web viewcourse introduction: ela is a literacy program that focuses on skills in reading, grammar,...

Danville Area School DistrictCourse Overview

2017-2018

Course: Language Arts Grade 6 Teacher: Mrs. McCarthy and Mrs. Dermes

Course Introduction:

ELA is a literacy program that focuses on skills in reading, grammar, and narrative and persuasive writing to meet the demand and rigor of the Pennsylvania Common Core.

Course Text or Student Materials: No More Dead Dogs Stargirl Growing Up In Coal CountryHolt McDougal Interactive Reader Sixth Grade Mountain Language - Sixth Grade Reading Comprehension Passages from SAS

Units of StudyUnit 1: No More Dead Dogs

Student Objectives:Text Analysis ● Describe how a story’s or drama’s plot

unfolds● Describe how characters respond as the

plot moves toward resolution● Analyze how a sentence, scene, or stanza

contributes to the development of the setting or plot

● Compare author’s purposes and draw conclusions about texts

READING: ● Cite textual evidence to support

inferences drawn from the text ● Integrate ideas across texts

SPEAKING AND LISTENING:● Participate in a discussion

Standards/Anchors:CC.1.3.6.C (E06.A-K.1.1.3)Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change as the plot moves toward a resolution.

CC.1.3.6.E (E06.A-C2.1.2)Analyze how the structure of a text contributes to the development of theme, setting, and plot

CC.1.3.6.F (E06.A-C.2.1.3) (E06.A-V.4.1.1) (E06.A-V.4.1.2)Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.

CC.1.3.6.I (E06.A-V.4.1.1)Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content,

choosing flexibly from a range of strategies and tools.

CC.1.3.6.J (E06.A-V.4.1.1) (E06.A-V.4.1.2)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.

CC1.3.6.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

Unit 2 : Plot, Conflict, and Setting

● “All Summer in a Day”

Text Analysis ● Describe how a story’s or drama’s plot







WRITING AND LANGUAGE: ● Support an opinion


CC.1.3.6.B (E06.A-K.1.1.1)Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.

CC.1.3.6.C (E06.A-K.1.1.3)Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change as the plot moves toward a resolution.

CC.1.3.6.EAnalyze how the structure of a text contributes to the development of theme, setting, and plot.E06.A-C.2.1.2Analyze 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.

CC.1.3.6.IDetermine or clarify the meaning of unknown

Unit 3 : Analyzing Character and Point of View“Eleven” “Jeremiah’s Song”

READING: ● determine figurative and connotative

meanings of words and phrases as they are used in texts

● develop reading strategies including monitoring, predicting, setting a purpose

and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range or strategies and tools.E06.A-V.4.1.1Determine 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).

CC.1.3.6.KRead and comprehend literary fiction on grade level, reading independently and proficiently.

CC.1.3.6.FDetermine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.E06.A-C.2.1.3Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the

for reading and connecting.SPEAKING AND LISTENING:

● Ask questions and paraphrase ideas

impact of a specific word choice on meaning and tone.E06.A-V.4.1.1Determine 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.



E06.A-V.4.1.2Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language (simile, metaphor, personification, and hyperbole) in context.

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

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

CC.1.3.6.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E06.A-V.4.1.1Determine 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.

b. 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.

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

CC.1.3.6.JAcquire 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. E06.A-V.4.1.1Determine 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.

c. 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.

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

E06.A-V.4.1.2Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.d. Interpret figurative language (simile,

metaphor, personification, and hyperbole) in context.

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

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


Unit 4: Understanding Theme “The Dog of Pompeii” from “In Search of Pompeii” / “Italians Trying to Prevent a Modern Pompeii” “Scout’s Honor”

TEXT ANALYSIS: ● Determine a theme or central idea of a

text and how it is conveyed through particular details

● Analyze how a particular sentence fits into the structure of a text and contributes to the development of the theme

● Analyze the impact of a specific word choice on meaning

● Determine an author’s purpose in a text READING

CC.1.3.6.A (E06.A-K.1.1.2)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.

