sixth grade pacing guide north side...

Sixth Grade Pacing Guide North Side – 2013-2014

Revised Fall 2013

1st Nine Weeks Reading Writing Language Listening/Speaking

A

Indicators which are addressed and assessed

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. (IAS 6.3.2, 6.3.9- The INCC attends to the unfolding of a story's or drama's series of events and notes how characters respond and change. In other words, how the plot affects characters is as significant as how characters affect the plot.) IAS 6.3.8 Critique the believability of characters and the degree to which a plot is believable or realistic. IAS 6.3.3 Analyze the influence of setting on the problem and its resolution.

Indicators which are addressed (not necessarily assessed)

6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (*IAS 6.4.2- The INCC attends to the fact that composition decisions should take into account the task, purpose, and audience.) 6.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (*IAS 6.5.7- The INCC emphasizes discipline-specific tasks as well as extended and shorter time frames.)

REVIEW AND MAINTENANCE (OPTIONAL PLANNING GUIDE)

3 WEEKS * * * *

9 WEEKS * * * *

18 WEEKS * * * *

ONGOING INSTRUCTION:


Revised Fall 2013

1st Nine Weeks Research/Technology Project 6 Trait of the Week Additional Information:

A

Extended Text Topic/Essential Question: Students will be randomly assigned a specific point (by latitude and longitude) on a world map in which they are stranded alone. They will research the location to determine availability of resources, food, general surroundings that include animals, plants, climate, etc. and how they will survive. The students will then use their gathered information to create a fictional, but believable narrative about their experience. They will also create an informational presentation using technology sharing their findings. Technology Skills that will be incorporated into the project (This skill will be determined from the Technology Scope and Sequence.) 1. Independently create a slideshow with transitions, hyperlinks, voice over, video, and timings 2. Follow all copyright and creative commons laws. Document the six levels of creative commons on student produced materials.

Launching the Writer’s Workshop – Smekens Lessons

(Per Curriculum Guide) Week 1: Voice - Use sincere, engaging, and a unique

voice that shows rather than tells Week 2: Ideas - Focused narrative; well-elaborated

with quality details. Week 3: Word Choice

- Vivid, precise word choice

Hatchet by Gary Paulsen Lexile: 1020

Supplemental Text - Literature

1. Wilderness Survival - http://www.wilderness-survival.net/ 2. Surviving a Plane Crash - http://www.webmd.com/mental-health/features/how-to-survive-plane-crash 3. Big Universe Resources - Our Footprints on Earth (800)52 pgs; Restoring Wetlands (800) 52 pgs; Canada (4.4 AR) 32 pgs; Investigating Storms (690) 34 pgs; Investigating Forces and Motion (810) 34 pgs; The World of Plants (710) 34 pgs; Inside Ecosystems and Biomes (700) 34 pgs; The World of Animals (570) 34 pgs; Inves-tigating Landforms (690) 34 pgs; Tornados (4.1 AR) 24 pgs; All About Energy (750) 34 pgs; Looking at Landforms (3.1 AR); Rourke’s World of Science Encyclopedia: Earth Science (research source)

http://www.wilderness-survival.net/

http://www.webmd.com/mental-health/features/how-to-survive-plane-crash



Revised Fall 2013


B


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

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. 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. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. (*IAS 6.5.1-The INCC provides greater detail about the types of skills that should be demonstrated in a narrative text. The expectations found in the IAS are embedded in the language of the INCC.) 6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or a new approach. (*IAS 6.4.8, *6.4.9, *6.4.10)


3 WEEKS – 1A 6.RL.3, IAS 6.3.8, IAS 6.3.3

9 WEEKS * * * *

18 WEEKS * * * *

ONGOING INSTRUCTION: 6.RL.1


Revised Fall 2013


B


(Per Curriculum Guide) Week 1: Ideas - Ideas well focused; strong

supporting details; clear and convincing problem and solution.

Week 2: Organization - Organized logically; ideas are

coherent and focused.

Week 3: REVIEW








Revised Fall 2013


C


6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text. (IAS 6.3.5- The INCC extends beyond the IAS with the expectation that students are able to explain how an author develops the point of view.) IAS 6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports.

6.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly. (*IAS 6.6.4, *6.6.5- The IAS attend only to the Standard English capitalization and spelling. Part A is a new expectation.)


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.

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 others' writing and speaking, and identify and use strategies to improve expression in conventional language. (*IAS 6.6.2-The INCC includes greater emphasis on a variety of pronoun concepts. The verb tense content found in the IAS is addressed in the INCC in previous grades.)


