May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 1 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 1: Changes in Me Unit Big Ideas/Understandings: Unit Essential Questions:  Personal change is a normal, predictable, and often positive aspect of life.  What is the relationship between change and growth?  Reading, exploring, analyzing, and interpreting texts as well as producing narrative and  How do writers use different types of writing to express their ideas? expository writings, will allow an examination of changes that are inevitable. Content/Topics Skills/Competencies Standards Assessments Resources The student will know: The students will be able to: Methods for students to Concept 1. Identify and explain how an 1. 1.5.6 A. Engage effectively in a demonstrate their levels of  Spring Board Text, Level 1  Change incident that changed (him/her) range of collaborative discussions, proficiency: the writer on grade level topics, texts, and Embedded Assessment #1  Essential DVD Academic Vocabulary issues, building on others’ ideas and Writing a Narrative About an The Lion King (1994)  Fluency expressing their own clearly Incident That Changed Me B00003CXB4  Characterization 1.5.6 F. Adapt speech to a variety of  Write an organized, multi- Rob Minkoff & Roger Allers  Narrative contexts and tasks paragraph narrative about  Point of view 2. Use the reflective process 2. 1.4.6 M. Write narratives to develop an incident that brought  Independent Reading  Expository Writing (making personal connections) to real or imagined experiences or about a personal change Resources at appropriate  Cause/Effect identify an important incident events  Use effective dialogue, reading level 3. Use dialogue in narrative writing 3. 1.4.6 R. Demonstrate a grade smooth transitions, (Autobiographical Writings, Literary Terms/Devices appropriate command of the descriptive details, and Personal Narratives, Memoirs, conventions of standard English and Stories about True  Denotation appropriate spelling, 4. Organize a narrative with a grammar and spelling. Happenings)  Connotation capitalization and beginning, middle, and end 4. 1.4.6 P. Organize an event punctuation.  Alliteration employing smooth transitions sequence that unfolds naturally and  One minute, grade level  Rhyme Scheme logically, using a variety of transition Embedded Assessment #2 appropriate, oral reading  Personal Narrative words, phrases, and clauses to Writing an Expository Essay passages (Teacher-selected)  Conflict convey sequence and signal shifts About a Change in Me  Metaphor from one time frame or setting to  Write a multi-paragraph  Vocabulary Notebooks  Simile another; provide a conclusion that expository essay how a  Conjunctive Adverb follows from the narrated change has affected your life  Writing Workshop #1 Transitions experiences and events today, comparing the past to The Writing Process 5. Demonstrate appropriate 5. 1.4.6 R. Demonstrate a grade the present, the impact of Grammar/Usage/Mechanics spelling, punctuation, and appropriate command of the the change on the future  Writing Workshop #4  Parts of Speech capitalization in the writing conventions of standard English  Create an introduction with a Personal Narrative  Punctuation of Dialogue process grammar and spelling hook and a thesis, using  Action Verbs and Linking 6. Identify and explain a change 6.1.4.6 X. Write routinely over descriptive details and  Writing Workshop #6 Verbs and communicate the impact of extended time frames (time for specific evidence as support, Expository Writing  Classification of Nouns the change in speaking and research, reflection, and revision) using appropriate spelling,  Semicolon writing and shorter time frames (a single punctuation, and  Clauses sitting or a day or two) for a range of capitalization.  Compound Subjects discipline-specific tasks, purposes  Compound Predicates and audience Unit Self Reflection 7. Compare the past to the present 7. 1.4.6 X. Write routinely over  Parentheses  Identify evidence of in reading and writing extended time frames (time for  Interjections learning by responding to research, reflection, and revision) and unit essential questions shorter time frames (a single sitting or Writing using academic vocabulary. a day or two) for a range of discipline-  Create a portfolio page that  The Writing Process specific tasks, purposes and (Writing Workshop #1) explains how an artifact audiences  Personal Narrative demonstrates personal 8. Create an introduction with a 8. 1.4.6 N. Engage and orient the (Writing Workshop #4) growth or an increase in hook and a thesis reader by establishing a context and  Expository Writing understanding of unit big (Writing Workshop #6) introducing a narrator and/or ideas, concepts, content,  Quick Write characters and/or skills. 9. Use specific evidence to support 9. 1.4.6. I. Use clear reasons and  Graphic Organizer May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 2 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 1: Changes in Me Unit Big Ideas/Understandings: Unit Essential Questions:  Personal change is a normal, predictable, and often positive aspect of life.  