GRADE SIX: AT A GLANCE UNIT ONE: Students will examine how authors develop characters as protagonists, antagonists, and minor characters encountering the challenges and situations faced by teenagers. UNIT TWO: Students will determine author’s purpose, examining patterns of organization, sequencing, and word and phrase choice. Utilizing the writing process, students will use descriptive, figurative, and sensory language to create narratives and analyze published authors’ reasons for using such devices. Genre/Reading Focus: Fiction: *“Eleven” pages 26-31 Maniac McGee by J. Spinelli Esperanza Rising by Pam Munoz Ryan Taking Sides by G. Soto (750L) Jesse by G. Soto (900L) Genre/Reading Focus: Fiction: *Nadia the Willful by Sue Alexander pp. 68-73 Out of the Dust by Karen Hesse GR level X *Aaron’s Gift by Myron Levoy, pp. 249-256 Watsons Go To Birmingham by C. P. Curtis Nonfiction: Jessie de la Cruz: profile of a UFW… by G. Soto (960L) Living Up the Street by G. Soto (1140L) Poetry: I’m Nobody! Who Are You? By Emily Dickinson p. 194 It Seems I Test People by James Berry p. 194 Change by Charlotte Zolotow p.215 Concepts: Author’s purpose Characterization: Major vs. Minor Traits (*Methods of Development) Skills: Categorizing Major and Minor Characters Comparing and Contrasting Character Non-fiction: “Summer of Fire” pages 114-121 The Great Fire by Jim Murphy This One’s For Real by Mary Jo Patterson Hana’s Suitcase by Karen Levine (730L) Concepts: Plot/Story development Central/Main idea Imagery Skills: Determining sequence of events Identifying plot sequence Identifying text organization/structure Analyzing figurative language and author’s purpose ENGLISH LANGUAGE ARTS SKILL MAP UNIT THREE: Students will make inferences, draw logical conclusions, justify formed opinions, and develop arguments. UNIT FOUR: In this unit, students will write arguments to support claims with clear reasons and relevant evidence. By researching distinguishing fact from opinion, citing textual evidence and drawing inferences from texts they will produce clear and coherent researched-based arguments. Genre/Reading Focus: Genre/Reading Focus: Fiction: Nonfiction *The Fun They Had by Isaac Asimov pp.574High-Tech Helping Hands by Jane R. 579 Science Fiction McGoldrick, p. 388 *The Sand Castle by Alma Luz Villanueva pp. Thomas Edison: The Man Who Lit Up the 581-584 Science Fiction World by Martin Woodside *All Summer In a Day by Ray Bradbury Alexander Graham Bell: Giving Voice to pp. 209-215 (Science Fiction) the World by Mary Kay Carson Nonfiction: Grace Hopper: Computer Pioneer by *“Home on An Icy Planet” pp. 588-591 Joanne Mattern Magazine Article Bill Gates by Jeanne Lesinski (1010L) *“A 9,500-Year-Old Summer Home” by Thomas H. Maugh II pages 714-717 Newspaper Steve Jobs: Computer Genius of Apple by Article Virginia Brackett “Tutankhamen from Lost Worlds” by Anne TV’s Forgotten Hero: The Story of Philo Terry White pp. 719-724 Informative Nonfiction Farnsworth by Stephanie S. McPherson (910L) Concepts: Thesis Statement/Claim Concepts: Extrapolating Evidence Argument Analysis Evaluating Sources Evaluating Sources Skills: Establish Thesis Statement/Claim Note-taking Paraphrasing/Summarizing Use logical reasoning/relevant evidence Primary Sources Skills: Develop a Claim Evaluate an Argument Use logical reasoning/relevant evidence Using Primary/Secondary Sources GRADE SIX: AT A GLANCE ENGLISH LANGUAGE ARTS SKILL MAP motives and purpose Writing Focus: Explanatory Narrative Informative Writing Focus: Explanatory Informative Writing Focus: Analytical Explanatory Writing Focus: Argument Research Writing Concepts: Plot/Story development Central/Main idea Imagery Concepts: Developing a Thesis Statement/Claim Extrapolating Evidence Primary sources Concepts: Evaluating Primary/Secondary Sources Research Techniques Skills: Developing logical story sequencing (use of transition words and phrases) Crafting logical