6Th Grade English Language Arts 2Nd Quarter
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6th Grade English Language Arts 2nd Quarter
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
. 80% of our students will graduate from high school college or career ready
. 90% of students will graduate on time
. 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. 6th Grade English Language Arts 2nd Quarter
How to Use the Literacy Curriculum Maps Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction. 6th Grade English Language Arts 2nd Quarter
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high- leverage resources around each of the three shifts that teachers should consistently access:
The TN Core Literacy Standards The TN Core Literacy Standards (also known as the College and Career Teachers can access the TN Core standards, which are featured Ready Literacy Standards): throughout this curriculum map and represent college and career ready student learning at each respective grade level. http://www.tncore.org/english_language_arts.aspx Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) http://achievethecore.org/page/642/text-complexity-collection using the resources in this collection. Student Achievement Partners Academic Work Finder: Teachers can copy and paste a text into this tool, which then http://achievethecore.org/page/1027/academic-word-finder generates the most significant Tier 2 academic vocabulary contained within the text. Links to Support Vocabulary Instruction & Development http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary- instruction/ https://wvde.state.wv.us/strategybank/VocabularyStrategies.html https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html 6th Grade English Language Arts 2nd Quarter http://soltreemrls3.s3-website-us-west- 2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier- 2-and-Tier-3-Terms-for-ELA-and-Math.pdf
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative http://achievethecore.org/page/710/text-dependent-question- and reader/task measures text complexity analysis. resources Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Sequenced: Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the http://achievethecore.org/page/1098/text-set-project-sequenced- world. under-construction
Using the Curriculum Maps, Grades 6-8
Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. 6th Grade English Language Arts 2nd Quarter Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
Second TN State Standards , Evidence Content Quarter Statements Weeks 1-3 Reading Selections Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski (informational), You Are Drinking What? by Paul Kix (informational) and Desalination (informational) “from This Land Was Made for You and Me” (Lexile 1020) and “from Zlata’s Diary” (non-fiction) Hard as Nails (Lexile 910; autobiographical narrative) OR The Shutout (Lexile 1200)
Big Question: What is important to Know? (Unit 3) Informational Informational Prentice Hall Literature – Reading Reading Selections Complex Texts RI6.2 Evidence Statements Determine a central idea of a text and Provides a statement of the central Analyzing Text how it is conveyed through particular idea(s) of a text. Beyond Thirst: The Global Water Crisis by details; provide a summary of the text Provides an objective summary of the Kathiann M. Kowalski RI6.2, RI6.3 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements distinct from personal opinions or text distinct from personal opinions or http://tncore.org/sites/www/Uploads/EL judgments. judgments. RI6.2 A_Tasks/6_8/ELAG68P3Text1Thirst3.pdf RI 6.3 You Are Drinking What? by Paul Kix RI6.2, Analyze in detail how a key individual, Provides detailed analysis of how a key RI6.3 event, or idea is introduced, illustrated, individual, event or idea is introduced http://tncore.org/sites/www/Uploads/EL and elaborated in a text (e.g., through in a text (e.g., through examples and A_Tasks/6_8/ELAG68P3Text2DrinkingWh examples or anecdotes). anecdotes). at3.pdf RI 6.4 Provides detailed analysis of how a key Desalination RI6.2, RI6.3 Determine the meaning of words and individual, event or idea is illustrated http://tncore.org/sites/www/Uploads/EL phrases as they are used in a text, in a text (e.g., through examples and A_Tasks/6_8/ELAG68P3Text3Desalinatio including figurative, connotative, and anecdotes). RI 6.3 n3.pdf technical meanings. Tasks RI 6.5 Demonstrates the ability to determine http://tncore.org/sites/www/Upl Analyze how a particular sentence, the meaning of words and phrases as oads/ELA_Tasks/6_8/ELAG68P3S paragraph, chapter, or section fits into they are used in a text (e.g., figurative, tudent4.pdf the overall structure of a text and connotative, technical). RI 6.4 Skill focus: contributes to the development of the . analyze, cite evidence, central idea, ideas. Provides an analysis of how a particular compare and contrast, argument, RI 6.6 sentence, paragraph, chapter or section claim, reasoning, counter-claim fits into the overall structure of a text. Determine an author’s point of view or List of Tier 3 Domain Specific purpose in a text and explain how it is Provides an analysis of how a particular Words conveyed in the text. sentence, paragraph, chapter or section http://soltreemrls3.s3-website- contributes to the development of the us-west- These standards are constant and ideas. RI 6.5 2.amazonaws.com/marzanorese should be taught throughout each arch.com/media/documents/List Provides a statement of an author’s quarter. -of-Tier-2-and-Tier-3-Terms-for- point of view in a text. Cite Evidence: RL1, RI1 ELA-and-Math.pdf Provides a statement of an author’s Analyze Content: RL/RI.6.2-9 o See pages 26-71 for ELA purpose in a text. Tier 3 Provides an explanation of how the Next Generation Glossary of author’s point of view or purpose is Informational and Literary terms conveyed in the text. RI 6.6 o See www.scsliteracy.weebly.com (found on the middle school page)
Text Dependent Questions Level 1 o What is the claim and what textual evidence is cited about the claim? 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements Level 2 o How is the text crafted to show explicit meaning (in relationship to the claim)? Level 3 o What does the text infer (about the claim)? o Do textual inferences change the meaning of this text?
Resources for Analyzing Text See weebly. www.scsliteracy.weebly.com Strategies for analyzing text Unit 3 – Types of Nonfiction Literary Analysis Workshop (RI6.3, RI6.4, RI6.5, RI6.6) “from This Land Was Made” (nonfiction) and “from Zlata’s Diary” (narrative essay) Skill Focus: author’s purpose, point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website- us-west- 2.amazonaws.com/marzanorese arch.com/media/documents/List -of-Tier-2-and-Tier-3-Terms-for- ELA-and-Math.pdf o See pages 26-71 for ELA Tier 3 Next Generation Glossary of Informational and Literary terms o See www.scsliteracy.weebly.com (found on the middle school page) 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements
After You Read . Text Dependent Questions: 1. (Key ideas and details) What hardships did Zlata and her family endure during the war? (Infer) How did these hardships change Zlata’s life? (Analyze) Why did Zlata have mixed feelings about leaving Sarajevo? 2. (Craft and Structure) What makes this diary an example of nonfiction? What makes this diary a type of autobiography?