What is the relationship between change and growth?  Reading, exploring, analyzing, and interpreting texts as well as producing narrative and  How do writers use different types of writing to express their ideas? expository writings, will allow an examination of changes that are inevitable. Content/Topics Skills/Competencies Standards Assessments Resources  Sketching Events main ideas in reading and writing relevant evidence to support claims, End-of-Unit 1 Assessment  Topic Sentence for an using credible sources and  Apply unit skills by reading expository paragraph demonstrating an understanding of passages and answering  Thesis Statement for an the topic questions about what was essay 10. Use descriptive details to support 10. 1.4.6. O. Use narrative techniques read  AQQS main ideas such as dialogue, description, and o anecdote pacing, to develop experiences, . o question events, and/or characters; use o quote precise words and phrases, relevant o statement of intrigue descriptive details, and sensory language to convey experiences and Reading Strategies events  Think-Pair-Share 11. Use the semicolon correctly in 11. 1.4. E. Demonstrate a grade  Skim and Scan writing appropriate command of the  Mark the Text conventions of standard English  Predicting grammar and spelling  Close reading 1.4.6.R. Demonstrate a grade  Summarize/Paraphrase appropriate command of the  Web Graphic Organizer conventions of standard English  Activating Prior grammar and spelling Knowledge 12. Use correct spelling, punctuation, 12. 1.4.6.E. Demonstrate a grade  Diffusing and capitalization in writing appropriate command of the o synonym identification narrative and expository texts conventions of standard English  Chunking grammar and spelling  Visualize 1.4.6.R. Demonstrate a grade  QHT appropriate command of the o Q=words students do not conventions of standard English know grammar and spelling o H=words students have 13. Demonstrate fluency when 13.1.3.6.K. Read and comprehend heard or be able to reading orally literary fiction on grade level, reading identify independently and proficiently o T=words students know 14. Identify and use a variety of 14. 1.3.6 K. Read and comprehend well enough to teach to descriptive words and phrases in literary fiction on grade level, reading their peers writing independently and proficiently

15. Recognize and apply key 15. 1.4.6 M. Write narratives to develop elements of a narrative in writing real or imagined experiences or such as sequence of events, events setting, characters’ feelings, dialogue, point of view, transitions, and sensory details 16. Examine narrative openings, 16. 1.4.6.N. Engage and orient the identify a sequence of events, reader by establishing a context and vivid verbs and sensory introducing a narrator and/or language. characters 1.4.6.P. Organize an event sequence that unfolds naturally and logically, using a variety of transition May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 3 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 1: Changes in Me Unit Big Ideas/Understandings: Unit Essential Questions:  Personal change is a normal, predictable, and often positive aspect of life.  What is the relationship between change and growth?  Reading, exploring, analyzing, and interpreting texts as well as producing narrative and  How do writers use different types of writing to express their ideas? expository writings, will allow an examination of changes that are inevitable. Content/Topics Skills/Competencies Standards Assessments Resources 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 1.4.6.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 17. Analyze the elements of a 17. 1.4.6 M. Write narratives to develop nonfiction narrative real or imagined experiences or events 18. Record and evaluate textual 18. 1.2.6 B. Cite textual evidence to evidence to support opinions support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text 19. Examine expository text by 19. 1.2.6 I. Examine how two authors comparing and contrasting present similar information in expository text based on different types of text narrative text 20. Analyze the elements of an 20. 1.4.6 A. Write informative/ expository essay and their explanatory texts to examine a topic influence on plot development and convey ideas, concepts, and information clearly

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 4 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 2: Changes in My World Unit Big Ideas/Understandings: Unit Essential Questions:  The world around us changes and presents us with challenges.  How are people influenced by changes in their worlds?  We make choices to deal with life’s challenges.  How does a writer effectively craft a story?  We can learn how others have dealt with the choices and opportunities that change presents through fiction, nonfiction, print and non-print texts. Content/Topics Skills/Competencies Standards Assessments Resources The student will know: The student will be able to: Methods for students to  Spring Board Text, Level 1 1. Analyze words that describe a 1. 