CC.1.3.6.DDetermine an author’s purpose in a text and explain how it is conveyed in a text.E06.A-C.2.1.1Determine an author’s purpose in a text and explain how it is conveyed in the text;

● Integrate information presented in different media or formats to develop a coherent understanding of a topic

● Develop strategies for reading, including monitoring, predicting, visualizing, and setting a purpose

explain how an author develops the point ofview of the narrator or speaker in a text; describe the effectiveness of the point of view used by the author.

CC.1.3.6.JAcquire 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.E06.A-V.4.1.1Determine 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.


CC.1.2.6.LRead and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Unit 5: Sensory Language, Imagery, and Style“Tuesday of the Other June” “The Problem with Bullies” “The Jacket”

TEXT ANALYSIS ● Determine the meaning of words and

phrases as they are used in the text, including figurative and connotative meanings

● Analyze the impact of a specific word choice on meaning and tone

● Analyze how a particular sentence, paragraph, or direction fits in the overall structure and contributes to the development of ideas

● Describe how a story’s plot unfolds in a series of episodes


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

READING: ● Cite textual evidence to support what the

text says explicitly as well as inferences drawn from the text

CC.1.3.6.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.E06.A-V.4.1.1Determine 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. 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.

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


Unit 6: The Language of PoetryRhyme, Meter, and FormLimericks

Rosetti and Dickinson Author Study“I’m Nobody! Who are You?” “Is the Moon Tired?”

TEXT ANALYSIS: ● Analyze sound devices, including rhyme,

rhythm, meter, refrain, alliteration, and onomatopoeia

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


CC.1.3.6.B (E06.A-K.1.1.1)

Shel Silversteinmeanings

● Analyze the impact of a specific word choice on meaning and tone

● 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

READING ● Cite textual evidence to support analysis

of what the text says explicitly as well as inferences drawn for the text

● Develop reading strategies, including paraphrasing

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




Unit 7: Myths, Legends, and Tales“Apollo’s Tree: The Story of Daphne and Apollo”“Arachne” “The Chenoo”

TEXT ANALYSIS: ● Analyze characteristics of myths,

legends, tall tales, and folk tales ● Determine a central idea of text and how

it is conveyed through particular details ● Provide a summary of the text distinct

from personal opinions and judgments ● Analyze in detail how a key idea is

introduced, illustrated, and elaborated in a text

READING: ● Cite textual evidence to support analysis


CC.1.3.6.B (E06.A-K.1.1.1)Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.

of what the text says explicitly as well as inferences drawn from the text

● Integrate information presented in different formats as well as in words to develop a coherent understanding of a topic.

SPEAKING AND LISTENING● Give and follow oral instructions



Unit 8: Biography and Autobiography“Matthew Henson at the Top of the World” from “Over the top of the World” from “The Story of My Life” “American Sign Language”

TEXT ANALYSIS: ● Analyze in detail how a key individual,

event, or idea is introduced, illustrated, and elaborated in a text

● Determine an author’s point of view in a text

● Compare and contrast one author’s presentation of events with that of another

READING:● Determine the meaning of words and

phrases as they are used in a text, including figurative meanings

● Trace chronological order using signal words

MEDIA AND VIEWING: ● Integrate information presented in

different media as well as in words to develop a coherent understanding of a topic

CC.1.2.6.CAnalyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.E06.B-K.1.1.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, or elaborated in a text (e.g., through examples, anecdotes, or sequence of steps).

CC.1.2.6.D (E06.B-C.2.1.1)Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

CC.1.2.6.GIntegrate 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.

Unit 9: Information, Argument and Persuasion “Shine-n-Grow: Hair Repair That Really Works!” “Brain Breeze”

TEXT ANALYSIS: ● Determine a central idea and how it is

conveyed through particular details; provide a summary of the text.

● Analyzes how a sentence, paragraph, or section fits into the overall structure and contributes to the development of ideas

● trace and evaluate the argument and specific claims in a text

● determine the meaning of words and phrases as they are used in a text, including connotative meanings.