Hard as Nails (Lexile 910; autobiographical narrative) (RI6.6) Skill Focus: author’s purpose, autobiographical essay, point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone Before You Read Critical Thinking - Hard As Nails . Text Dependent Questions: 1. (Key Ideas and Details) At the beginning of the selection, what does Baker’s mother want him to do? (Compare and Contrast) How are Baker’s dreams for himself similar to and different from his mother’s dreams for him? 2. (Integration of Knowledge 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements and Ideas) Explain what these words tell us about Baker’s attitude: “No matter how awful it got, and it sometimes got terrible, I never quit believing it was a great life.” (Connect to the Big Question: What is important to know?) After You Read OR The Shutout (Lexile 1200; expository essay) (RI6.6) Skill Focus: author’s purpose, expository essay, point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone Before You Read Critical Thinking – Text Dependent Questions 1. (Key Ideas and Details) – When did baseball become popular, and who created the playing rules? (Analyze): Give specific examples of the changes that occurred following the creation of baseball as a professional sport. 2. (Key Ideas and Details) – What were the team owners’ reasons for not letting African Americans play? (Identify cause and effect) – What effect did this exclusion have on the history of baseball? After You Read
Other Resources Unit Resources Workbook www.pearsonsuccessnet.com Hard as Nails by Russell Baker 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements resources https://prezi.com/8eo4xj9y6t3i/hard-as- nails-by-russel-baker/ http://tct.murrieta.k12.ca.us/reading/gra de6/ph1/hard_as_nails/ Hard As Nails Literary Analysis.doc Reading Strategies and graphic organizers http://www.readingrockets.org/strat egies http://www.cps.k12.in.us/Page/1311 http://pacehighschool.net/Document s/GraphicOrganizersforReading.pdf“ District’s Weebly www.scsliteracy.weebly.com WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Identify words in a text Identify words or phrases Identify details in a text Determine the theme or Determine the theme that support the theme or in a text that support the that support the theme or central idea of a text or central idea of a text central idea of a text theme or central idea of a central idea of a text citing details to support citing details to support citing details to support text citing details to citing details to support the theme, using a the theme. the theme, using a support the theme, using the theme, using a highlighted text. visually supported text a visually supported text highlighted text with a with a partner. with a partner. partner. Language – Vocabulary Language – Vocabulary Vocabulary
L. 6.4d Evidence Statements Prentice Hall Literature- Pearson Verify the preliminary determination of Demonstrates the ability to use context Publishing the meaning of a word or phrase (e.g., (e.g., the overall meaning of a sentence by checking the inferred meaning in or paragraph; a word’s position or Analyzing Text and Task context or in a dictionary). function in a sentence) as a clue to the Beyond Thirst: The Global Water Crisis by L. 6.6 meaning of a word or phrase. Kathiann M. Kowalski Acquire and use accurately grade- Provides a statement demonstrating You Are Drinking What? by Paul Kix appropriate general academic and accurate meaning and use of grade- Desalination domain-specific words and phrases; appropriate general academic words and . Graphic Organizers for Analyzing gather vocabulary knowledge when phrases. Tasks considering a word or phrase important www.scsliteracy.weebly.com 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements to comprehension or expression. Reviewed throughout the quarter: Synonyms/antonyms Tier 2 Academic Vocabulary – analyze, Affixes- Latin roots elaborate, introduce, determine, contribute, These standards are constant and Context clues explain, delineate should be taught throughout each Analogy and word relationships List of Tier 2 Academic Vocabulary quarter. Word parts and families (referred to as Tier 2 Academic Terms by Study and apply vocabulary - L.6.4-6 Marzano) http://soltreemrls3.s3-website-us-west- 2.amazonaws.com/marzanoresearch.com/ media/documents/List-of-Tier-2-and-Tier- 3-Terms-for-ELA-and-Math.pdf o See pages 1-25 for Tier 2
Literary Analysis Workshop - “from This Land Was Made” (nonfiction) and “from Zlata’s Diary” (narrative essay) o Introducing the Big Question: Learning Big Question Vocabulary pg. 377
Hard as Nails (autobiographical narrative) o Latin suffix - ance . Making Connections: Vocabulary pg. 404 . Vocabulary Development pgs. 404, 406,410,412 . After You Read: Vocabulary pg. 415 OR
The Shutout (expository essay) Latin prefix sub- or super- o Making Connections: Vocabulary pg.426 o Vocabulary Development pgs. pg. 426, 428, 430 o After You Read: Vocabulary pg. 433
Pearson Online Resources 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements www.pearsonsuccessnet.com Benchmark and Unit Assessments Unit Resources Common Core Companion Other resources www.pearsonsuccessnet.com - Vocabulary central Word Benches pg. 57-61 (Greek and Latin affixes) http://www.tennessee.gov/education/stan dards/english/ENG_3081.pdf Online Dictionary http://www.wordcentral.com/ www.pearsononlinesuccess.net. o Unit Resources Workbook . Downloads: Editable Presentations and Editable Worksheets Vocabulary Strategies and graphic organizers http://learningtasks.weebly.com/vocabular y-strategies.html http://www.cobbk12.org/cheathamhill/LFS %20Update/Graphic%20Organizers.htm Hard as Nails by Russell Baker resources https://quizlet.com/9383094/hard-as-nails- by-russell-baker-flash-cards/ Writing to Writing Writing Writing Texts Argumentative Writing Evidence Statements: The Argumentative Rubric W.6.1 Development of Ideas http://tncore.org/sites/www/Uploads/TNCO Write arguments to support claims with o The student response addresses the RE/Rubrics/OpArgRubric-Gr6-8.pdf clear reasons and relevant evidence. prompt and provides effective and W.6.1a comprehensive development of the Teaching the Argumentative Rubric’s Introduce claim(s) and organize the claim, topic and/or narrative elements Traits reasons and evidence clearly. by using clear and convincing The Scoring Guides and Sample Student W.6.1b reasoning, details, text-based Responses Support claim(s) with clear reasons and evidence, and/or description. http://tncore.org/english_language_arts/as relevant evidence, using credible o The development is consistently sessment/scoring_resources/2013- 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements sources and demonstrating an appropriate to the task, purpose, and 14scoringresources/2013- understanding of the topic or text. audience. 