Curriculum Document for 6Th Grade Ela 2014 2015
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LANGUAGE AND LITERACY CURRICULUM DOCUMENT FOR 6TH GRADE ELA 2014 – 2015 BECOMING A READER AND WRITER Unit Title: Time Frame: Exploring Literary Texts First Grading Period Theme with Facilitation Questions: Unit Foci: Our Experiences Shape Us How do our experiences shape us? Reading – Read and distinguish among autobiography, memoir, and How has my life so far shaped who I am? personal narrative as nonfiction genres. Identify and analyze theme How do I tell my personal story through my writing characterization, plot, setting, and conflict in fiction and drama. Identify and so that others will understand me? analyze figurative language in poetry. Compare and contrast across texts.
Writing – Six Traits Focus: ideas, voice, sentence fluency, & conventions. Compose a personal narrative using first person pronouns, past or present verb tense and sensory language. Compose a literary analysis using Claim Evidence Commentary in poetry. Curriculum: Although components are listed here in separate strands, effective instruction mirrors the real and necessary interdependence of reading and writing skills. Enduring Understandings: Experiences are subjects in literature and are opportunities for learning. Stories about people’s lives share certain narrative structures and features that distinguish them from other forms of nonfiction. Making text-based inferences allows a reader to ‘find’ meanings and messages in a text. Summarizing texts allows a reader to make meaning of a text. Comparing and contrasting texts allow a reader/writer to better understand an author’s choice, meaning, and message. The perspective or point of view of a story about a person’s life is determined by who the author is. An author’s choices are purposeful, create meaning, and communicate messages in a text.
Unit Title: Exploring Literary Texts Unit 1 Page 1 of 14 Last Revised June 5, 2014 Making thoughtful choices as an author communicates my meaning and message more clearly.
Essential Questions: How do the author’s choices influence the meaning and message of the text? What choices do I make as an author to better communicate my meaning and message? How have authors’ lives influenced their writing? How does reading about an author’s life experiences connect to me? Spiraling TEKS:
Fig.19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: Fig.19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension Fig.19 (B) ask literal, interpretive, evaluative, and universal questions of text Fig.19 (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions) Fig.19 (D) make inferences about text and use textual evidence to support understanding RS, SS Fig.19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts RS, SS Fig.19 (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence RS 6.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and
Affixes RS
6.2 (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning
of unfamiliar or multiple meaning words RS
6.2 (C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page:_____ or pen:ink as book:______)
6.2 (D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera)
6.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
Unit Title: Exploring Literary Texts Unit 1 Page 2 of 14 Last Revised June 5, 2014 alternate word choices, and parts of speech of words RS
6.6 (C) describe different forms of point-of-view, including first- and third-person SS
6.14 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
6.14 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing
6.14 (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed
6.14 (D) edit drafts for grammar, mechanics, and spelling
6.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
6.19 (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active and passive voice)
(ii) non-count nouns (e.g., rice, paper)
(iii) predicative adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most)
(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed)
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details
(vi) indefinite pronouns (e.g., all, both, nothing, anything)
Unit Title: Exploring Literary Texts Unit 1 Page 3 of 14 Last Revised June 5, 2014 (vii) subordinating conjunctions (e.g., while, because, although, if)
(viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to)
6.19 (B) differentiate between the active and passive voice and know how to use them both
6.19 (C) use complete simple and compound sentences with correct subject-verb agreement
6.21 (A) differentiate between commonly confused terms (e.g., its, it’s; affect, effect)
6.21 (B) know how to use the spell-check function in word processing while understanding its limitations The student will know and be able to:
Fig.19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Fig.19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
Fig.19 (B) ask literal, interpretive, evaluative, and universal questions of text
Fig.19 (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions)
Fig.19 (D) make inferences about text and use textual evidence to support understanding RS, SS
Fig.19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts RS, SS
Fig.19 (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence RS
6.1 (A) adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text
Unit Title: Exploring Literary Texts Unit 1 Page 4 of 14 Last Revised June 5, 2014 6.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and Affixes RS
6.2 (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words RS
6.2 (C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page:_____ or pen:ink as book:______)
6.2 (D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera)
6.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words RS
6.3 (A) infer the implicit theme of a work of fiction, distinguishing theme from the topic SS
6.3 (C) compare and contrast the historical and cultural settings of two literary works SS
6.4 (A) explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem SS
6.5 understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding SS
6.6 (A) recognize dialect and conversational voice and explain how authors use dialect to convey character RS