3 WEEKS – 1B 6.RL.1 6.L.6, 6.L.4d

9 WEEKS * * * *

18 WEEKS * * * *

ONGOING INSTRUCTION: 6.RL.1 6.L.2


Revised Fall 2013


C


(Per Curriculum Guide) Week 1: Voice - Engaging and persuasive; strong

appeal to readers’ sense of reason and emotions.

Week 2: Ideas - Focused narrative; well-elaborated

with details and suspense. Week 3: Sentence Fluency

- Excellent variety of sentences; creates a natural rhythm








Revised Fall 2013

2nd Nine Weeks Reading Writing Language Listening/Speaking

A


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. 6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (IAS 6.1.2, 6.1.4- The INCC requires students to determine the figurative, connotative, and technical meanings of words.)

6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, thrifty). (IAS 6.1.2, 6.1.5- Part b of this INCC emphasizes that there are relationships between particular words in a passage that can be used to better understand their meanings. Students should also

understand the concepts of connotative and denotative meaning.)


IAS 6.2.9 Identify problems with an author’s use of figures of speech, logic, or reasoning.

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. (*IAS 6.6.1- The INCC emphasizes the use of sentence structure and variety for specific purposes: to enhance meaning, engage the reader or listener, and to develop an appropriate style.)


3 WEEKS 6.RL.6, IAS 6.2.4 6.L2a & b

9 WEEKS 6.RL.3, IAS 6.3.8, IAS 6.3.3

18 WEEKS

ONGOING INSTRUCTION: 6.RL.1 6.L.2, 6.L.5


Revised Fall 2013

2nd Nine Weeks Research/Technology Project 6 Trait of the Week Additional Information:

A

Extended Text Topic/Essential Question: Have students work in small groups to create a "perfect" community, giving it a name, a system of government, a physical description, and an account of how its people spend their days. Discuss how that community would change and grow. What roles would history and memories of painful events play in the growth of the community? What would have to be added to our own society in order to make it perfect? What would be lost in this quest for perfection? Technology Skills that will be incorporated into the project (This skill will be determined from the Technology Scope and Sequence.) -Draft, revise, and publish written pieces with graphics and appropriate formatting. -Compose writing assignments at the keyboard. -Use spell checker and thesaurus to augment editing. -Understand and use headings. -Add page numbers to documents. -Format an inserted image (e.g., change wraparound).

-Access special characters menu.

(Per Curriculum Guide) Week 1: Word Choice - Use vivid, precise language

that brings the story to life. Week 2: Organization - Organized logically and

displays sound reasoning throughout writing.

Week 3: REVIEW

The Giver by Lois Lowry Lexile: 760


1. Big Universe - What Are Citizens Basic Rights (740) 36 pgs; Iran: A Country in Crisis (950) 52 pgs; Israel: A Country in Crisis (750) 52 pgs;

2. Types of Government - http://www.kidcyber.com.au/topics/govtforms.htm Universal Declaration of Human Rights (pdf) http://www.un.org/events/humanrights/2007/hrphotos/declaration%20_eng.pdf Human Rights Video - http://www.humanrights.com/#/home El-ments of Literature - “The Bracelet” by Yoshiko Uchida Internment Camp - Far from the Sea by Eve Bunting WWII - The Yellow Star by Carmen Agra Deedy

http://www.kidcyber.com.au/topics/govtforms.htm

http://www.un.org/events/humanrights/2007/hrphotos/declaration%20_eng.pdf

http://www.humanrights.com/#/home


Revised Fall 2013

2ndNine Weeks Reading Writing Language Listening/Speaking

B


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. (IAS 6.3.6, 6.5.8) IAS 6.2.2 Analyze text that uses a compare-and-contrast organizational pattern.

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). b. Use intensive pronouns (e.g., myself, ourselves). IAS 6.6.6 Identify and correctly use prepositional phrases, appositives, main clauses, and subordinate clauses.


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. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and /effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. (*IAS 6.4.3, *6.5.2- The INCC provides greater detail about the types of skills that should be demonstrated in an informative/explanatory text. The expectations found in IAS are embedded in the language of the INCC.)