14p3scoringmaterials.aspx#G68 W.6.1c Organization o Explanation of terms per trait Use words, phrases, and clauses to o The student response Writing Institute Resources clarify the relationships among claim(s) demonstrates purposeful www.scsliteracy.weebly.com and reasons. coherence, clarity, and cohesion W.6.1e o Includes a strong introduction, Argumentative Writing Resources Provide a concluding statement or conclusion, and a logical, well- (How to write an argumentative essay) section that follows from the argument executed progression of ideas, http://www.bellevuecollege.edu/asc/writing/ess presented. making it easy to follow the ays-guides/documents/argumentativeessay.pdf writer’s progression of ideas. (How to write an argumentative essay) http://www.roanestate.edu/owl/argument.html Clarity of Language (How to write an argumentative essay) o The student response establishes Informational/Explanatory http://depts.washington.edu/owrc/Handouts/Ar and maintains an effective style, gumentative%20Paper%20Format.pdf W 6.2 while attending to the norms and (argumentative essay frame) Write informative/explanatory texts to conventions of the discipline. http://www.baltimorecityschools.org/Page/1621 examine a topic and convey ideas, o The response uses precise 5 concepts, and information through the language consistently, including selection, organization, and analysis of descriptive words and phrases, Assessment Performance Task relevant content. sensory details, linking and Analysis (Focus on Argument) W.6.2a transitional words, words to “Beyond Thirst: The Global Water Crisis”, Introduce a topic; organize ideas, indicate tone, and/or domain- “You Are Drinking What?”, and concepts, and information, using specific vocabulary. “Desalination” strategies such as definition, Knowledge of Language and Analysis classification, comparison/ contrast, and Conventions You have read three texts about ways to cause/effect; include formatting (e.g., o The student response address the shortage of clean water, which is headings), graphics (e.g., charts, tables), demonstrates command of the a problem for many communities in the world. and multimedia when useful to aiding conventions of standard English Write an essay that argues for what you think comprehension. consistent with effectively edited are the three most important factors to writing. consider when choosing a possible solution for W. 6.2b o Though there may be a few minor providing clean water. Be sure to support your Develop the topic with relevant facts, errors in grammar and usage, argument with claims that are developed with definitions, concrete details, quotations, meaning is clear throughout clear reasons and relevant evidence from the or other information and examples. the response. three texts. Be sure to follow the conventions of standard written English. W.6.2d Reviewed throughout the quarter: Use precise language and domain- Writing Sentences, Essay organization and Prentice Hall Literature- Pearson specific vocabulary to inform about or structure Publishing explain the topic. Thesis statement, Topic sentences and supporting details, Writing paragraphs, Routine Writing (text-dependent): W.6.2e Writing About the Big Question 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements Establish and maintain a formal style. Performance tasks After You Read, Journal entries, Summaries, Daily Language Practice, W 6.4 Graphic Organizers Produce clear and coherent writing in which the development, organization, Analysis (focus on informing and explaining) and style are appropriate to task, Performance Task #1 pg. 542- Determine purpose, and audience. the Author’s Point of View- Write an essay in which you determine the author’s point W 6.9 of view in a nonfiction text from this unit. Draw evidence from literary or Performance Task #2 pg. 542- Analyze informational texts to support analysis, the Structure of a Text- Write an essay in reflection, and research. which you analyze how a paragraph or section helps to develop ideas in a W 6.3 nonfiction work from this unit. Write narratives to develop real or imagined Narrative experiences or events using effective Narrative text pg. 417 (Hard as Nails) Write a technique, letter from the point of view of a main relevant descriptive details, and well- character in the selection you read. In your structured letter, describe an event that happened in the event sequences. narrative. a. Engage and orient the reader by establishing a context and introducing a narrator Other Resources and/or The Informational/Explanatory Rubric characters; organize an event sequence http://tncore.org/sites/www/Uploads/ that TNCORE/Rubrics/InfExpRubric-Gr6- unfolds naturally and logically. 8.pdf b. Use narrative techniques, such as dialogue, Narrative resource pacing, and description, to develop http://betterlesson.com/common_core/bro experiences, events, and/or characters. wse/1501/ccss-ela-literacy-w-6-3-write- c. Use a variety of transition words, narratives-to-develop-real-or-imagined- phrases, and experiences-or-events-using-effective- clauses to convey sequence and signal technique-relevant-de shifts Annotation from one time frame or setting to http://www.readwritethink.org/files/res another. ources/lesson_images/lesson1132/Ann d. Use precise words and phrases, otationGuide.pdf relevant descriptive details, and sensory http://www.readwritethink.org/files/res 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements language to ources/lesson_images/lesson1132/EJ0 convey experiences and events. 964Have.pdf e. Provide a conclusion that follows from http://www.readwritethink.org/classro the om-resources/lesson-plans/teaching- narrated experiences or events. student-annotation-constructing- 1132.html?tab=3#tabs http://www.collegewood.org/ourpages/ auto/2014/8/17/63598523/Beyond %20the%20Yellow%20Highlighter.pdf Language Language Conventions
L6.1c Evidence Statements Prentice Hall Literature- Pearson Recognize and correct inappropriate Distinguish inappropriate shifts in Publishing shifts in pronoun number and person. pronouns usage (i.e., number and person) and make corrections as necessary. Hard as Nails (autobiographical narrative) Identify and correctly use adjectives in L6.1e context (i.e., articles, common, and Integrated Language Arts: Adjectives Recognize variations from standard proper). and Articles English in their own and others’ writing pg. 416 Construct sentences with the correct use and speaking, and identify and use of common and proper adjectives. Reading Application strategies to improve expression in Writing Application conventional language. Prentice Hall Writing Coach
L6.3b The Shutout (expository essay) Maintain consistency in style and tone o Integrated Language Arts: Comparisons with Adjectives (comparative/ superlative) pg. 434 These standards are constant and Reading Application should be taught throughout each Writing Application quarter. Prentice Hall Writing Coach Study and apply grammar - L.6.1-3