MEDIA AND VIEWING: ● explain messages conveyed in news

reports ● Identify and analyze persuasive

techniques in advertising.


CC.1.2.6.D (E06.B-C.2.1.1) Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.


c. 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.

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

CC.1.4.6.G Write arguments to support claims.

CC.1.4.6.H Introduce and state an opinion on a topic. E06.C.1.1.1 Introduce claim(s) for the intended audience

and support the writer’s purpose by organizing the reasons and evidence.

Unit 10: Stargirl Text Analysis ● Describe how a story’s or drama’s plot









CC.1.3.6.F (E06.A-C.2.1.3) (E06.A-V.4.1.1) (E06.A-V.4.1.2)Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.

CC.1.3.6.I (E06.A-V.4.1.1)Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.6.J (E06.A-V.4.1.1) (E06.A-V.4.1.2)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.

CC1.3.6.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

Unit 11: Growing up in Coal Country CC.1.2.6.A (E06.B-K.1.1.2)Determine the central idea of a text and how it is conveyed through particular details;provide a summary of the text distinct from personal opinions or judgments.

CC.1.2.6.B (E06.B-K.1.1.1)Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.

CC.1.2.6.C (E06B-K.1.1.3)Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

CC.1.2.6.E Analyze the author’s structure through the use of paragraphs, chapters, or sections.E06.B-C.2.1.2Analyze how a particular sentence, paragraph, chapter, section, or text feature fits into the overall structure of a text and contributes to the development of the ideas.

CC.1.2.6.FDetermine the meaning of words and phrases as they are used in grade-level reading and

content, including interpretation of figurative language in context.E06.B-V.4.1.1Determine 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.


c. Determine the meaning of technical words and phrases used in a text.

E06.B-V.4.1.2Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.




CC.1.2.6.GIntegrate 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.

CC.1.2.6.JAcquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.2.6.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.2.6.LRead and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

CC.1.5.6.AEngage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on other’s ideas and expressing their own clearly.

CC.1.5.6.CInterpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

CC.1.5.6.DPresent 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.

CC.1.5.6.EAdapt speech to a variety of contexts and tasks.

CC.1.5.6.FInclude multimedia components and visual displays in presentations to clarify information.

CC.1.5.6.GDemonstrate command of the conventions of standard English when speaking based on Grade 6 level and content.

Unit 12: Essay Writing {spiraled throughout the other units}

WRITING AND LANGUAGE: ● Write a comparison-contrast Text-

Dependent Analysis essay ● Write a TDA using non-fiction sources● Write a TDA using fiction sources● Write a informational/explanatory essay● Write a short story● Write a personal narrative ● Vary sentence patterns● Use a strong organizational structure that

effectively supports the focus and ideas of an essay.

● Effectively introduce, develop, and conclude an essay

● Use thorough elaboration with clearly presented information that is consistently supported with well-chosen facts, examples, and concrete details

● Write with a formal style● Skillfully use transitions to link ideas● Thoroughly analyze explicit and implicit

meanings from text(s) to effectively support claims, opinions, ideas, and inferences

CC.1.4.6.A (Informative/Explanatory)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

CC.1.4.6.B (Informative/Explanatory Focus)Identify and introduce the topic for the intended audience.E06.C.1.2.1Introduce a topic for the intended audience; organize ideas, concepts, and information using strategies such as definition, classification, compare/contrast, and cause/effect to support the writer’s purpose.E06.E.1.1.1Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

CC.1.4.6.C (Informative/Explanatory Content)

● Incorporate substantial, accurate, and direct reference to the text(s) by using relevant key details, examples, quotes, facts, and/or definitions

● Establish a context and point of view for a narrative writing piece.

● Create a clear sequence of events with a conclusion in a narrative.

● use narrative techniques to develop characters, experiences and events.

● Incorporate literary devices and sensory language into narrative pieces to clearly convey experiences and events

Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.E06.C.1.2.2Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.E06.E.1.1.2Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s).