6.6 (C) describe different forms of point-of-view, including first- and third-person SS
6.7 (A) identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography SS
6.8 (A) explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains RS
Unit Title: Exploring Literary Texts Unit 1 Page 5 of 14 Last Revised June 5, 2014 6.14 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
6.14 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing
6.14 (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed
6.14 (D) edit drafts for grammar, mechanics, and spelling
6.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
6.15 (A) write imaginative stories that include
(iii) dialogue that develops the story
6.16 (A) write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences
6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
6.19 (A) (see Spiraling)
(i) verbs (irregular verbs)
(ii) non-count nouns (e.g., rice, paper)
(iii) predicative adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most)
(vi) indefinite pronouns (e.g., all, both, nothing, anything)
(viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the
Unit Title: Exploring Literary Texts Unit 1 Page 6 of 14 Last Revised June 5, 2014 organization of the writing (e.g., on the contrary, in addition to)
6.19 (B) differentiate between the active and passive voice and know how to use them both
6.19 (C) use complete simple and compound sentences with correct subject-verb agreement
6.20 (A) use capitalization
6.20 (B) recognize and use punctuation marks including
(i) commas in compound sentences
(ii) proper punctuation and spacing for quotations
6.21 (A) differentiate between commonly confused terms (e.g., its, it’s; affect, effect)
6.21 (B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings Student Understanding (student friendly TEKS): Fig.19 I will use all the reading skills I know, predicting, rereading, slowing down, questioning, to understand what I am reading. Fig.19 (A) I will decide on a purpose for my reading a specific text so that I can comprehend it better. Fig.19 (B) I will ask text-based questions while I read. Fig.19 (C) I will use background knowledge create images, reread aloud, and generate questions. Fig.19 (D) I will make inferences and use textual evidence to support my understanding. Fig.19 (E) I will summarize and put text into my own words in ways that keep the same order so that the meaning is not changed. Fig.19 (F) I will make connections between texts about things like theme text structure, author’s purpose, author’s craft, etc. and provide textual evidence to support my understanding. 6.1 (A) I will slow down or speed up my reading depending on what I am reading and why I am reading it. 6.2 (A) I will look at the root, the prefixes, and suffixes to figure out the meaning of words I don't know. 6.2 (B) I will be able to use appropriate context clues to determine what unfamiliar words mean and how to use them. 6.2 (C) I will complete analogies by looking for relationships between words. 6.2 (D) I will recognize commonly used foreign words or parts of words. 6.2 (E) I will use the dictionary or glossary when I cannot figure out the meaning of a word or use a thesaurus when I want to find a synonym. 6.3 (A) I will infer the author’s message or theme and distinguish the difference between theme and topic. SS 6.3 (C) I will be able to
Unit Title: Exploring Literary Texts Unit 1 Page 7 of 14 Last Revised June 5, 2014 compare and contrast the historical and cultural settings of the different selections. 6.3 (C) I will be able to compare and contrast the historical and cultural settings of the different selections. 6.4 (A) I will be able to explain how poets create meaning through figurative language such as personification, metaphors, similes, and hyperboles, etc. 6.5 I will read between the lines and use text evidence to understand drama. 6.6 (A) I will be able to explain the plot development of a selection. 6.6 (C) I will be able to describe 1st and 3rd person points of view. 6.7 (A) I will be able to tell the kind of story a person has written about his/her life. 6.8 (A) I will be able to explain how authors create meaning through stylistic elements and figurative language such as personification, hyperbole, and refrains. 6.14 (A) I will plan a first draft for a piece of writing by first determining audience and purpose. 6.14 (B) I will develop my drafts by choosing an appropriate organizational pattern and building on ideas. 6.14 (C) I will revise my piece of writing to be more precise in word choice, make sure my sentences are varied in structure and are in an order that makes sense. 6.14 (D) I will edit my writing to be sure my words are spelled correctly and my punctuation is correct. 6.14 (E) I will revise one more time after getting feedback and then publish my writing for an audience that is appropriate for the written piece. 6.15 (A) I will write imaginative stories. (iii) I will be able to write a believable story with characters who talk to each other. 6.16 (A) I will write a personal story that has a clear focus and includes thoughts about the decisions, actions, and/or consequences. 6.17 (C) I will write a response to something I read and have proof from the text to show that I understand what I read. 6.19 (A) I will use and understand the function of the following parts of speech in the context of reading, writing, and speaking. (i) I will be able to identify and use verbs (irregular verbs and active and passive voice). (ii) I will be able to identify and use non-count nouns (e.g., rice, paper) (iii) I will be able to identify and use predicative adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most). (vi) I will be able to identify and use indefinite pronouns (e.g., all, both, nothing, anything). (viii) I will be able to identify and use transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to). 6.19 (B) I will be able to tell the difference between active and passive voice and use both in my writing. 6.19 (C) I will be able to write compound sentences with correct subject-verb agreement. 6.20 (A) I will be able to use capitalization. 6.20 (B) I will recognize and use punctuation marks. (i) I will know the correct placement of commas in compound sentences, and I will use them in my writing.