Elements of Language- Holt Publishing o Adjectives and Articles o Comparisons with Adjectives (comparative/ superlative)
Other resources www.pearsononlinesuccess.net (online teacher’s manual) 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements http://scsliteracy.weebly.com/ (pacing guides and curriculum documents) https://web.cn.edu/kwheeler/gram_pronou n_shifts.html (background knowledge for the teacher) http://macmillanmh.com/ccssreading/imag ineit/grade6/ccslh_g6_lg_8_1d_l6.html (Correcting pronoun shifts in number) http://macmillanmh.com/ccssreading/imag ineit/grade6/ccslh_g6_lg_8_1d_l7.html (Correcting pronoun shifts in person) http://www.chompchomp.com/presentatio ns/pronounshift.pdf (pronouns shift worksheet) http://www.grammar- worksheets.com/worksheets/Lesson.Consi stent.Point.of.View.pdf (pronouns shift worksheet) http://printableworksheets.in/? dq=Common%20And%20Proper %20Adjectives (multiple worksheets for all adjective skills) Speaking and Listening Speaking and Listening Speaking and Listening
SL. 6.1 Evidence Statements Prentice Hall Literature- Pearson Engage effectively in a range of Select the most appropriate behaviors for Publishing collaborative discussions (one-on-one, in participating productively in a team (e.g., groups, and teacher-led) with diverse contribute appropriate and useful Activities partners on grade 6 topics, texts, and information and ideas, understand the Comprehension and Collaboration pg. issues, building on others’ ideas and purpose for working as a team, and 435- Invite a coach to discuss baseball expressing their own clearly. understand the responsibilities of various basics. Then, in a small group, prepare an SL. 6.6 roles within the team). instructional presentation for younger Adapt speech to a variety of contexts Identify the functions and responsibilities students. and tasks, demonstrating command of of individual roles within an organized formal English when indicated or group (i.e., reporter, recorder, information Other Resources appropriate. gatherer, leader, and timekeeper). http://www.ohiorc.org/standards/com moncore/ela/resources.aspx? These standards are constant and Possible Suggestions throughout the id=6402&parent=5013 should be taught throughout each quarter: http://www.ohiorc.org/standards/com quarter. Group roles and responsibility, Accountable moncore/ela/resources.aspx? 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements Analyze Content: SL.6.2-3 talk, Classroom routines and procedures, id=6413&parent=5013 Study and apply grammar: SL.6.6 Group behaviors and discussions, Target http://www.sharemylesson.com/Taxo Conduct Discussions: SL.6.1 audience, Oral presentation, Informal Debate, nomySearchResults.aspx? Report Findings: SL.6.4-6 News Story, Delivering an Oral Summary, area=resources&keywords=SL.6.6 Dramatic Readings Weeks 4-6 Reading Selections La Lena Buena ( Lexile 1110; narrative essay) Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story)
Big Question: What is important to Know? (Unit 3) and Is Conflict Always Bad? (Unit 2) Informational and Literature Informational and Literature Prentice Hall Literature – Reading Reading Selections Complex Texts RI6.2 Evidence Statements Determine a central idea of a text and Provides a statement of the central Unit 3- Types of Nonfiction how it is conveyed through particular idea(s) of a text. La Lena Buena (lexile 1110; narrative details; provide a summary of the text Provides a statement of how the central essay) (RI6.2, RI6.4) distinct from personal opinions or idea is conveyed through particular Skill Focus: main idea and judgments. details. supporting details, mood, author’s Provides an objective summary of the text influences, forms of nonfiction, word RI6.3 distinct from personal opinions or choice, key ideas, types of support, Analyze in detail how a key individual, judgments. RI6.2 figurative language, tone event, or idea is introduced, illustrated, List of Tier 3 Domain Specific and elaborated in a text (e.g., through Provides detailed analysis of how a key Words examples or anecdotes). individual, event or idea is elaborated in http://soltreemrls3.s3-website-us- a text (e.g., through examples and RI6.4 west- anecdotes). RI6.3 Determine the meaning of words and 2.amazonaws.com/marzanoresear phrases as they are used in a text, ch.com/media/documents/List-of- Demonstrates the ability to determine the Tier-2-and-Tier-3-Terms-for-ELA- including figurative, connotative, and meaning of words and phrases as they technical meanings. and-Math.pdf are used in a text (e.g., figurative, o See pages 26-71 for ELA Tier connotative, technical). RI6.4 RI6.5 3 Next Generation Glossary of Analyze how a particular sentence, Provides an analysis of how a particular Informational and Literary terms paragraph, chapter, or section fits into sentence, paragraph, chapter or section See the overall structure of a text and fits into the overall structure of a text. o contributes to the development of the www.scsliteracy.weebly.com Provides an analysis of how a particular ideas. (found on the middle school sentence, paragraph, chapter or section page) contributes to the development of the 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements RL.6.3 ideas. RI6.5 Describe how a particular story’s or Before You Read drama’s plot unfolds in a series of Provides a description of how a particular Critical Thinking – Text Dependent episodes as well as how the characters story’s or drama’s plot unfolds in a series Questions respond or change as the plot moves of episodes towards a resolution. 1. (Key ideas and details) – How toward a resolution. Provides a description of how the does Tio Abran earn his living characters respond or change as the plot in Mexico? What are the moves towards a resolution. RL.6.3 “treacheries” that the author These standards are constant and mentions in this work? should be taught throughout each (Infer)Why do you think the quarter. revolutionaries take Tio Cite Evidence: RL1, RI1 Abran’s wood? Analyze Content: RL/RI.6.2-9 2. What role do trees play in Tio Abran’s decision to stay and then to leave Mexico? After You Read
Analyze Compare-and-Contrast Organization Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334 (RI6.3, RI6.5) Skill Focus: Compare and Contrast organization After You Read Text Dependent Questions 1. (Craft and Structure) What different features do the article and the map use to present comparisons about the events they cover? 2. On page 337,what information does the section titled “The Race Is On!” add to the central idea of a competition? Analyze one more detail from each of the texts and explain what 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements it illustrates about the central idea.