1.4.6.Q. Write with an awareness demonstrate their levels of Concept character’s feelings and write in of the stylistic aspects of writing proficiency:  Essential DVD  Change the voice of a character using Embedded Assessment #1 Toy Story(1995) descriptive words Creating a Short Story 786936294507 Academic Vocabulary 2. Relate the concept of change to 2. 1.3.6.H. Compare and contrast  Write a short story, John Lasseter  Short Story personal experiences and texts in different forms or genres in incorporating all elements of  Figurative Language identify elements of conflict, both terms of their approaches to similar a story  Essential DVD internal and external, and themes and topics as well as their  Describe characters and The Lion King (1994) Literary Terms/Devices conflict resolution use of additional literary elements setting B00003CXB4  Monologue 3. Examine and generate effective 3. 1.4.6.Q. Write with an awareness of  Include a plot structure that Rob Minkoff & Roger  Plot (exposition, rising action, dialogue and conflict in writing the stylistic aspects of writing resolves a conflict relating to Allers climax, falling action, 4. Evaluate character, conflict 4. 1.3.6 B. Describe how a particular the concept of change resolution) (internal and external), and story or drama’s plot unfolds in a  Employ smooth transitions.  Independent Reading  Theme elements of plot series of episodes, as well as how  Incorporate dialogue with Resources at appropriate  Folk Tales the characters respond or change correct punctuation. reading levels  Paraphrasing and as the plot moves toward a  Use descriptive details Authors: Christopher Paul Summarizing resolution  Demonstrate accurate Curtis, Wendelin van  Myths 5. Analyze characters and explain 5. 1.3.6.B. Describe how a particular Draanen, Judith Viorst, and spelling, punctuation, and Elizabeth Montgomery  Hyperbole the connection between conflict story or drama’s plot unfolds in a capitalization and resolution series of episodes, as well as how  Characterization  Demonstrate the writing the characters respond or change  Vocabulary Notebooks  Conflict (internal and process as the plot moves toward a external) resolution  Writing Workshop #2  Dialogue Embedded Assessment #2 6. Develop and refine effective 6. 1.4.6.R. Demonstrate a grade Short Story Producing a TV News Story dialogue in writing appropriate command of the Grammar/Usage/Mechanics  Create an engaging conventions of standard English  Writing Workshop #8  Indefinite Pronouns introduction grammar and spelling Persuasive Writing  Adjectives and Predicate 7. Choose and integrate precise 7. 1.4.6.O. Use narrative techniques  Communicate a clear Adjectives adjectives and adverbs correctly such as dialogue, description, and message to an audience  Adverbs and effectively in writing pacing, to develop experiences,  Include significant facts and  Punctuating Dialogue events, and/or characters; use details  Prepositions and precise words and phrases, relevant  Incorporate an interview Prepositional Phrases descriptive details, and sensory  Employ smooth transitions  Personal Pronouns language to convey experiences and  Reflect on the larger effect of  Regular and Irregular events change Verbs 1.4.6.P. Organize an event  Incorporate visual  Complete/Simple sequence that unfolds naturally and images/graphics Sentences logically, using a variety of transition  Collaborate to design, plan,  Active and Passive Voice words, phrases, and clauses to and rehearse  Subject/Verb Agreement convey sequence and signal shifts  Include an effective headline  Commonly Confused from one time frame or setting to  Demonstrate accurate Words another; provide a conclusion that spelling, punctuation and follows from the narrated capitalization Writing experiences and events  Short Story 1.4.6.Q. Write with an awareness of May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 5 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 2: Changes in My World Unit Big Ideas/Understandings: Unit Essential Questions:  The world around us changes and presents us with challenges.  How are people influenced by changes in their worlds?  We make choices to deal with life’s challenges.  How does a writer effectively craft a story?  We can learn how others have dealt with the choices and opportunities that change presents through fiction, nonfiction, print and non-print texts. Content/Topics Skills/Competencies Standards Assessments Resources (Writing Workshop #2) the stylistic aspects of writing Unit Self Reflection  Persuasive Writing 8. Apply reading strategies of 8. 1.3.6.K. Read and comprehend  Identify evidence of learning (Writing Workshop #8) prediction and visualization literary fiction on grade level, reading by responding to unit  Prewriting when reading fiction and independently and proficiently essential questions using  Quick write nonfiction academic vocabulary  Graphic Organizer 9. Use context clues to determine 9.1.2.6.K. Determine or clarify the meaning of unfamiliar words meaning of unknown and multiple-  Create a portfolio page that Reading Strategies meaning words and phrases based explains how an artifact  Think-Pair-Share on grade level reading and content, demonstrates personal  Summarize choosing flexibly from a range of growth or an increase in  Diffusing strategies and tools understanding of the big 10. Analyze description of setting 10.1.4.6.O. Use narrative techniques  Visualize/Sketch ideas, concepts, content, and and produce descriptive details such as dialogue, description, and  Marking the Text /or skills of the unit.  