Unit Title: Exploring Literary Texts Unit 1 Page 8 of 14 Last Revised June 5, 2014 (ii) I will know where to place and how to punctuate quotations and I will use them in my writing. 6.21 (A) I will spell correctly, relying on my resources to make sure I am right. 6.21 (B) I will use spelling patterns and rules, and print and electronic resources to determine and check correct spellings. Targeted College Readiness Standards: Click here to access CCRS document in full. Targeted ELPs: Click here to access ELPS TEA web document in full. Language of Instruction(instructional goals): Academic Vocabulary (for mastery): author’s purpose Reading plot o analogy setting o genre characters . literary texts conflict fiction theme nonfiction characterization o memoir narrative poetry autobiography drama dialogue o convey point of view (first person) o theme simile o plot metaphor . rising action . personification turning point . falling action refrain . climax Six Traits – focus on bolded terms . denouement o ideas o figurative language o organization . hyperbole o voice . personification o word choice . simile o sentence fluency . metaphor o conventions o refrain o presentation English first person personal pronouns o personal narrative verb tense (present and past) o monitor subject-verb agreement
Unit Title: Exploring Literary Texts Unit 1 Page 9 of 14 Last Revised June 5, 2014 controlling idea o generate prepositions o text-based evidence o conventions
Instruction: These materials and instructional experiences offer workable components which necessitate the addition of other choices to construct a sequence of learning experiences in which reading and writing blend. Reading Skill Focus: Written Composition and Grammar: Reading: Composition/Essay: Fig 19 Instructional focus Vocabulary development (spiral throughout year) o brainstorming and pre-writing o dictionary skills o writer’s voice .guide words o chronological organization .forms of words o Claim-Evidence-Commentary (C-E-C) .choosing a meaning based on context . Three ingredients are necessary in a paragraph or o context clues essay- the claim, the evidence, the commentary. This o roots and affixes method provides a structure to answer questions or o analogies (part to whole and whole to write an essay and provide textual evidence to support part) your thoughts. genres of nonfiction-structures and features of Claim – states your position on the issue and memoir, autobiography, personal narrative must have a singular or overarching claim that impact of identity of author/narrator on multiple dictates your position/argument. elements of a text Evidence – material from the text which compare/contrast historical and cultural settings of supports the claim. Without any evidence, the two literary works claim is just an assertion. identify point of view and recognize its effect on Commentary – explains why and how your meaning evidence supports your claim; it states the using graphic organizers/Thinking Maps: Venn relationship between your claim and evidence. diagram, double bubble, T-chart Composition focus understand and make inferences about poems o personal poem (“I Am” poems) plot development/summarize plot (Text Book p.21) o personal narrative . Suggested Prompt: Write a personal narrative about an event that taught you a lesson or helped you to grow or
Unit Title: Exploring Literary Texts Unit 1 Page 10 of 14 Last Revised June 5, 2014 change. o C-E-C – Use with Simile: Willow and Ginkgo, p. 588 . Suggested Prompt: Using evidence from the text, explain the poet’s use of figurative language to describe the difference between the willow and ginkgo trees. Be sure to answer in the form of a claim-evidence- commentary paragraph and edit for grammar, mechanics, and spelling. Grammar and Conventions: nouns, non-count nouns verbs o active voice o passive voice o irregular verbs o consistent verb tense pronouns sentence types (simple/compound) capitalization punctuation o sentence types (simple/compound) o dialogue . correct spacing and . use of commas and . use of quotation marks spelling – commonly confused terms (ex. their, they’re, there) first person personal pronoun forms and usage commas in compound sentences / conjunctions Core Text Experiences – Teachers choose a representative selection of literary texts including nonfiction, fiction, poetry and drama Suggested texts (excerpts or full text): Prentice Hall Language and Literacy: o Nonfiction “Letter to Scottie,” Fitzgerald, p. 522