Comparing Characters’ Motives Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story) pg. 252 (RL6.3) Skill Focus: character traits, plot, character motives, internal and external factors, setting, conflict Becky and the Wheels and Brake Boys Text Dependent Questions (Key Ideas and Details) – Why don’t Becky’s mother and grandmother want her to join the Wheels and Brake Boys? (Analyze) – What other reasons keep Becky from getting a bike? The Southpaw – Text Dependent Questions What position does Janet want to play? (Infer) What agreement do Janet and Richard reach? (Evaluate) – Does the agreement suit both of them? Explain. After You Read
Other resources Selection audio “ Interactive Digital Path” http://www.pearonsuccessnet.com Unit 3 Resources/Workbook www.pearsononlinesuccess.net. o Reader’s Notebook “ La Lena Buena” selection in an interactive format) o Common Core Companion ( additional instruction and practice for each CCSS o Reading: Graphic Organizer B, pg. 102 o Literary Analysis: Graphic Organizer B, 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements p. 105 (Mood) o Skill Development/Extension: Literary Analysis: Mood, pgs. 171, 189
“Becky and the Wheels-and-Brake Boys” Unit (text dependent questions and culminating writing prompt http://achievethecore.org/search? q=becky+and+the+wheel+and+brake+b oys Reading Strategies and graphic organizers http://pacehighschool.net/Documents/Gra phicOrganizersforReading.pdf“ (Thinking Strategies for teaching comprehension skills) www.oldham.k12.ky.us/files/intervention_r esources/Reading/Comprehension.pdf (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) www.ereadingworksheets.com (reading worksheets – skills) WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Identify words in a text Identify words or phrases Identify details in a text Determine the theme or Determine the theme that support the theme or in a text that support the that support the theme or central idea of a text or central idea of a text central idea of a text theme or central idea of a central idea of a text citing details to support citing details to support citing details to support text citing details to citing details to support the theme, using a the theme. the theme, using a support the theme, using the theme, using a highlighted text. visually supported text a visually supported text highlighted text with a with a partner. with a partner. partner. Language – Vocabulary Language – Vocabulary Vocabulary
L. 6.4d Evidence Statements Tier 2 Academic Vocabulary – convey, Verify the preliminary determination of Demonstrates the ability to use context examine, verify, develop, acquire the meaning of a word or phrase (e.g., (e.g., the overall meaning of a sentence List of Tier 2 Academic Vocabulary 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements by checking the inferred meaning in or paragraph; a word’s position or (referred to as Tier 2 Academic Terms by context or in a dictionary). function in a sentence) as a clue to the Marzano) L. 6.6 meaning of a word or phrase. http://soltreemrls3.s3-website-us-west- Acquire and use accurately grade- Provides a statement demonstrating 2.amazonaws.com/marzanoresearch.com/ appropriate general academic and accurate meaning and use of grade- media/documents/List-of-Tier-2-and-Tier- domain-specific words and phrases; appropriate general academic words and 3-Terms-for-ELA-and-Math.pdf gather vocabulary knowledge when phrases. o See pages 1-25 for Tier 2 considering a word or phrase important to comprehension or expression. Reviewed throughout the quarter: Prentice Hall Literature- Pearson Synonyms/antonyms Publishing These standards are constant and Affixes- Latin roots should be taught throughout each Context clues La Lena Buena (narrative essay) quarter. Analogy and word relationships Making Connections: Vocabulary Study and apply vocabulary – L.6.4-6 Word parts and families pg. 490 Vocabulary Development pgs. 490, 492 After You Read: Vocabulary pg. 495
Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334 Academic Language: Compare and Contrast organization Reading for Information: Content Area Vocabulary pg. 334 Vocabulary Development pg. 334, 336 After You Read: Content Area Vocabulary pg. 341
Comparing Literary Works: Becky and the Wheels-and-Brake Boy s and The Southpaw (short story) pg. 252 Academic Language: character traits, plot, character motives, internal and external factors, setting, conflict Vocabulary Development pgs. 250, 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements 254, 256 (Think Aloud –Using Context), 262
Other resources www.pearsonsuccessnet.com - Vocabulary central Word Benches pg. 57-61 (Greek and Latin affixes) http://www.tennessee.gov/education/stan dards/english/ENG_3081.pdf PHLit Online! www.PHLitOnline.com Vocabulary Central ( tools, activities, and songs for studying vocabulary) Vocabulary Strategies and graphic organizers http://learningtasks.weebly.com/voca bulary-strategies.html Graphic and Thinking Organizers http://www.cobbk12.org/cheathamhill/ LFS%20Update/Graphic %20Organizers.htm ELA weebly www.scslitercy.weebly.com
Writing to Writing Writing Writing Texts Argumentative Writing Evidence Statements: Prentice Hall Literature- Pearson W.6.1 Development of Ideas Publishing Write arguments to support claims with o The student response addresses the clear reasons and relevant evidence. prompt and provides effective and Routine Writing (text dependent W6.1a comprehensive development of the questions) Support claim(s) and organize the claim, topic and/or narrative elements Writing About the Big Question reasons and evidence clearly. by using clear and convincing After You Read W.6.1b reasoning, details, text-based Journal entries Support Claim(s) with clear reasons and evidence, and/or description. Analytic Summaries relevant evidence, using credible sources o The development is consistently Daily Language Practice and demonstrating an understanding of appropriate to the task, purpose, and Graphic Organizers the topic or text. audience. Other Resources W.6.1c Organization Use words, phrases, and clauses to o The student response Writing Workshop: Writing an argument clarify the relationships among claim(s) pg. 264 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements and reasons. demonstrates purposeful W.6.1e coherence, clarity, and cohesion Analysis ( Argumentation) Provide a concluding statement or o Includes a strong introduction, Did gender play a role in the section that follows from the argument conclusion, and a logical, well- characters achieving their dream? presented. executed progression of ideas, After reading Becky and the Wheels- making it easy to follow the and the Brake Boys and The Informational/Explanatory Writing writer’s progression of ideas. Southpaw, write an essay that W 6.2 Clarity of Language compares how gender hindered or did Write informative/explanatory texts to o The student response establishes not hinder the characters achieving examine a topic and convey ideas, and maintains an effective style, concepts, and information through the while attending to the norms and their dream. Be sure to support your selection, organization, and analysis of conventions of the discipline. position with evidence from the texts. relevant content. o The response uses precise W.6.2a language consistently, including Analysis (focus on informing and explaining) Introduce a topic; organize ideas, descriptive words and phrases, (La Lena Buena pg. 509) Write a concepts, and information, using sensory details, linking and problem-and-solution essay based on strategies such as definition, transitional words, words to the selection you read. Your essay should classification, comparison/ contrast, and indicate tone, and/or domain- help a newcomer adjust to either