Scan pacing, to develop experiences, events, and/or characters; use  Metacognitive Markers End-of-Unit 2 Assessment precise words and phrases, relevant descriptive details, and sensory  Apply unit skills by reading passages and answering language to convey experiences and events questions about what was 11. Evaluate multiple perspectives 11. 1.2.6 D. Determine an author’s read in literature and consider two point of view or purpose in a text and sides of a personal story explain how it is conveyed in the text 12. Evaluate and interpret 12. 1.3.6 B. Describe how a particular characterization through story or drama’s plot unfolds in a dialogue and physical series of episodes, as well as how description the characters respond or change as the plot moves toward a resolution 13. Apply the elements of a short 13. 1.4.6 M. Write narratives to develop story in an original narrative real or imagined experiences or events 14. Develop characters, and setting 14. 1.4.6 O. Use narrative techniques in story writing 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 15. Compare and contrast opinions 15. 1.5.6 B. Interpret information about the news, identify the presented in diverse media and purposes of watching TV news, formats (e.g. visually, quantitatively, and describe elements of TV orally) and explain how it contributes newscasts to a topic, text, or issue under study 16. Examine graphics and other 16. 1.5.6 B. Interpret information visuals in a newscast, and presented in diverse media and analyze how facts are supported formats (e.g. visually, quantitatively, May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 6 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 2: Changes in My World Unit Big Ideas/Understandings: Unit Essential Questions:  The world around us changes and presents us with challenges.  How are people influenced by changes in their worlds?  We make choices to deal with life’s challenges.  How does a writer effectively craft a story?  We can learn how others have dealt with the choices and opportunities that change presents through fiction, nonfiction, print and non-print texts. Content/Topics Skills/Competencies Standards Assessments Resources by visuals in a news story orally) and explain how it contributes to a topic, text, or issue under study. 1.5.6.G. Demonstrate command of the conventions of standard English when speaking based on grade 6 level and content 17. Design interview and open- 17. 1.4.6.V. Conduct short research ended questions with answers projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate 18. Identify a problem, or conflict, 18. 1.4.6.C. Develop and analyze the and the solution or resolution topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension 19. Identify the essential events of a 19. 1.4.6.V. Conduct short research story, construct a headline and projects to answer a question, an interview report drawing on several sources and refocusing the inquiry when appropriate 20. Apply strategies for accessing 20. 1.2.6.I. Examine how two authors nonfiction, articulate problems present similar information in and solutions in nonfiction, and different types of text recognize text-to-text 1.2.6.L. Read and comprehend connections transforming a text literary non-fiction and informational text on grade level, reading independently and proficiently 21. Identify and examine internal 21. 1.3.6.B. Describe how a particular and external conflicts, story or drama’s plot unfolds in a understanding the effect of point series of episodes, as well as how of view in a story the characters respond or change as the plot moves toward a resolution 1.3.6.D. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text 22. Evaluate the use of dialogue in 22. 1.4.6 Q, R. Write with an writing and revise dialogue in awareness of the stylistic aspects of writing writing 1.4.6.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 7 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 3: Changes in Self-Perception Unit Big Ideas/Understandings: Unit Essential Questions:  Individuals experience many changes throughout a lifetime.  How do internal and external factors influence one’s self-perception?  How does voice relate to audience and purpose? Content/Topics Skills/Competencies Standards Assessments Resources The student will know: The students will be able to: Methods for students to 1. Compose sentences using 1. 1.4.6.Q. Write with an awareness demonstrate their levels of  Spring Board Text, Level 1 Concept parallel structure of the stylistic aspects of writing proficiency:  Change 1.4.6.S. Draw evidence from Embedded Assessment #1  Essential DVD literary or informational texts to Writing Letters in the Voice of Holes( 2003) Academic Vocabulary support analysis, reflection, and Characters 786936225495  Internal/External research, applying grade level  Identify and apply the Andrew Davis  Diction reading standards for literature and components of a distinct  Voice literary non-fiction voice  Essential DVD  Literary Analysis 2. Analyze and evaluate characters 2. 