coach common core suite implementation and pacing guide

Program Overview . . . . . . . . . . . . . . . . . . . . . . ii

Addressing Key Instructional Shifts in ELA. . . . iv

Differentiating Learning . . . . . . . . . . . . . . . . . . vi

Coach® Common Core Suite Correlation . . . . . vii

Using the Pacing Guide . . . . . . . . . . . . . . . . . . 1

Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Coach® Common Core Suite Implementation and Pacing Guide,

English Language Arts, Grade 6 506NA ISBN: 978-1-62928-919-9

Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016

© 2015 Triumph Learning, LLC. All rights reserved. No part of this publication

may be reproduced in whole or in part, stored in a retrieval system, or

transmitted in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise, without written permission from the publisher.

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Common Core State Standards, © Copyright 2010. All rights reserved.

Implementation andPacing Guide

Coach® Common Core Suite

English Language Arts GGGGGGGGrrrrrrraaaaaaaddddddddeeeeeee 66666666

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Program OverviewWelcome to Triumph Learning’s Coach® Common Core Suite Implementation and Pacing Guide! You have received this guide because you are using one or more of our Coach products: Common Core Coach, Support Coach, or Performance Coach. This guide provides an organizational structure for implementing these products together.

Use Common Core Coach as your core instruction.

Instruction and Practice

Common Core Coach

Use Performance Coach to extend understanding for your on-level students and provide practice with a variety of item types.

Reinforcement and Test Preparation

Performance Coach

The Coach products are designed to provide a flexible instructional pathway that fits your classroom needs. Use the print and digital components of each product for the blended teaching and learning environment that best suits your teaching style.

The Instructional Pathway

Use Support Coach to fill gaps in student understanding with scaffolded instruction.

Targeted Instruction and Practice

Support Coach

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Teacher-driven Practice and Instructional Resources

Readiness is a digital resource library of proven Triumph Learning content that is aligned to Common Core. This online library enables teachers to choose among a variety of instructional approaches, guides interactive practice and discussion, assigns independent work that addresses the individual needs of students, and measures student progress with online assessments.

Readiness

Waggle is Triumph Learning’s new interactive learning system where Common Core practice meets differentiated learning. This adaptive platform helps teachers to understand student performance in real time, enabling students to be immediately remediated or accelerated to meet their needs. Waggle includes a digital version of the Triumph Learning Common Core Suite print products.

Student-driven Adaptive Practice and Instruction

Waggle

Digital Options for Blended Learning

gwm

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Addressing Key Instructional Shifts in ELAShare and Learn

Ray: The water was warm all year round. Lots of mammoths and other animals went into the pool to drink, but then they couldn’t get out. The sides were too steep. So the animals died, either because they drowned or because they couldn’t get food.

Liz: Where is the water now?

Ray: The pool slowly filled up with dirt. The bones of the trapped animals were protected under the mud for thousands and thousands of years. Now people are digging them out. There were about fifty mammoths trapped here, and lots of other animals, like wolves, and camels, and a giant bear.

Liz: The poor animals! I feel sorry for them, trapped like that. I wouldn’t want to be there!

Ray: I would. I’d give my right arm to see all those mammoths alive. I could use Mom’s cell phone to take a picture. Wow, my school report on mammoths would be awesome!

Liz: Yeah, you’d get an A as long as you didn’t get trapped in the pool.

Ray: Here—look at this! (Ray goes to a diagram that is hanging on a nearby wall. The diagram has a sign that says “Please do not touch.” Ray reads from it.) This diagram shows what happened to the mammoths through the years. (He points to the first part of the diagram. It has a label that says “26,000 years ago.”) That’s when the ground caved in and made the pool.

10

15

NONLITERAL LANGUAGE What does Ray mean when he says “I’d give my right arm” to see the mammoths alive?

SEQUENCE What events led to finding the mammoth bones at Hot Springs? List the sequence of events Ray describes in the dialogue.

CHARACTER TRAITS Liz says she feels sorry for the animals that were trapped in the sinkhole. What does this tell you about Liz’s character?

Lesson 6 • Reading Drama 113

What was the world like thousands of years ago?

How do people today learn about the distant past?Consider

DIALOGUE Which character wanted to go to the museum? What was the character’s motivation for doing that?

ASK AND ANSWER QUESTIONS Ray says he wants to see a living mammoth. What question could you ask about what will happen in the play?

Share and Learn

Cast of Characters

Liz, a seven-year-old girl

Ray, her ten-year-old brother

Mother

Scene 1

SETTING: Liz and Ray are at a museum in Hot Springs, South Dakota.

Ray: I knew this would be a great place to visit to write my report for school.

Liz: (looking up at a huge skeleton) Wow! It’s almost like the real thing.

Ray: That’s why I begged Mom to bring us here. It’s a real skeleton! But I wish I could see a living mammoth.

Liz: Too bad they’re extinct.

Ray: A very big pool of warm water used to be here.