CC.1.4.6.D (Informative/Explanatory Organization)Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.E06.C.1.2.1Introduce a topic for the intended audience; organize ideas, concepts, and information using strategies such as definition, classification, compare/contrast, and cause/effect to support the writer’s purpose.E06.C.1.2.3Use appropriate transitions to clarify the relationships among ideas and concepts.E06.C.1.2.6Provide a concluding section that follows from the information or explanation presented.E06.E.1.1.1Introduce text(s) for the intended audience,

state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.E06.E.1.1.3Use appropriate transitions to clarify the relationships among ideas and concepts.E06.E.1.1.6Provide a concluding section that follows from the analysis presented.

CC.1.4.6.E (Informative/Explanatory Style)Write with an awareness of the stylistic aspects of composition.

● Use precise language and domain-specific vocabulary to inform about or explain the topic.

● Use sentences of varying lengths and complexities.

● Develop and maintain a consistent voice.

● Establish and maintain a formal style.E06.C.1.2.4Use precise language and domain-specific vocabulary to inform about or explain the topic.E06.C.1.2.5Establish and maintain a formal style.E06.D.2.1.1Vary sentence patterns for meaning, reader/listener, interest, and style.*E06.D.2.1.2Maintain consistency in style and tone.*E06.D.2.1.3Choose words and phrases to convey ideas precisely.*E06.D.2.1.4Choose punctuation for effect.*E06.D.2.1.5

Choose words and phrases for effect.*E06.E.1.1.4Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.E06.E.1.1.5Establish and maintain a formal style.

CC.1.4.6.F (Informative/Explanatory Conventions of Language)Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.E06.D.1.1.1Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive).E06.D.1.1.2Use intensive pronouns (e.g., myself, ourselves).E06.D.1.1.3Recognize and correct inappropriate shifts in pronoun number and person.*E06.D.1.1.4Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*E06.D.1.1.5Recognize and correct inappropriate shifts in verb tense.*E06.D.1.1.6Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*E06.D.1.1.7Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*E06.D.1.1.8Ensure subject-verb and pronoun-antecedent agreement.*

E06.D.1.2.1Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*E06.D.1.2.2Spell correctly.E06.D.1.2.3Use punctuation to separate items in a series.*

CC.1.4.6.G (Opinion/Argumentative)Write arguments to support claims.

CC.1.4.6.H (Opinion/Argumentative Focus)Introduce and state an opinion on a topic.E06.C.1.1.1Introduce claim(s) for the intended audience and support the writer’s purpose by organizing the reasons and evidence.E06.E.1.1.1Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

CC.1.4.6.I (Opinion/Argumentative Content)Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic.E06.C.1.1.2Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.E06.E.1.1.2Develop the analysis using relevant evidence

from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s).

CC.1.4.6.J (Opinion/Argumentative Organization)Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows from the argument presented.E06.C.1.1.1Introduce claim(s) for the intended audience and support the writer’s purpose by organizing the reasons and evidence.E06.C.1.1.3Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.E06.C.1.1.5Provide a concluding section that reinforces the claims and reasons presented.E06.E.1.1.1Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.E06.E.1.1.3Use appropriate transitions to clarify the relationships among ideas and concepts.E06.E.1.1.6Provide a concluding section that follows from the analysis presented.

CC.1.4.6.K (Opinion/Argumentative Style)Write with an awareness of the stylistic aspects of composition.

● Use precise language and domain-

specific vocabulary to inform about or explain the topic.



● Establish and maintain a formal style.E06.C.1.1.4Establish and maintain a formal style.E06.D.2.1.1Vary sentence patterns for meaning, reader/listener interest, and style.*E06.D.2.1.2Maintain consistency in style and tone.*E06.D.2.1.3Choose words and phrases to convey ideas precisely.*E06.D.2.1.4Choose punctuation for effect.*E06.D.2.1.5Choose words and phrases for effect.*E06.E.1.1.4Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.E06.E.1.1.5Establish and maintain a formal style.