1.3.. B. Describe how a particular  Analyze characters The Mighty (1998)  Personal Letter by inferring character traits story or drama’s plot unfolds in a  Apply RAFT 6305428247  Setting series of episodes, as well as how  Use the letter format Peter Chelsom the characters respond or change  Subplot  Craft two letters about a as the plot moves toward a common incident in Holes in  Essential Text resolution Literary Terms/Devices two different character Holes(2003) 3. Make and support inferences 3. 1.3.6.A. Cite textual evidence to  Subjective/Objective voices 044040414806 support analysis of what the text o camera point of view  Write a reflective piece Andrew Davis says explicitly as well as inferences  Point of View explaining the difference in and/or generalizations drawn from  Topic Sentence diction and character  Independent Reading the text  Perspective perspective between the two Resources at appropriate 4. Analyze and evaluate characters 4. 1.3.6.B. Describe how a particular letters reading levels  Essay using precise adjectives, story or drama’s plot unfolds in a  Novel Suggested Authors: adverbs, and action verbs series of episodes, as well as how Embedded Assessment #2 o Small Steps-Louis Sachar  Omniscient the characters respond or change Writing a Character Analysis Chasing Vermeer-Blue  Subplot as the plot moves toward a Essay Balliet  Flashback o Hoot-Carl Hiassen resolution  Craft a multi-paragraph  Symbol o Maniac Magee-Jerry 5. Write in the voice of a character 5. 1.4.6.Q. Write with an awareness literacy analysis essay using  Tone 6. Identify and explain textual of the stylistic aspects of writing Spineli, concrete details from the o The Westing Game-Ellen support for an opinion and  Textual Evidence novel Raskin compose a body paragraph 6. 1.2.6.B. Cite textual evidence to  Write a strong introduction o The Outcasts of 19 support analysis of what the text Grammar/Usage/Mechanics with a hook and thesis Schuyler Place- E.L. says explicitly as well as inferences  Commas  Use textual evidence to Konigsburg and/or generalizations drawn from  Adverbs support a thesis statement the text  Vocabulary Notebooks  Book Titles  Incorporate direct quotations. 1.4.6.C. Develop and analyze the  Action Verbs  Analyze character change topic with relevant facts, definitions,  Writing Workshop #7  Transitions of  Employ third-person point of concrete details, quotations, or Procedural Texts: Informal Comparison/Contrast view  Present Tense other information and examples; Letters include graphics and multimedia  Write an insightful conclusion  Context Clues discussing the larger ideas of when useful to aiding  Writing Workshop #9  Parallel Structure change than expressed in comprehension Response to Literary or  Quotations from a Text 7. Compose text using voice 7. 1.4.6.F. Write with an awareness of the novel  Coherence Expository Texts appropriate for an identified the stylistic aspects of composition  Apply smooth transitions,  Action verbs audience and purpose 8. 1.3.6.B. Describe how a particular parallel structure, and 8. Recognize the effect of setting story or drama’s plot unfolds in a appropriate descriptive Writing on mood or atmosphere series of episodes, as well as how diction  Procedural texts: Informal the characters respond or change Letters as the plot moves toward a May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 8 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 3: Changes in Self-Perception Unit Big Ideas/Understandings: Unit Essential Questions:  Individuals experience many changes throughout a lifetime.  How do internal and external factors influence one’s self-perception?  How does voice relate to audience and purpose? Content/Topics Skills/Competencies Standards Assessments Resources (Writing Workshop #7) resolution Unit Self Reflection  Response to Literary or 9. 1.4.6.O. Use narrative techniques  Identify evidence of learning Expository Texts 9. Write descriptively in first person such as dialogue, description, and by responding to unit (Writing Workshop #9) pacing, to develop experiences, essential questions using  Looping events, and/or characters; use academic vocabulary  Double-entry journals precise words and phrases,  Quick writes relevant descriptive details, and  Create a portfolio page that sensory language to convey explains how an artifact Reading Strategies experiences and events demonstrates personal  Skim and scan 10.1.3.6.A. Cite textual evidence to growth or an increase in  Make predictions 10. Visualize, predict, and generate support analysis of what the text understanding of the unit’s inferences about text says explicitly as well as inferences  Summarize/Paraphrase big ideas, concepts, content, and/or generalizations drawn from  Think-Pair-Share and/or skills  Close Reading the text 1.3.6.B. Describe how a particular  Mark the text End-of-Unit 3 Assessment  Visualize story or drama’s plot unfolds in a series of episodes, as well as how  Apply unit skills by reading  RAFT (role, audience, the characters respond or change passages and answering format, topic) questions about what was  Reread as the plot moves toward a resolution read  Scanning 11. 