accentuate main ideas or

themes within a presentation. • *I can use appropriate eye contact. • *I can use appropriate volume. • *I can use appropriate pronunciation.

6.SL.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

• *I can use multimedia components in presentations to clarify information. • *I can determine what visual displays will best clarify information in presentations. • *I can use visual displays in a presentation to clarify information.

6.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• *I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• *I can describe the qualities of formal speech. • *I can describe the qualities of informal speech. • *I can determine if formal or informal speech is appropriate in the context of a given

situation

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6.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Use intensive pronouns (e.g., myself, ourselves). • *I can demonstrate the proper use of pronouns in the objective case. • *I can demonstrate the proper use of pronouns in the possessive case. • *I can demonstrate the proper use of intensive pronouns.

c. Recognize correct and inappropriate shifts in pronouns number and person. • *I can recognize correct shifts in pronoun number and person. • *I can recognize inappropriate shifts in pronoun number and person.

d. Recognize and correct vague pronouns i.e. ones with unclear or ambiguous antecedents). • *I can recognize and correct vague pronouns and pronoun antecedents. • *I can demonstrate the proper use of intensive pronouns. • *I can recognize correct shifts in pronoun number and person. • *I can recognize inappropriate shifts in pronoun number and person. • *I can recognize and correct vague pronouns and pronoun antecedents.

6.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

b. Maintain consistency in style and tone

• *I can maintain a consistent style and tone when writing. • *I can maintain a consistent style and tone when speaking.



d. Verify the preliminary determination of a meaning of a word phrase (e.g., by checking the inferred meaning in context or in a dictionary). • *I can verify the initial determination of the meaning of a word using an alternate

source (e.g., dictionary, context clues). 6.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• *I can use grade appropriate academic vocabulary in writing and speaking. • *I can use grade appropriate domain-specific vocabulary in writing and speaking. • *I can use my knowledge of vocabulary skills when considering words and phrases

important to comprehension or expression. Suggested text from the Common Core Literature Textbook:

• Fiction: Unit 1 pg. 142 “The Sound of Summer Running” (figurative language, symbolism)

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• Fiction: Unit 1 pg. 149 “Eleven” (figurative language, symbolism) • *Fiction: Unit 5 pg. 708 “The Phantom Tollbooth Act I” (identify main events in a

summary, dialogue in drama) • *Fiction: Unit 5 pg. 748 “The Phantom Tollbooth Act II” (compare and contrast

characters, situations and events; argumentative text) • Nonfiction: Unit 3 pg. 422 “Jackie Robinson: Justice at Last” (author’s purpose,

prefixes, comparison with adjectives) • Poetry Collection 3 and 4: Unit 4 pg. 588-596 (figurative language, suffixes,

sentence types) *Reading ”The Phantom Tollbooth Act I” and ”The Phantom Tollbooth Act II” is suggested for the 3rd nine weeks in place of a novel. Suggested novels for any nine week period:




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Madison County School District 4th Nine Weeks Pacing Guide

6th grade 6.RL.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the overall development of the theme, setting or plot.

• *I can analyze how a particular sentence, chapter, scene, or stanza contributes to the overall structure of a text.


• *I can read literature, including stories, dramas, and poem in the grade 6-8 text complexity.

• *I can comprehend literature, including stories, dramas, and poem in the grade 6-8 text complexity.


• *I can determine the text structure of informational text. • *I can analyze how a particular sentence, paragraph, chapter, or section of a text fits

into the overall structure of an informational text. • *I can analyze how a particular sentence, paragraph, chapter, or section of a text

contributes to the overall development of the ideas within an informational text. 6.RI.7: Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

• *I can define integrate. • *I can explain a topic or issue using pictures, charts, graphs, etc. • *I can integrate information taken from various media, formats, or texts. • *I can demonstrate coherent understanding of the topic or issue using information

from various media/formats. 6.RI.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

• *I can identify the similarities among common events in texts written by different authors (e.g., a memoir written by and a biography on the same person).

• *I can identify the differences among common events in texts written by different authors (e.g., a memoir written by and a biography on the same person).

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6.RI.10: By the end of the year, read and comprehend literary nonfiction in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• *I can comprehend literary nonfiction within the 6-8 grade text complexity band. 6.W.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

• *I can conduct a short research project. • *I can organize information from several sources to answer a question.

6.W.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

• *I can gather information from multiple print and digital sources. • *I can define credible. • *I can determine the credibility of a source. • *I can paraphrase the data and conclusions of others. • *I can define plagiarism. • *I can avoid plagiarism. • *I can define bibliography. • *I can provide basic bibliographic information for sources.

6.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• *I can state evidence from literature to support analysis, reflection, and research. • *I can compare and contrast themes and topics in texts of various genres such as

stories, poems, historical novels, and fantasy stories. • *I can state evidence from literary nonfiction to support analysis, reflection, and

research. • *I can identify claims that are supported by reasons and evidence from claims that

are not. 6.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• *I can write for a range of discipline-specific tasks, purposes, and audiences in both extended and shorter time frames.

6.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

e. Recognize variations from Standard English in their own and in others’ writing and speaking, and identify and use strategies to improve expression in conventional language. • *I can locate and correct mistakes in my own and others writing and speaking.

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6.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.


Suggested text for a research project:

• Scholastic Scope Language Arts magazine (research, text evidence, text features, nonfiction) www.scholastic.com/scope

Suggested novels for any nine week period:


madison county school district...6.rl.4: determine the meanings of words and phrases as they are...

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