3 WEEKS 6.RL.9, 6.RI.4 6.L.5 a, b, c

9 WEEKS 6.RL.1 6.L.6, 6.L.4d

18 WEEKS



Revised Fall 2013


B



(Per Curriculum Guide) Week 1: Ideas - Details are unique and

vivid Week 2: Conventions - Demonstrates excellent

accuracy Week 3: Sentence Fluency

- Demonstrates a variety of excellent sentences; natural rhythm




2. Types of Government - http://www.kidcyber.com.au/topics/govtforms.htm Universal Declaration of Human Rights (pdf) http://www.un.org/events/humanrights/2007/hrphotos/declaration%20_eng.pdf Human Rights Video - http://www.humanrights.com/#/home El-ments of Literature - “The Bracelet” by Yoshiko Uchida Internment Camp - Far from the Sea by Eve Bunting WWII - The Yellow Star by Carmen Agra Deedy





Revised Fall 2013

2nd Nine Weeks Reading Writing Language Listening/Speaking

C


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. (IAS 6.5.8- This IAS standard attends to the summary portion of this INCC standard.) 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 the ideas. IAS 6.2.3 Connect and clarify main ideas by identifying their relationships to multiple sources and related topics.


6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").


3 WEEKS 6.RL.2, IAS 6.2.2 6.L.1a & b, IAS 6.6.6

9 WEEKS 6.RL.6, IAS 6.2.4 6.L.2 a & b

18 WEEKS



Revised Fall 2013


C



(Per Curriculum Guide) Week 1: Voice - Writer is closely

involved; demonstrates engaging personality

Week 2: Word Choice - Uses vivid and

descriptive adjectives that involve a sensory response.

Week 3: REVIEW




2. Types of Government - http://www.kidcyber.com.au/topics/govtforms.htm Universal

Declaration of Human Rights (pdf) http://www.un.org/events/humanrights/2007/hrphotos/declaration%20_eng.pdf Human Rights Video - http://www.humanrights.com/#/home El-ments of Literature - “The Bracelet” by Yoshiko Uchida Internment Camp - Far from the Sea by Eve Bunting WWII - The Yellow Star by Carmen Agra Deedy source)





Revised Fall 2013

3rd Nine Weeks Reading Writing Language Listening/Speaking

A


6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (*IAS 6.2.6, *6.2.7) 6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that not. (*IAS 6.2.6- INCC requires students to trace the argument and make distinctions between claims supported and claims not supported.)

6.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).


6.RI.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). (*IAS 6.2.8- The INCC requires analysis instead of identification. In addition, there is an emphasis on how concepts are introduced, illustrated, and elaborated in a text rather than simply used to persuade.)

6.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. (*IAS 6.5.5- Please consider the following: (a) the INCC does not use the term thesis; (b) the INCC (part c) emphasizes how words, phrases, and clauses can be leveraged to clarify relationships among ideas and reasons; and (c) the INCC requires students to attend to the establishment of a formal style.) 6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").


3 WEEKS 6.RI.2, IAS 6.2.3

9 WEEKS 6.RL.9, 6.RI.4 6.L.5a, b, c

18 WEEKS



Revised Fall 2013

3rdNine Weeks Research/Technology Project 6 Trait of the Week Additional Information:

A

Extended Text

Topic/Essential Question: http://aam.govst.edu/projects/cfinno/Power%20Point/ The%20Dust%20Bowl%20Cause%20and %20Effect%20Powe r%20Point_files/frame.htm *Idea for a broader comparison - natural disasters (ex., Hurricane Katrina, Japanese Tsunami, 2012 summer wildfires, etc.) Students will research and write a feature article about a natural disaster from the 1930’s to present time. Articles should include statistics, effects on the community and eco-nomics, resources available to help, precautions set in place for possible future disasters.

Technology Skills that will be incorporated into the project (This skill will be determined

from the Technology Scope and Sequence.) -Microsoft Word -Continue to utilize basic search criteria. -Citation Basics

(Per Curriculum Guide) Week 1: Voice - Create a chart about a chosen place

using strong images and figurative language

Week 2: Organization - Use a sequence chart to develop a

plot with an organized patter of events, throughout the beginning, middle, and end.