1.3.6.B. Describe how a particular 11. Make connections between plot story or drama’s plot unfolds in a and subplot series of episodes, as well as how the characters respond or change as the plot moves toward a resolution 12. Use context clues to determine 12.1.3.6.F. Determine the meaning of word meaning words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context 13. Reflect through writing 13. 1.4.6.X. 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 14. Identify and evaluate a 14. 1.3.6.B. Describe how a particular character’s development through story or drama’s plot unfolds in a an extended text development series of episodes, as well as how the characters respond or change as the plot moves toward a resolution 15. Evaluate character relationships 15. 1.3.6.B. Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 9 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 3: Changes in Self-Perception Unit Big Ideas/Understandings: Unit Essential Questions:  Individuals experience many changes throughout a lifetime.  How do internal and external factors influence one’s self-perception?  How does voice relate to audience and purpose? Content/Topics Skills/Competencies Standards Assessments Resources as the plot moves toward a resolution 16. Explain traditional devices in film 16.1.5.6.B. 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 17. Compare film and novel 17. 1.3.6.G. Compare and contrast the treatments of the same text experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching 18. Use context clues to derive 18. 1.2.6.K. Determine or clarify the meaning of unfamiliar words 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 19. Compose an introduction with a 19. 1.4.6.B. Identify and introduce the quotation and a thesis statement topic for the intended audience. 20. Use precise adjectives to 20. 1.4.6.C. Develop and analyze the describe characters and to topic with relevant facts, definitions, create transitions concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 10 of 12 Course: Grade 6 Accelerated – English Language Arts Unit 4: Measuring Changes in Me Unit Big Ideas/Understandings: Unit Essential Questions:  Reflecting on changes in our lives helps us to recognize personal growth and  Why is it important to reflect on personal change and growth? provides information to help us set goals for the future.  Why does successful writing require revision? Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Students will be able to: Methods for students to 1. Demonstrate fluency when 1. 1.2.6.L. Read and comprehend demonstrate their levels of  Spring Board Text, Level 1 Concept: reading literary non-fiction and informational proficiency:  Change text on grade level, reading  Independent Reading independently and proficiently Embedded Assessment #1 Resources Academic Vocabulary 1.3.6.K. Read and comprehend Revising, Reflecting, and (Biography and Autobiography)  Local/Global Revision literary fiction on grade level, Publishing  Reflection reading independently and  Identify areas in need of  One minute, grade level proficiently revision and describe appropriate, oral reading Literary Terms/Devices 2. Write a paragraph with a strong 2. 1.4.6.N. Engage and orient the strategies that will aid in the passages (teacher-selected)  Genre topic sentence reader by establishing a context revision process and introducing a narrator and/or  Deeply revise a text by  Vocabulary Notebooks Grammar/Usage/Mechanics characters adding, replacing, and  Topic Sentences 3. Demonstrate comprehension of 3. 1.2.6.F. Determine the meaning of deleting content.  Writing Workshop #4  Compound Sentences non-fiction and fiction text words and phrases as they are  Explain how revisions Personal Narrative  Independent Clause used in grade level reading and improve the original text content, including interpretation of  Non count Nouns figurative language in context  Ellipsis Points Unit Self-Reflection 1.3.6 F. Determine the meaning of  Identify evidence of learning  Subordinating words and phrases as they are Conjunctions by responding to unit used in grade level reading and essential questions using content, including interpretation of Writing: academic vocabulary figurative language in context  Create a portfolio page that  Personal Narrative 4. Analyze nonfiction text 4. 1.2.6 L. Read and comprehend (Writing Workshop #4) explains how an artifact literary non-fiction and informational  Persuasive Writing demonstrates personal text on grade level, reading growth or an increase in  Revision Strategies independently and proficiently o Adding understanding of unit big 5. Identify and apply one or more o replacing ideas, concepts, content, o deleting strategies to a new piece of writing 5. 1.4.6.D. Organize ideas, concepts, and/or skills and information using strategies Reading Strategies End of Unit Four Assessment  Skim and Scan  Apply unit skills by reading

