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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.
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