Liz: Is that why it’s called Hot Springs?

Ray: Right. About 26,000 years ago, the spot where this museum now stands was just a grassy hill. But then an underground cave collapsed, and the ground sank. It made a deep sinkhole, and the sinkhole filled up with water from a warm spring.

Liz: How did the mammoths get here?

1

5

A AdventureMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaammmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmooooooooooooooooooooooooooooooooooooooooooooooooooootttttttttttttttttttttttttttttttttttttttttttttttthhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh

112 Lesson 6 • Reading Drama

1 Regular practice with complex texts and their academic languageThe CCSS call for increasingly complex texts, both literary and informational, as students progress through the grades, as well as for students to expand their vocabularies through direct instruction, reading, and conversation.

The Coach Common Core Suite provides a sequential organization to reading comprehension, exposing students to multiple genres of literature and nonfiction texts. Academic vocabulary is thoroughly covered across reading, writing, and listening strands.

Listen and LearnVocabularyUse the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn reading or another word your teacher assigns you.

mammoth extinct sinkhole tusk carnivore petrified

My word

SynonymsAntonyms

DefinitionOther forms

My sentence

Lesson 6 • Reading Drama 111

H

H

H

LL

L

L

H

H

H

West Virginia

Oklahoma

California

Arizona

LakeOntario

N

1033

1029

1032 1032

1028

1028

1024

1029

1025

1016

1024

1018

1009

1021

1020

1009

1017

1008

1006

1004987

1800

S

EW

West Virginia

New York

Canada

Montana

Oklahoma

Idaho

California

Arizona

LakeOntario1028

1009

1012

1009

1009

MAKE INFERENCES

Reread paragraph 3.

Do you think storms

occur in high-pressure or

low-pressure areas? What

information supports this

inference?

CITE EVIDENCE On the

day represented on this

map, was the air pressure

in the northwestern

United States mostly high

or mostly low? What

evidence can you cite

from the map to support

your answer?

What to Look for First

One of the first things you should look for when reading a

weather map is areas of high or low pressure. Each is marked

with a large “H” for high or “L” for low. If the map is in color,

the H symbols are normally in blue, and the L symbols are

in red. Where you see an H, the air pressure is high, and

weather in that area is usually clear and fair. Where you see

an L, the pressure is low. The weather in a low-pressure area

is more likely to have stronger winds, sometimes with rain or

snow.

The weather map below shows high-pressure areas in

western Canada, Montana, Idaho, West Virginia, and north

of New York state, near Lake Ontario. It shows low-pressure

areas near the coast of California and in Arizona, Oklahoma,

and eastern Canada.

Share and Learn

Weather Map of the United States

Lesson 6 • Reading Technical Texts 127

Share and Learn

CONTEXT CLUES What

phrases in paragraph 2

help you understand

the meaning of the

word standardized?

Circle them.

CHRONOLOGICAL

ORDER What must

meteorologists do before

they create a weather

map? Which article in

this lesson describes

this first step that

meteorologists take?

PARAPHRASE Reread

paragraph 2. Paraphrase

the information about

how symbols are used on

weather maps.

Meteorologists use the information they gather to create

weather maps. Some weather maps show a small area, such

as a county or part of a state. Other weather maps show a

larger region of the United States, the whole country, or other

areas of the world. In any case, these maps show what the

weather is doing at that moment in the region shown on the

map. They can also tell you what kind of weather to expect in

the next few hours or days.

Getting Started

Like road maps, weather maps include a large amount

of information. They use symbols, or special markings, to

indicate atmospheric conditions such as temperature, air

pressure, the amount of cloud cover, precipitation, and

severe storms. If these symbols are unfamiliar to you, a

weather map may look complicated and confusing. It can

look like a jumble of squiggly lines and numbers. However,

it is not hard to learn what the symbols mean. And most

weather maps use standardized symbols, so once you

understand what the symbols mean, you will be able to read

almost any weather map. Knowing

how to read a weather map can also

help you better understand weather

forecasts. That’s a good thing. If you

want to go to the beach or spend

the day at the park, it’s helpful to

know as much as possible about

what the weather is likely to be.

1

The weather affects us in many

ways. Why is it helpful to know

what the weather is likely to be?

What information is shown on a weather map?

Why is understanding how to read a weather map important?Consider

Reading a Weather Map

126 Lesson 6 • Reading Technical Texts

Listen and Learn

Vocabulary

Use the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn selection you are about to read or another word you choose.

precipitation standardized isobar

compressed gradient front

My word

Synonyms Antonyms

Definition Other forms

My sentence

Lesson 6 • Reading Technical Texts 125

Common Core Coach, Grade 5


v

3 Knowledge building through content-rich nonfictionThe CCSS state that students must be able to internalize information about the world if they are to be prepared for successful college, career, and life experiences.

The Coach Common Core Suite presents students with challenging, yet engaging examples of informational texts across genres, including historical texts, literary nonfiction, scientific texts, technical texts, and persuasive nonfiction.