organization Paraphrasing Employing figurative and sensory language and descriptive details Skills: Argument Development: Support claims Identify relevant evidence with clear reasons Persuasive Techniques Develop tone Skills: Use of Primary/Secondary Sources Research (including use of Big Six skills) Language: Subject-Verb Agreement Sentence Structure –Clauses Simple/compound/complex Language: Transition words and phrases Adjective phrases Language: Conventions of writing structure Editing Word Usage: connotative/denotative language Nouns/pronouns Language: Prepositions Prepositional phrases Citation (MLA) Focus CCSS RL6.1, RL6.2, RL6.3, RL6.6, RL6.7, RL6.10; RI6.1, RI6.2, RI6.3, RI 6.6; W6.2, W6.4, W6.5, W6.9, W6.10; L6.1, L6.2, L6.4, L6.5, L6.6; SL.6.1, SL6.4, SL6.6 Focus CCSS RL6.1, RL6.2, RL6.3, RL6.4, RL6.9, RL6.10 RI6.1, RI6.2, RI6.3,RI6.4, RI 6.5, RI6.9; W6.1, W6.2,W6.3, W6.4, W6.5, W6.6, W.6.10; L6.1, L6.4, L6.5, L6.6; SL6.1, SL.6.3, SL6.4 Focus CCSS RL6.1, RL6.5, RL6.7, RL6.9, RL6.10; RI6.1, RI6.7, RI6.8, RI6.9, RI6.10; W6.4, W6.5, W6.6, W6.10; L6.1a-e, L6.3bL6.4d, L6.5b-c, L6.6; SL6.1, SL6.2, SL6.3, SL6.4 Focus CCSS RI6.1, RI.6.2, RI.6.4, RI6.7, RI6.8, RI6.9, RI6.10; W6.1a-e, W.6.4, W6.5, W6.6, W.6.7, W.6.8, W6.10; L6.3, L6.4a, L6.6 SL6.1a-d, SL6.3, SL6.4, SL6.5 Concepts: Author’s purpose Characterization: Major vs. Minor Traits (*Methods of Development) Skills: Developing major and minor characters Elaborating on ideas Crafting logical organization Summarizing GRADE SIX: Teacher’s Notes: Author’s Study Teachers’ must emphasize to students that the characters with the same name are not the same. They are distinct and separate characters. Enduring Understanding: As we begin to discover self, we realize we are integral partners in a larger community. AT A GLANCE Teacher’s Notes: Teachers should place an emphasis on story and expository organization. Teachers must emphasize the close analytical reading, note taking/gathering evidence and the writing process. Teachers should have students use rubric to assess sign post task. The Culminating Task requires students to create a fluid document which should be seamlessly written as an essay. Enduring Understanding: Regardless of societal, cultural and environmental challenges, mankind triumphs and endures. ENGLISH LANGUAGE ARTS SKILL MAP Teacher’s Notes: This is the introduction to argument writing. In this unit, students make distinctions between persuasive and argumentative writing. Science fiction allows readers to explore different perspectives, controversial issues and points of view. Directions for Sign Post Task: Topic: Science and technology have a positive impact on human life. 1. Teachers divide the class into small groups to explore the pros and cons of the assigned topic based on selected texts viewed in the unit. 2. Reassemble the class (whole group). Have them count off: 1,2,3,4. All 1s and 2s are pros – for the issue and 3s and 4s are cons – against the issue. 3. Teacher now pair individual students: 1 pro/1 con to create thesis statements/claims with clear reasons and relevant evidence. 4. Finally partners present their thesis statements/claims and relevant reasons. Enduring Understanding: Exploring different perspectives and controversial issues allow readers and writers to discover possible solutions to real problems in the present or in the future. Teacher’s Notes: Students can expand on any topic covered in this unit. Start students using the Big Six for research. Enduring Understanding: As technology progresses it presents moral dilemmas. GRADE SIX: AT A GLANCE ENGLISH LANGUAGE ARTS SKILL MAP ASSESSMENT(S) ASSESSMENT(S) ASSESSMENT(S) ASSESSMENT(S) Sign Post Task RL.6.6; W.6.3, W.6.4; SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.5 Sign Post Task RL.6.1, RL.6.3; RI.6.1, RI.6.3; W.6.1, W.6.4 Sign Post Task RL.6.1, RL.6.2; RI.6.1, RI.6.2, RI.6.6, RI.6.8; W.6.1, W.6.4, W.6.5; SL.6.1, SL.6.3, SL.6.4, SL.6.6; L6.1, L.6.2, L.6.3, L.6.6 