a new cause/effect; include formatting (e.g., specific vocabulary. school or a new country. headings), graphics (e.g., charts, tables), Knowledge of Language and (Reading for Information pg. 341) Write an and multimedia when useful to aiding Conventions essay that describes the journeys of two comprehension. o The student response teams of explorers in “Race to the End of W. 6.2b demonstrates command of the the Earth.” Compare the journey of the Develop the topic with relevant facts, conventions of standard English Norwegian team with the journey of the definitions, concrete details, quotations, consistent with effectively edited British team. or other information and examples. writing. (Becky and the Wheels-and-Brake Boys W.6.2d o Though there may be a few minor and The Southpaw pg. 263) Compare and Use precise language and domain- errors in grammar and usage, Contrast the traits and motives of Becky specific vocabulary to inform about or meaning is clear throughout and Janet. In a brief essay, draw explain the topic. the response. conclusions about how each girl’s character traits support her motivation to W.6.2e Reviewed throughout the quarter: get what she wants. Establish and maintain a formal style. Writing Sentences, Essay organization and structure Resources Thesis statement, Topic sentences and The Argumentative Rubric supporting details, Writing paragraphs, http://tncore.org/sites/www/Uploads/TNCO Performance tasks RE/Rubrics/OpArgRubric-Gr6-8.pdf
Teaching the Argumentative Rubric’s Traits 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements The Scoring Guides and Sample Student Responses http://tncore.org/english_language_arts/as sessment/scoring_resources/2013- 14scoringresources/2013- 14p3scoringmaterials.aspx#G68 o Explanation of terms per trait Writing Institute Resources www.scsliteracy.weebly.com
. The Informational/Explanatory Rubric http://tncore.org/sites/www/Uploads/ TNCORE/Rubrics/InfExpRubric-Gr6- 8.pdf . The Argumentative Rubric http://tncore.org/sites/www/Uploads/ TNCORE/Rubrics/OpArgRubric-Gr6- 8.pdf . Writing Prompt Templates www.scsliteracy.weebly.com . Unit 3 Resources/Support for Writing p. 193 www.pearsononlinesuccess.net. power point on annotation and example http://www.mycoachkatie.com/uploads/3/ 4/1/7/3417240/annotation_pp__fisher_.ppt x Strategy for teaching close reading and annotation http://www.teachingthecore.com/purposef ul-annotation-close-reading/ Language Language Conventions
L 6.1e Evidence Statements Prentice Hall Literature- Pearson Publishing Recognize variations from standard Identify and correctly use adverbs (i.e., English in their own and others’ writing comparative) in context. La Lena Buena (narrative essay) and speaking, and identify and use Locate and formulate prepositional Integrated Language Arts: strategies to improve expression in phrases and nouns (objects) in the Conjunctions and Interjections pg. conventional language. 508 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements L.6.1 context of reading and writing. Reading Application Demonstrate command of the Distinguish between coordinating and Writing Application conventions of standard English subordinating conjunctions and use them Prentice Hall Writing Coach grammar and usage when writing or to vary sentence patterns. speaking. Reading for Information: Race to Review of: the End of the Earth (expository text) These standards are constant and Sentence parts- subject and predicate and Gold Rush: Journey by Land should be taught throughout each Writing sentences (annotated map) pg. 334 quarter. Verbs Adverbs Study and apply grammar - L.6.1-3 Nouns Conjunctions and Interjections Adjectives Adverbs Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story) pg. 252 Adverbs Conjunctions and Interjections Elements of Language- Holt Publishing Conjunctions Adverbs
Other resources www.pearsononlinesuccess.net (online teacher’s manual) http://scsliteracy.weebly.com/ (pacing guides and curriculum documents) http://www.teach- nology.com/worksheets/language_arts/spe ech/adverbs/ad6.pdf (Comparative adverb worksheet) https://www.ego4u.com/en/cram- up/grammar/adjectives- adverbs/adverbs/exercises (Comparative adverb worksheet) http://a4esl.org/q/f/z/zz98bck.htm (Interactive preposition quiz) http://iteslj.org/cw/1/vm-prep.htm (Online preposition crossword puzzle) http://www.marks-english- school.com/games/b_prepmed.html 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements Speaking and Listening Speaking and Listening Speaking and Listening
SL. 6.1a Evidence Statements Prentice Hall Literature- Pearson Come to discussions prepared, having Select the most appropriate behaviors for Publishing read or studied required material; participating productively in a team. Activities explicitly draw on that preparation by Contribute appropriate and useful Comprehension and Collaboration pg. referring to evidence on the topic, text, information and ideas. 509- In a small group hold an informal or issue to probe and reflect on ideas Explain the purpose for working as a discussion based on the selection you under discussion. team. read. SL. 6.1b Demonstrate an understanding of the Follow rules for collegial discussions, set responsibilities of various roles within the Other resources specific goals and deadlines, and define team. (cooperative learning teaching individual roles as needed. Identify the functions and responsibilities strategy guide and assessment) SL. 6.1d of individual roles within an organized serc.carelton.edu/introgeo/cooperativ Review the key ideas expressed and group (i.e., reporter, recorder, information e/whatis.html demonstrate understanding of multiple gatherer, leader, and timekeeper). (work-shop: cooperative and perspectives through reflection and collaborative learning) paraphrasing. Possible Suggestions throughout the http://www.thirteen.org/edonline/con quarter: cept2class/coopcollab/index.html These standards are constant and Group roles and responsibility, Accountable (How to write dialogue in a story) should be taught throughout each talk, Classroom routines and procedures, http://www.writersdigest.com/uncato quarter. Group behaviors and discussions, Target rized/writing-dialogue-the-5-best- Analyze Content: SL.6.2-3 audience, Oral presentation, Informal Debate, ways- Study and apply grammar: SL.6.6 News Story, Delivering an Oral Summary, (creative writing techniques for Conduct Discussions: SL.6.1 Dramatic Readings Report Findings: SL.6.4-6 writing dialogue) http://www.creative-writing- now.com/how-to-write-dialogue-html Weeks 7-9 Reading Selections . Leon’s Story by Walter Tillage (Lexile 960; autobiography; exemplar) . Caged Bird by Alicia Keys (song) . I Know Why the Caged Bird Sings by Maya Angelou (Lexile 1070; memoir)