Week 3: Word Choice - Use a web to organize sensory

words

Out of the Dust by Karen Hesse Lexile:


1. Big Universe - Between the Wars (680) 34 pgs; Our Economy in Action (750) 36 pages; Franklin Delano Roosevelt (740) 36 pgs; Hurri-cane Katrina (no lexiles/AR) 49 pgs;

2. PBS Video - http://video.pbs.org/video/1311363860

3. Questions/links/discussion about Dust Bowl - http://www.calschools.org/middleschool/gradelevels /dustbowl.html

4. Dust Bowl Poetry - http://www.fmschools.org/webpages/pwebsites/index.cfm ?subpage=19850

http://aam.govst.edu/projects/cfinno/Power%20Point/%20The%20Dust%20Bowl%20Cause%20and%20%20Effect%20Powe%20r%20Point_files/frame.htm



http://video.pbs.org/video/1311363860

http://www.calschools.org/middleschool/gradelevels%20/dustbowl.html

http://www.calschools.org/middleschool/gradelevels%20/dustbowl.html

http://www.fmschools.org/webpages/pwebsites/index.cfm%20?subpage=19850

http://www.fmschools.org/webpages/pwebsites/index.cfm%20?subpage=19850


Revised Fall 2013


B


6.RL.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. (IAS 6.3.4, 6.3.7)

IAS 6.5.6 Use varied word choices to make writing interesting.

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 a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (IAS 6.1.2, 6.1.4-The INCC includes more concepts than are addressed in IAS. Students should use common, grade-appropriate Greek and Latin affixes and roots, recognize and correct inappropriate shifts in pronoun number and position, and use reference materials to acquire vocabulary and validate inferences regarding meaning and pronunciation.)


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.

IAS 6.1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing


3 WEEKS 6.RI.1, 6.RI.8, 6.L.1

9 WEEKS 6.RL.2, IAS 6.2.2 6.L.1 a & b, IAS 6.6.6

18 WEEKS 6.RL.1 6.L.6, 6.L.4d

ONGOING INSTRUCTION: 6.RL.1 IAS 6.5.6 6.L.2, 6.L.5


Revised Fall 2013


B

Extended Text


Technology Skills that will be incorporated into the project (This skill

will be determined from the Technology Scope and Sequence.) -Microsoft Word -Continue to utilize basic search criteria. -Citation Basics

(Per Curriculum Guide) Week 1: Organization - Use a T chart to list

potential characters on ones side and problems they may have on the other.

- Use an outline to organize ideas for the different parts of a drama

- Revise: Adding - Proofread for indefinite

and reflexive pronouns Week 2: Ideas - Make a chart discussing

and connecting the names of articles to their main ideas.

- Use a main idea chart to organize information and important ideas.

Week 3: REVIEW



1. Big Universe - Between the Wars (680) 34 pgs; Our Economy in Action (750) 36 pages; Franklin Delano Roosevelt (740) 36 pgs; Hurri-cane Katrina (no lexiles/AR) 49 pgs; 2. PBS Video - http://video.pbs.org/video/1311363860 3. Questions/links/discussion about Dust Bowl - http://www.calschools.org/middleschool/gradelevels/dustbowl.html 4. Dust Bowl Poetry - http://www.fmschools.org/webpages/pwebsites/index.cfm?subpage=19850





http://www.calschools.org/middleschool/gradelevels/dustbowl.html

http://www.fmschools.org/webpages/pwebsites/index.cfm?subpage=19850


Revised Fall 2013


C


IAS 6.2.1 Identify the structural features of popular media and use the features to obtain 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 development of the theme, setting, or plot. 6.RI.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the 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.

6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.


3 WEEKS 6.RL.4 IAS 6.5.6 6.L.4 a, b, c

9 WEEKS 6.RI.2, IAS 6.2.3

18 WEEKS 6.RL.6, IAS 6.2.4 6.L.2 a & b

ONGOING INSTRUCTION: 6.RL.1 IAS 6.5.6 6.L.2, 6.L.5


Revised Fall 2013


C

Extended Text


Technology Skills that will be incorporated into the project (This skill will be determined

from the Technology Scope and Sequence.) -Microsoft Word -Continue to utilize basic search criteria. -Citation Basics

(Per Curriculum Guide) Week 1: Conventions - Use an editing checklist to

partner proofread - Search for contractions and

negatives in the daily newspaper

Week 2: Word Choice - Make a list of strong verbs,

adjectives, and nouns related to a specific topic.

Week 3: Voice - Create a web with ideas of

a tall tale character and the character’s traits

- Create an outline using descriptive words to convey the character’s outrageous deeds

-



1. Big Universe - Between the Wars (680) 34 pgs; Our Economy in Action (750) 36 pages; Franklin Delano Roosevelt (740) 36 pgs; Hurri-cane Katrina (no lexiles/AR) 49 pgs; 2. PBS Video - http://video.pbs.org/video/1311363860 3. Questions/links/discussion about Dust Bowl - http://www.calschools.org/middleschool/gradelevels/dustbowl.html 4. Dust Bowl Poetry - http://www.fmschools.org/webpages/pwebsites/index.cfm?subpage=19850





http://www.calschools.org/middleschool/gradelevels/dustbowl.html

http://www.fmschools.org/webpages/pwebsites/index.cfm?subpage=19850


Revised Fall 2013

4thNine Weeks Reading Writing Language Listening/Speaking

A


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).