 Predict passages and answering

 Summarize/Paraphrase questions about what was read

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 11 of 12 Course: Grade 6 Accelerated – English Language Arts Unit: 5 – Changing Times and Places Unit Big Ideas/Understandings: Unit Essential Questions:  By applying the conventions to an original text we can transform it into something  Why do objects change over time, and how does this change affect society? new.  How does setting affect characterization and plot? Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Students will be able to: Methods for students to 1. Describe chronological order 1. 1.4.6 D. Organize ideas, concepts, demonstrate their levels of  Spring Board Text, Level 1 Concept: through the identification of and information using strategies proficiency:  Change objects that have changed over such as definition, classification,  Essential DVD time and through transitions comparison/contrast, and Embedded Assessment #1 Big (1988) Academic Vocabulary cause/effect; use appropriate Researching and Presenting an Item B00000)K3CR  Research transitions to clarify the That Has Changed Over Time  Tone relationships among ideas and  Research an item that has  Essential DVD  Presentation concepts; provide a concluding changed over time Back to the Future  Drama statement or section; include  Use details, examples, and B000006AL1E commentary to explain an  Parenthetical Credit formatting when useful to aiding item’s development over comprehension  Non Fiction books about Literary Terms/Devices time inventors or inventions  Use visual images to  Science Fiction/Fantasy 2. Develop a rationale for giving 2. 1.4.6.W. Gather relevant credit when using the words or information from multiple print and enhance text  Fable  Vocabulary Notebooks ideas of others digital sources; assess the  Demonstrate accurate  Interpretation/Oral credibility of each source; and spelling, punctuation, and Interpretation  Writing Workshop #10 quote or paraphrase the data and capitalization  Limerick Research conclusions of others while  Collaborate to design, plan,  Rhythm avoiding plagiarism and providing rehearse, and present  Quatrain  Writing Workshop #5 basic bibliographic information for  Employ effective transitions Script Writing  Free Verse sources in presentation

Grammar/Usage/Mechanics: 3. Assess predictions and 3. 1.3.6.B. Describe how a particular Embedded Assessment #2  Subordinate Clauses summarize texts story or drama’s plot unfolds in a Transforming and Performing a  Complex Sentences series of episodes, as well as how Scene from a Play the characters respond or change  Read text closely for Writing: as the plot moves toward a historical context  Research resolution  Identify setting, plot, (Writing Workshop #10) characterization, and theme  Script Writing 4. Interpret tone found in text 4. 1.3.6.F. Determine the meaning of  Transform the setting, voice, (Writing Workshop #5) words and phrases as they are and tone of a text  Prewriting used in grade level reading and  Write a dramatic script. content, including interpretation of Reading Strategies:  Produce a plan for design figurative language in context and rehearsal through  Think-Pair-Share collaboration  Skim/Scan 5. Apply memorization techniques in 5. 1.3.6.F. Determine the meaning of  Prepare props, sound, and  Marking the Text poetry words and phrases as they are costumes to enhance used in grade level reading and  Summarizing performance content, including interpretation of  Paraphrasing  Memorize lines and express figurative language in context  Prediction a convincing tone

6. Apply and evaluate character 6. 1.4.6.Q. Write with an awareness Unit Self-Reflection: action, pantomime, and write and of the stylistic aspects of writing speak dialogue when writing  Identify evidence of learning by responding to unit 7. Compare elements of a dramatic 7. 1.5.6.F. Adapt speech to a variety essential questions using voice of contexts and tasks academic vocabulary  Create a portfolio page that May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 6 ACCELERATED Page 12 of 12 Course: Grade 6 Accelerated – English Language Arts Unit: 5 – Changing Times and Places Unit Big Ideas/Understandings: Unit Essential Questions:  By applying the conventions to an original text we can transform it into something  Why do objects change over time, and how does this change affect society? new.  How does setting affect characterization and plot? Content/Topics Skills/Competencies Standards Assessments Resources 1.5.6.G. Demonstrate command of explains how an artifact the conventions of standard English demonstrates personal when speaking based on grade 6 growth or an increase in level and content understanding of unit big ideas, concepts, content, 8. Justify how movement, teamwork, 8. 1.5.6.F. Adapt speech to a variety and/or skills role playing, and precision of contexts and tasks contribute to a performance 1.5.6.G. Demonstrate command of End of Unit Five Assessment the conventions of standard English  Apply unit skills by reading when speaking based on grade 6 passages and answering level and content questions about what was read