CC.1.4.6.L (Opinion/Argumentative - Conventions of Language)Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.E06.D.1.1.1Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive).E06.D.1.1.2Use intensive pronouns (e.g., myself,

ourselves).E06.D.1.1.3Recognize and correct inappropriate shifts in pronoun number and person.*E06.D.1.1.4Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*E06.D.1.1.5Recognize and correct inappropriate shifts in verb tense.*E06.D.1.1.6Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*E06.D.1.1.7Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*E06.D.1.1.8Ensure subject-verb and pronoun-antecedent agreement.*E06.D.1.2.1Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*E06.D.1.2.2Spell correctly.E06.D.1.2.3Use punctuation to separate items in a series.*

CC.1.4.6.M (Narrative)Write narratives to develop real or imagined experiences or events.

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

CC.1.4.6.O (Narrative Content)

Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.E06.C.1.3.2Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.E06.C.1.3.4Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

CC.1.4.6.P (Narrative Organization)Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events.E06.C.1.3.1Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically to support the writer’s purpose.E06.C.1.3.3Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another.E06.C.1.3.5Provide a conclusion that follows from the narrated experiences or events.

CC.1.4.6.Q (Narrative Style)

Write with an awareness of stylistic aspects of writing.

● vary sentence patterns for meaning, reader/listener interest, and style.

● use precise language.● develop and maintain a consistent

voice. E06.C.1.3.4Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E06.2.1.1Vary sentence patterns for meaning, reader/listener interest, and style. E06.D.2.1.2Maintain consistency in style and tone.E06.D.2.1.3Choose words and phrases to convey ideas precisely. E06.D.2.1.4Choose punctuation for effect E06.D.2.1.5Choose words and phrases for effect. E06.E.1.1.4Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

CC.1.4.6.R (Narrative - Conventions of Language)Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E06.D.1.1.1Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive) E06.D.1.1.2Use intensive pronouns (e.g., myself,

ourselves) E06.D.1.1.3Recognize and correct inappropriate shifts in pronoun number and person. E06.D.1.1.4Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents) E06.D.1.1.5Recognize and correct inappropriate shifts in verb tense. E06.D.1.1.6Produce and complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. E06.D.1.1.7Correctly use frequently confused words (e.g., to, too, two; there, their, they’re). E06.D.1.1.8Ensure subject-verb and pronoun-antecedent agreement. E06.D.1.2.1Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. E06.D.1.2.2Spell correctly. E06.D.1.2.3Use punctuation to separate items in a series.

CC.1.4.6.S (Response to Literature) Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary non-fiction.E06.E.1.1.1Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped

to support the writer’s purpose.E06.E.1.1.2Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s) E06.E.1.1.3Use appropriate transitions to clarify the relationships among ideas and concepts. E06.E.1.1.4Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events. E06.E.1.1.5Establish and maintain a formal style.E06.E.1.1.6Provide a concluding section that follows from the analysis presented.

CC.1.4.6.T (Production and Distribution of Writing - Writing Process)With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CC.1.4.6.U (Technology and Publication)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 single sitting.

CC.1.4.6.V (Conducting Research)Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CC.1.4.6.W (Credibility, Reliability, and Validity of Sources)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 from sources.

CC.1.4.6.X (Range of Writing)Write routinely over extended time frames (time for research, reflections, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audience.

Unit 13: Vocabulary{spiraled throughout the curriculum}

Vocabulary: ● Use roots and affixes as clues to the

meaning of a word ● Use a dictionary or thesaurus to

determine or clarify the precise meaning of a word

● Explain the meaning of word roots and affixes

● Use a glossary to determine syllabication and pronunciation

● Use context clues to help determine the meaning of words

● Complete analogies ● Verify the preliminary determination of

the meaning of a word by checking the inferred meaning in a dictionary.

● Gather vocabulary knowledge when considering a word or phrase important to comprehension

● Use the relationship between words to better understand each of the words

● Use the relationship between particular words to better understand each of the words

CC.1.3.6.FDetermine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.E06.A-C.2.1.3Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of a specific word choice on meaning and tone.E06.A-V.4.1.1Determine 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 phrases.