Sign Post Task RI.6.1, RI.6.3, RI.6.7, RI.6.10; W.6.2, W.6.4, W.6.5, W.6.6; SL.6.4, SL.6.5, SL.6.6; L.6.1, L.6.2, L.6.3, L.6.4c, L.6.6 Poetry/Speaking(Role Playing) Select a main character from one of the readings. Using the poem “Life Doesn’t Frighten Me” by Maya Angelou as a mentor text; write a poem from the main character’s perspective. Include the challenges the character faced and triumphed over in the poem. Recite the poem in character. Be prepared to defend the decisions you made in your poem and during your portrayal of the character in a brief question and answer session after your presentation. Choose a major event in one of the selections you have read. Track the cause of the event, its impact and effect on the selection’s resolution/conclusion. Write a one page defense supporting your claim that the event you have chosen is a major event in the selection. Be prepared to present your defense to your class. In small groups, explore the pros and cons of the impact of science and technology upon human life based on one of the texts read in this unit. Complete the graphic organizer. With an assigned partner, take a position as assigned by your teacher. Write your thesis statement/claim. Support your claims with clear reasons and relevant evidence. Be prepared to present your thesis statements and clear reasons to the class with a partner. Choose one of the readings to research an aspect of advancement in technology. Create a PowerPoint of 10 slides presenting your researched information to the class. Culminating Task: RL.6.1, RL.6.2, RL.6.9; RI.6.1, RI.6.2, RL.6.3; W.6.3, W.6.4, W.6.5, W.6.6, W.6.8; L.6.1, L.6.2, L.6.3, L.6.6 Culminating Task: RL.6.1, RL.6.5, RL.6.9; RI.6.1, RI.6.2, RI.6.3; W.6.2, W.6.4, W.6.5, W.6.6; L.6.1, L.6.2, L.6.3, L.6.6 Culminating Task: RL.6.1, RL.6.2, RL.6.6, RL.6.9; RI.6.1, RI.6.2, RI.6.6, RI.6.7, RI.6.8; W.6.1, W.6.4, W.6.5, W.6.6, W.6.9; L.6.1, L.6.2, L.6.6 Culminating Task: RI.6.1, RI.6.3, RI.6.7, RI.6.10; W.6.2, W.6.4, W.6.5, W.6.6; L.6.1, L.6.2, L.6.3, L.6.4c, L.6.6; W.6.7, W.6.8, W.6.9 Explanatory Writing Explanatory Writing Expository Writing Explanatory Research Writing Courage is the quality of being brave; the ability to face danger, difficulty or pain without being overcome by fear or being deflected from a chosen course of action. Select two texts from the unit we just studied. Compare and contrast two major characters (one from each text). Chronicle the journeys of each character and determine Use two selections to explain and support Mandela’s quote: Topic: Science and technology have a positive impact on human life. Topic: As technology progresses it presents moral dilemmas. “The greatest glory in living lies not in never falling but in rising every time we fall.” Nelson Mandela.” Select three authors who provide support of this claim above. As you write your paper, consider the following: Determine the authors’ point of view regarding the impact of science and technology on human life. Choose a technological advancement that you’ve read about in this unit. Develop a research paper that examines the moral implications of this advancement. Cite evidence from multiple texts using primary and secondary sources. Cite relevant information from each text to support your response. GRADE SIX: AT A GLANCE which character demonstrated the most courage. Cite evidence from the text to support your assertions. This fluid document should be seamlessly written as an essay. ENGLISH LANGUAGE ARTS SKILL MAP Trace and evaluate the specific claims the authors’ make in the texts. Support these claims with clear reasons and relevant evidence with textual evidence. Footnote: 1Sequencing 2RL.6.8 and titles are suggestions only. Teachers may utilize additional titles that support the unit focus. does not appear in the unit because it is not applicable at this grade level according to the Common Core State Standards.