IAS 6.6.3 Use colons after the salutation in business letters, semicolons to connect main clauses, and commas before the conjunction in compound sentences.


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


3 WEEKS IAS 6.2.1, 6.RL.5, 6.RI.6

9 WEEKS 6.RI.1, 6.RI.8, 6.L.1

18 WEEKS 6.RL.9, 6.RI.4 6.L.5 a, b, c

ONGOING INSTRUCTION: 6.RL.1 IAS 6.5.6 6.L.2, and 6.L.5


Revised Fall 2013

4th Nine Weeks Research/Technology Project 6 Trait of the Week Additional Information:

A

Extended Text Topic/Essential Question: Students will research a type of communication technology to discover how that invention has affected the world. Technology Skills that will be incorporated into the project (This skill will be determined from the Technology Scope and Sequence.) -PowerPoint -Visual Mapping -Word Processing -Presentation Basics -Research skills

(Per Curriculum Guide) Week 1: Sentence Fluency - Create a chart with items on one

side and visual images of the items on the other side. Use to form sentences

- Create a word web Week 2: Conventions - Use an editing checklist to partner

proofread - Search and identify the use of

adverbs in writing during partner revisions.

Week 3: REVIEW

-

Codetalker by Joseph Bruchac Lexile: 910


1. Big Universe - Rourke’s Native American Encyclopedia (research source); Early America: Early American Indian Tribes (780) 26 pgs; World War II (720) 34 pgs; Sitting Bull (600) 26 pgs; American Indians in the 1800s (670) 26 pgs; USS Arizona (800) 36 pgs; World War II Memorial (800) 36 pgs; Arlington National Cemetery (800) 36 pgs; US Marine Corp 24 pgs 2. The Unbreakable Code by Sarah Hoagland Hunter 3. Official Website of the Navajo Code Talkers - http://www.navajocodetalkers.org/the_code/ 4. Wind Talkers: Navajo Code Talkers in WWII - http://www.awesomestories.com/flicks/wind-talkers/story-preface 5. “Ta-Na-E-Ka” by Mary Whitebird, Holt Elements of Literature 6. Native American Facts for Kids - http://www.native-languages.org/kids.htm

http://www.navajocodetalkers.org/the_code/

http://www.awesomestories.com/flicks/wind-talkers/story-preface


http://www.native-languages.org/kids.htm



Revised Fall 2013


B


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


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


3 WEEKS 6.RI.9 IAS 6.6.3

9 WEEKS 6.RL.4 IAS 6.5.6 6.L.4 a, b, c

18 WEEKS 6.RL.2, IAS 6.2.2 6.L.1 a & b, IAS 6.6.6

ONGOING INSTRUCTION: 6.RL.1, 6.RL.10, 6.RI.10 IAS 6.5.6 6.L.2, 6.L.5


Revised Fall 2013

4thNine Weeks Research/Technology Project 6 Trait of the Week Additional Information:

B


(Per Curriculum Guide) Week 1: Ideas - Develop a T chart. On one side list

the characters, events, etc. On the other side create the details of the parody.

Week 2: Ideas - Choose one section of an article to

study in depth - Create a topic chart to take notes on

the ideas and details in writing. Week 3: Word Choice - Create a word web using very

specific words that describes types of a chose topic










Revised Fall 2013


C



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 required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

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.


3 WEEKS 6.RL.10, 6.RI.10

9 WEEKS IAS 6.2.1, 6.RL.5, 6.RI.6

18 WEEKS 6.RI.2, IAS 6.2.3

ONGOING INSTRUCTION: 6.RL.1, 6.RL.10, 6.RI.10 IAS 6.5.6 6.L.2, 6.L.5


Revised Fall 2013

4th Nine Weeks Research/Technology Project 6 Trait of the Week Additional Information:

C


(Per Curriculum Guide) Week 1: Ideas - Make a list of ideas - Make a list of corresponding details

which answer: Who? What? When? Where? And why?

Week 2: Word Choice - Make a list of persuasive words used

in an example of a completed job application.

Week 3: REVIEW









sixth grade pacing guide north side...

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