Unit Title: Exploring Literary Texts Unit 1 Page 11 of 14 Last Revised June 5, 2014 “Jackie Robinson: Justice at Last,” Ward and Burns, p. 422 “Excerpt from The Pigman and Me,” Zindel, p. 498 o Nonfiction speech—Jane Yolen—“My Heart is in the Highlands,” p. 17 o Personal narrative—Avi—“Super Patriot,” p. 82 o Autobiography Julia Alvarez—“from Something to Declare,” p. 446 Gary Soto—“the Drive-In Movies,” p. 46 o Memoir Sasha Cohen—“Fire and Ice,” p.74. o Poetry The Benets—“Wilbur Wright and Orville Wright,” p.566. “Adventures of Isabel” p. 564-5 (hyperbole) “The Sidewalk Racer” p. 625 (metaphor) “Fame is a Bee” p. 590 (metaphor) “Willow and Gingko” p. 588 (simile) “The World is not a Pleasant Place to be” p. 595 (personification) “Ankylosaurus” p. 568 (onomatopoeia) o Fiction “Aaron’s Gift” Levoy, p.318 “Letter from a Concentration Camp,” Uchida, p. 518 “Eleven,” Cisneros, p. 149 “Circuit” Jimenez, p.274 “The All-American Slurp” Namioka p.285 “Zlateh the Goat,” Singer, p. 222 “The Old Woman who Lived with the Wolves,” Chief Standing Bear, p. 234 o Drama Phantom Tollbooth, Nanus p.708 (excerpt or whole) Other Sources o Memoir—Roald Dahl—Boy o Memoir – Dean Koontz – A Big Little Life: A Memoir of a Joyful Dog o Poem— Maya Angelou—“Still I Rise”
Unit Title: Exploring Literary Texts Unit 1 Page 12 of 14 Last Revised June 5, 2014 “Stereo Hearts” Gym Class Heroes(metaphor, simile, persuasive) “I’m Nobody,” Dickinson (http://www.poets.org/viewmedia.php/prhMID/15392) o Novel (Excerpts noted for use with literature groups.) Tuck Everlasting, Chapters 12-14 Bridge to Terabithia, Chapters 4 and 5 See campus novel inventory o Fiction – Diane Gonzales Bertrand - Trino’s Choice – p. 46-48 o Drama – Queen of the Playground, by Eric Alter (Plays, the Drama Magazine for Young People, Jan.-Feb. 2009) Great Expectations – adapted play from Scholastic Resources: Prentice Hall Language and Literacy unit resources for instruction and assessment ideas Prentice Hall Writing Coach unit resources Technology: As teachers use this document, we will add here Career Connections/Real Life Application: As teachers use this their ideas about ways to use technology in this unit. document, we will add here their ideas about ways to make career and TA: 6.2.B – communicate effectively with multiple real life applications in this unit. audiences using a variety of media and formats. TA: 6.5.C – Practice safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology. TA: 6.5D – understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media (AUP) Exemplar Lessons: As teachers use this document, we will Research Based Instructional Strategies: As teachers use this add exemplar lessons here. document, we will add representative research-based instructional Pre-writing lesson to inspire idea generation and strategies here. result in creative autobiographical poem: “Where I’m From” by George Ella Lyons. http://www.georgeellalyon.com/where.html
Unit Title: Exploring Literary Texts Unit 1 Page 13 of 14 Last Revised June 5, 2014 Using autobiographical poetry that originated in sensory memories (“The Story of Lava,” by David Allan Evans) to stimulate personal sensory memories and capture them in short writings. http://davidallanevans.com/poems/lava.html Assessment: Modify or supplement the suggested assessments below to complement unit activities and ensure varied assessments throughout the year. Student self-assessment & reflection: Acceptable evidence or artifacts: Assess approximate reading level and determine reading skills to Common Assessment in both Reading and English target for improvement. Administer SRI Evidence from Academic Vocabulary Instruction Reading assessment (see Students Will Know and Be Able To) Where I’m From poem Personal narrative Claim – Evidence – Commentary Structure for Composition Three ingredients are necessary in a paragraph or essay, the claim, the evidence, the commentary. This method provides a structure to answer questions or write an essay and provide textual evidence to support your thoughts. o Claim – states your position on the issue and must have a singular or overarching claim that dictates your position/argument. o Evidence – material from the text which supports the claim. Without any evidence, the claim is just an assertion. o Commentary – explains why and how your evidence supports your claim; it states the relationship between your claim and evidence.
Unit Title: Exploring Literary Texts Unit 1 Page 14 of 14 Last Revised June 5, 2014