Big Question: What is important to Know? (Unit 3) Informational Informational Extended Text – Informational Reading Complex Texts RI 6.3 Evidence Statements Types, Elements, Determining Author’s Analyze in detail how a key individual, Provides detailed analysis of how a key Purpose and Point of View, and event, or idea is introduced, illustrated, individual, event or idea is introduced in Analyzing the Development of Key Ideas and elaborated in a text (e.g., through a text (e.g., through examples and in Nonfiction 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements examples or anecdotes). anecdotes). “Leon’s Story” (Lexile 960; RI 6.4 Provides detailed analysis of how a key autobiography; exemplar) (RI6.3, RI6.4, Determine the meaning of words and individual, event or idea is illustrated in RI6.5, RI6.6) phrases as they are used in a text, a text (e.g., through examples and Skills focus: author’s purpose, mood, including figurative, connotative, and anecdotes). tone, autobiographical essay, technical meanings. Provides detailed analysis of how a key main idea, key ideas, supporting individual, event or idea is elaborated in details, word choice, author’s RI 6.5 a text (e.g., through examples and influences, forms of nonfiction, Analyze how a particular sentence, anecdotes). types of support, figurative paragraph, chapter, or section fits into language the overall structure of a text and Demonstrates the ability to determine the List of Tier 3 Domain Specific contributes to the development of the meaning of words and phrases as they Words ideas. are used in a text (e.g., figurative, http://soltreemrls3.s3-website-us- connotative, technical). west- RI 6.6 2.amazonaws.com/marzanoresear Determine an author’s point of view or Provides an analysis of how a particular ch.com/media/documents/List-of- purpose in a text and explain how it is sentence, paragraph, chapter or section Tier-2-and-Tier-3-Terms-for-ELA- conveyed in the text. fits into the overall structure of a text. and-Math.pdf Provides an analysis of how a particular o See pages 26-71 for ELA Tier These standards are constant and sentence, paragraph, chapter or section 3 should be taught throughout each contributes to the development of the Next Generation Glossary of quarter. ideas. Informational and Literary terms Cite Evidence: RL1, RI1 See Analyze Content: RL/RI.6.2-9 Provides a statement of an author’s o point of view in a text. www.scsliteracy.weebly.com (found on the middle school Provides a statement of an author’s page) purpose in a text. Provides an explanation of how the See Leon’s Story Unit author’s point of view or purpose is www.scsliteracy.weebly.com conveyed in the text. . http://www.tdschools.org/ wp- content/uploads/2014/05/ Leons-Story-assessment- pages.pdf (Literature and Vocabulary Test, Selection Review – Leon’s Story) http://readingolympicsqcs delem.wikispaces.com/file /view/Leon%27s 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements %20Story.pdf/180676493/ Leon%27s%20Story.pdf (Leon’s Story graphic organizer) . http://www.warsaw.k1 2.in.us/information/doc ument-library/all- documents/guided- reading-lesson-plans- 1/level-t-1/2332-leon-s- story-level-t-1/file (Guided Reading Lesson Plan for Leon’s Story)
Resource(s): www.achievethecore.org (There are units for the selections found in the textbook.) www.pearsononlinesuccess.net. www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) www.oldham.k12.ky.us/files/intervention_ resources/Reading/Comprehension.pdf (Instructional strategies) www.scslitercy.weebly.com Curriculum and pacing guide WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Identify words in a text Identify words or phrases Identify details in a text Determine the theme or Determine the theme that support the theme or in a text that support the that support the theme or central idea of a text or central idea of a text central idea of a text theme or central idea of a central idea of a text citing details to support citing details to support citing details to support text citing details to citing details to support the theme, using a the theme. the theme, using a support the theme, using the theme, using a highlighted text. visually supported text a visually supported text highlighted text with a with a partner. with a partner. partner. 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements Language – Vocabulary Language – Vocabulary Vocabulary
L. 6.4d Evidence Statements Extended Text- Types, Elements, Verify the preliminary determination of Demonstrates the ability to use context Determining Author’s Purpose and Point the meaning of a word or phrase (e.g., (e.g., the overall meaning of a sentence of View, and Analyzing the Development by checking the inferred meaning in or paragraph; a word’s position or of Key Ideas in Nonfiction context or in a dictionary). function in a sentence) as a clue to the Leon’s Story (autobiography) L. 6.6 meaning of a word or phrase. See Unit Acquire and use accurately grade- Provides a statement demonstrating www.scsliteracy.weebly.com appropriate general academic and accurate meaning and use of grade- (found under 6th grade ELA domain-specific words and phrases; appropriate general academic words and Curriculum) gather vocabulary knowledge when phrases. considering a word or phrase important Tier 2 Academic Vocabulary – organize, to comprehension or expression. Reviewed throughout the quarter: establish, recognize, engage, adapt Synonyms/antonyms List of Tier 2 Academic Vocabulary Affixes- Latin roots (referred to as Tier 2 Academic Terms by Context clues Marzano) Analogy and word relationships http://soltreemrls3.s3-website-us-west- Word parts and families 2.amazonaws.com/marzanoresearch.com/ media/documents/List-of-Tier-2-and-Tier- 3-Terms-for-ELA-and-Math.pdf o See pages 1-25 for Tier 2
Resource(s): https://quizlet.com/31743418/leons-story- vocabulary-flash-cards/ - Leon’s Story Vocabulary (audio speller test, online test, flashcard, scatter & space race game) www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) www.oldham.k12.ky.us/files/intervention_r esources/Reading/Comprehension.pdf (Instructional strategies) www.scslitercy.weebly.com Curriculum documents 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements Writing to Writing Writing Writing See Unit Texts www.scsliteracy.weebly.com Argumentative Writing Evidence Statements (found under 6th grade ELA W.6.1 Development of Ideas Curriculum) Write arguments to support claims with o The student response addresses the clear reasons and relevant evidence. prompt and provides effective and Routine Writing (text-dependent): W6.1a comprehensive development of the After You Read , Journal entries, Support claim(s) and organize the claim, topic and/or narrative elements Summaries reasons and evidence clearly. by using clear and convincing Daily Language Practice, Graphic W.6.1b reasoning, details, text-based Organizers Support Claim(s) with clear reasons and evidence, and/or description. Other Resources relevant evidence, using credible sources o The development is consistently and demonstrating an understanding of appropriate to the task, purpose, and Argumentative Writing the topic or text. audience. Write a response in which you assume the W.6.1c Organization role of Leon, from “Leon’s Story” by Leon Use words, phrases, and clauses to o The student response Tillage. The purpose of the speech is clarify the relationships among claim(s) demonstrates purposeful convincing the court to seek justice for his and reasons. coherence, clarity, and cohesion father. You must decide what you think he W.6.1e o Includes a strong introduction, and his family was thinking and feeling during Provide a concluding statement or conclusion, and a logical, well- the time of his father’s death and then write a section that follows from the argument executed progression of ideas, speech asking the court for justice for his presented. making it easy to follow the father. You should argue your position and writer’s progression of ideas. use specific references (details) from the text. Informational/Explanatory Rubric Clarity of Language You should have at least three references to W 6.2 the text. o The student response establishes Write informative/explanatory texts to and maintains an effective style, examine a topic and convey ideas, The Argumentative Rubric while attending to the norms and concepts, and information through the http://tncore.org/sites/www/Uploads/TNCO conventions of the discipline. selection, organization, and analysis of RE/Rubrics/OpArgRubric-Gr6-8.pdf o The response uses precise relevant content. language consistently, including W.6.2a Teaching the Argumentative Rubric’s descriptive words and phrases, Introduce a topic; organize ideas, Traits sensory details, linking and concepts, and information, using The Scoring Guides