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

● Use context as a clue to the meaning of a word or phrase

auditory, audible).E06.A-V.4.1.2Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.







CC.1.3.6.J

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.E06.A-V.4.1.1Determine 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.

CC.1.4.6.EWrite with an awareness of the stylistic aspects of composition.




● Establish and maintain a formal style.E06.C.1.2.4Use precise language and domain-specific vocabulary to inform about or explain the topic.E06.D.2.1.3Choose words and phrases to convey ideas precisely.*E06.D.2.1.5Choose words and phrases for effect.*E06.E.1.1.4Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

Unit 13: Grammar and Spelling (Mountain ● Use intensive pronouns correctly CC.1.4.6.E

Language and Orton-Gillingham){spiraled throughout the curriculum}

● Identify subjects and predicates in a sentence

● Identify subjective, objective, and possessive nouns and pronouns.

● Maintain pronoun-antecedent agreement ● Identify and correct sentence fragments

and run-on sentences.● Identify simple and compound sentences ● Use commas in compound sentence

correctly● Use correct pronoun case and adjectives

and adverbs correctly● Demonstrate command of the

conventions of punctuation. ● Demonstrate command of the

conventions of grammar ● Use capitalization and punctuation

conventions correctly● Use a compound-complex sentence● Use colons correctly● Capitalize proper nouns correctly ● Capitalize and punctuate titles correctly

Write with an awareness of the stylistic aspects of composition.




● Establish and maintain a formal style.E06.D.2.1.4Choose punctuation for effect.*E06.D.2.1.5Choose words and phrases for effect.*E06.E.1.1.5Establish and maintain a formal style.

CC.1.4.6.FDemonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.E06.D.1.1.1Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive).E06.D.1.1.2Use intensive pronouns (e.g., myself, ourselves).E06.D.1.1.3Recognize and correct inappropriate shifts in pronoun number and person.*E06.D.1.1.4Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*E06.D.1.1.5Recognize and correct inappropriate shifts in verb tense.*E06.D.1.1.6Produce complete sentences, recognizing and

correcting inappropriate fragments and run-on sentences.*E06.D.1.1.7Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*E06.D.1.1.8Ensure subject-verb and pronoun-antecedent agreement.*E06.D.1.2.1Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*E06.D.1.2.2Spell correctly.E06.D.1.2.3Use punctuation to separate items in a series.*All units involve daily grammar and conventions practice.

All units are cyclical and topics are addressed multiple times.

Instructional Plan:

Lessons begin with Mountain Language or silent reading (Wednesdays). New skills are introduced and practiced using Smart Board activities, graphic organizers and interactive readers. Students work independently or cooperatively to practice and acquire reading and writing skills. Homework or other reinforcement activities are assigned.

Student Assistance:

Special Education Services are provided in our inclusive classrooms by offering:● Autistic Support● Emotional Support● Learning Support (co-teaching model)● Multi-Disabilities Support

● Gifted SupportAny student needing assistance is provided targeted support during RtII time daily and also during class as needed. Assistance is provided by classroom and learning support teachers, reading specialists, aides.

Assessments and Evaluation:

● Formative assessment is on-going.● Summative assessment occurs following skill introduction and

practice.● Benchmark Assessments (Study Island)● Narrative, Argumentative, and TDA writing is assessed with the

PSSA rubric.● PSSA in writing and literacy.

Homework/Procedures:

Reading Comprehension homework is assigned weekly. Students are encouraged to ask for assistance during Advisory.

Student and Parent Communication:

A letter is sent to parents at the beginning of the year which will explain our homework and classroom policies. A newsletter to address skill attainment and class activities will be sent home each marking period. Communication between teacher and home is available with student agendas, the homework hotline, and email correspondence.

Student Expectations and Classroom Rules of Conduct

Students will appropriately participate and follow all policies as outlined in the Danville Student Handbook, which contains procedures regarding absences, classroom behavior, make-up of work, academic integrity and all other student conduct guidelines.

web viewcourse introduction: ela is a literacy program that focuses on skills in reading, grammar,...

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