and Sample Student transitional words, words to strategies such as definition, Responses indicate tone, and/or domain- classification, comparison/ contrast, and http://tncore.org/english_language_arts/as specific vocabulary. cause/effect; include formatting (e.g., sessment/scoring_resources/2013- headings), graphics (e.g., charts, tables), Knowledge of Language and 14scoringresources/2013- and multimedia when useful to aiding Conventions 14p3scoringmaterials.aspx#G68 comprehension. o The student response o Explanation of terms per trait W. 6.2b demonstrates command of the Writing Institute Resources Develop the topic with relevant facts, conventions of standard English www.scsliteracy.weebly.com 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements definitions, concrete details, quotations, consistent with effectively edited or other information and examples. writing. Informative and Explanatory Writing W.6.2d o Though there may be a few minor Resources: Use precise language and domain- errors in grammar and usage, www.acheivethecore.org/page/504/comm specific vocabulary to inform about or meaning is clear throughout on-core-informative-explanatory-writing explain the topic. the response. https://www.aea267.k12.ia.us/english- W.6.2e language-arts/writing/text-types-and- Establish and maintain a formal style. Reviewed throughout the quarter: purposes/informational-writing/ W 6.4 Writing Sentences, Essay organization and (Informative/Explanatory writing samples) Produce clear and coherent writing in structure www.writingfix.com/genres/informative.ht which the development, organization, Thesis statement, Topic sentences and m (Model Expository/Informative Lessons and style are appropriate to task, supporting details, Writing paragraphs, and Interactive Writing prompts) purpose, and audience. Performance task www.kn.att.com/wired/fil/pages/listwriting W 6.9 ma5.html (Writing Resources, Mechanics Draw evidence from literary or and Online Interactive activities) informational texts to support analysis, reflection, and research. Analysis (focus on informing and explaining) Leon said that white people kept black people down because they didn't educate black people. What does Leon mean? Do you agree with him? Support your answer with evidence from the text. Leon is surprised when the National Guard arrests white men for abusing them. Why is he surprised? Explain your answer. Throughout the book Leon's parents encourage Leon and the other kids to just leave things alone and don't try to change things. They accepted the way they were treated and didn't think it would ever change. Why do you think they felt that way? Do you think they eventually changed their minds? Why or why not? Support your answer with evidence from the text. Describe what it was like for Leon to buy clothes. Do you think that he was treated fairly? Support your answer with evidence from the text. Why do you think Leon would want to buy 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements a soda from a place that only sells to whites, when he could buy a soda anywhere else? Explain your answer. Leon said that many of the blacks loved the Clarks. Why do you think they did? Support your answer with evidence from the text.
Language Language Conventions See Unit www.scsliteracy.weebly.com L 6.3a Evidence Statements (found under 6th grade ELA Vary sentence patterns for meaning, Curriculum) reader/listener interest, and style. Recognize sentence types (i.e., simple, L6.2a compound, complex) and their role in Elements of Language- Holt Publishing Use punctuation (commas, parentheses, varying sentence patterns. Adjectives and Articles dashes) to set off Effectively and consistently use commas Comparisons with Adjectives nonrestrictive/parenthetical elements. in compound sentences and introductory (comparative/ superlative) words/phrases. Adverbs These standards are constant and Conjunctions and Interjections should be taught throughout each quarter. Prentice Hall Literature- Pearson Study and apply grammar - L.6.1-3 Publishing Prentice Hall Writing Coach
Other Resources o www.pearsononlinesuccess.net (online teacher’s manual) o http://scsliteracy.weebly.com/ (pacing guides and curriculum documents) o https://www.time4writing.com/downloads/ PDFs/Printable-WritingSentences- SimpleComplexCompound-MS.pdf (Types of sentences worksheet) o http://www.quia.com/rr/126726.html (Sentence structure game) o http://musillindhs.weebly.com/uploads/2/2 /9/5/22955482/combining_sentences.pdf (Types of sentences and combining sentences worksheets) o https://jeopardylabs.com/play/simple- 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements compound-complex-sentences (Sentence type Jeopardy game) o http://www.sd113a.org/pages/uploaded_fil es/Commas.pdf (Several comma usage worksheets) o http://www.ramsey.k12.nj.us/cms/lib3/NJ0 1000326/Centricity/Domain/286/Comma %20Practice%20Packet.pdf (Commas with compound sentences worksheets) o http://www.quia.com/rr/641889.html ( A game for commas with introductory words/phrases) Speaking and Listening Speaking and Listening Speaking and Listening See Unit
SL.6.4 Evidence Statements Activities pg. 543 Present claims and findings, sequencing Determine the most effective methods for Performance Task #5- Compare ideas logically and using pertinent engaging an audience during an oral Presentations of Events – Give an oral descriptions, facts, and details to presentation (e.g., making eye contact, presentation of an essay in which you accentuate main ideas or themes; use adjusting speaking rate). compare and contrast one author’s appropriate eye contact, adequate Organize ideas in the most effective order presentation of events with that of volume, and clear pronunciation. for an oral presentation. another. SL.6.5 Choose the statement that best Performance Task #6- Determine the Include multimedia components (e.g., summarizes/communicates the message Meaning of Connotative Language- graphics, images, music, and sound) and presented by a medium. Create and present a graphic that visual displays in presentations to clarify illustrates an example of connotative information. Possible Suggestions throughout the meaning in a work from this unit. SL. 6.6 quarter: Adapt speech to a variety of contexts Group roles and responsibility, Accountable and tasks, demonstrating command of talk, Classroom routines and procedures, formal English when indicated or Group behaviors and discussions, Target appropriate. audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings These standards are constant and should be taught throughout each quarter. Analyze Content: SL.6.2-3 Study and apply grammar: SL.6.6 Conduct Discussions: SL.6.1 Report Findings: SL.6.4-6 Research Research Research Research See Unit 6th Grade English Language Arts 2nd Quarter Second TN State Standards , Evidence Content Quarter Statements Project W. 6.7 Evidence Statements Prentice Hall Literature- Pearson Conduct short research projects to Determine the most appropriate research Publishing answer a question, drawing on several source for a given research topic. sources and refocusing the inquiry when Discern irrelevant research material from Activities appropriate. written text. (Hard As Nails) Build and Present Determine the most effective methods for Knowledge pg. 417- In a small group, engaging an audience during an oral prepare a research project, such as a presentation (e.g., making eye contact, brochure, a poster, or a newspaper article. adjusting speaking rate). Organize ideas in the most effective order Resource(s): for an oral presentation. www.pearsononlinesuccess.net. www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) www.oldham.k12.ky.us/files/intervention_r esources/Reading/Comprehension.pdf (Instructional strategies) www.scslitercy.weebly.com