2 Reading, writing, and speaking grounded in evidence from textsThe CCSS expect students to be able to answer questions that depend on careful reads of text, helping them develop “the skill, concentration, and stamina to read challenging texts with understanding.” (CCSS Appendix A)

The Coach Common Core Suite provides multiple opportunities—across genres—for students to practice close, multiple reads with different strategies and skills in mind.

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC

All would have been well, but Arachne’s success

caused her to be vain and boastful. She could speak

of nothing but her success. She began to bore those

around her. Her friends tried to warn her against her

pride, but she seemed incapable of understanding.

“Pride goes before a fall,” they said. Unfortunately,

the proud girl never noticed, much less listened. She

seemed to be under a spell of her own making.

Arachne even boasted that she could weave better

than Athena, who was the goddess of the arts and a

mighty warrior. Athena was also the favorite daughter

of Zeus, the king of the gods. It was said that Athena,

a beautiful and intelligent goddess, could spin and

weave enchanting pictures that showed the beauty and

kindness of people around her. They caused women

who had never taken up the shuttle and loom to try

their hands.

One day, Arachne became so bold that she said

she wished she could challenge Athena to a contest.

Arachne bragged that if a prize were given, she would

surely win it.

4

5

6

What new character traits do you learn that Arachne has? Write your answers on the Character Traits Web.

Based on what you know about Athena, do you think Arachne’s challenge is a good idea? Why or why not?

Myths and Fables 9The Two Weavers 9

How would you describe Arachne? Write your answer on the Character Traits Web.

Why is Arachne’s talent so important for her family? Underline the parts of the story that tell you.

In ancient Greece lived a young woman named

Arachne (uh rak nee). Arachne lived in a small cottage

with her parents. The family was poor and often had

only bread for their supper. However, Arachne had a

special gift. She could weave with amazing skill. Where

she got this skill, no one knew. Her mother, a kind and

gentle woman, had no such talent.

But oh, how Arachne could weave! She began making

tapestries to give to the family’s friends and neighbors.

News of her talent spread. Soon she was selling the

glorious tapestries at the local market. Each piece of

cloth was so beautiful that people came from far and

wide to watch her skillful hands at work.

As for Arachne’s parents, they couldn’t be more

proud. And they no longer had to worry about putting

food on the table.

1

2

3

The Two Weaversa myth from ancient Greece

Purpose for ReadingRead along with your teacher. Each time, read for a different purpose.

First Read Focus on asking and answering questions about the story.

Second Read Focus on the characters and their traits.

Third Read Focus on evaluating the story critically.

8 Myths and Fables

Support Coach, Grade 3

3

Lesson 5: Writing Fictional Narratives . . . . . . . . . . . . . . . . . . . 67

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

2. Organize: Introduction, Plot/Problem, Climax, and Resolution . . . . 76

3. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

6. Edit: Pronoun Case and Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . 86

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Listen and Learn Mission to Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Share and Learn The Legend of King Arthur . . . . . . . . . . . . . . . . . . . . . . . 98

Read On Your Own Things That Go Bump in the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

Lesson 8: Writing Informative Texts . . . . . . . . . . . . . . . . . . . . 117

1. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . . . . . . . 123

2. Organize: Topic Sentence, Supporting Details, and Conclusion . . . 130

3. Draft: Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 132

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

5. Revise: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

6. Edit: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Common CoreState Standards

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.a, b; L.6.5.a

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5; RL.6.10; SL.6.1.a–d; L.6.4.d; L.6.5.a

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

W.6.2.a–f; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; SL.6.1.a–d; L.6.2.b; L.6.3.b; L.6.4.a, c; L.6.6

2

ContentsLesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 2: Writing Personal Narratives . . . . . . . . . . . . . . . . . . . 17

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2. Organize: Introduction, Beginning, Middle, End, and Conclusion . 26

3. Draft: Using Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . 28

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

5. Revise: Using Precise Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

6. Edit: Pronouns: Avoiding Shifts in Number and Person . . . . . . . . . . 36

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Lesson 3: Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Listen and Learn “Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Share and Learn I, Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Read On Your Own The Lucky Teakettle . . . . . . . . . Online Handout

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . Online Handout

Common CoreState Standards

RI.6.1; RI.6.2; RI.6.3; RI.6.4; RI.6.9; RI.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c; RH.6-8.1; RH.6-8.2; RH.6-8.9; RH.6-8.10

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.c; L.6.4.a, c, d; L.6.5.b, c

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.6; RL.6.9; RL.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.10


Lesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout

RI.6.1; RI.6.2; RI.6.3; RI.6.4; RI.6.9; RI.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c; RH.6-8.1; RH.6-8.2; RH.6-8.9; RH.6-8.10

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . Online Handout

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.10

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

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When authors write articles, they keep their readers in mind. Their purpose is to inform readers about a topic, so they use formal language and present facts in an objective way. This means the author stays neutral and doesn’t express opinions.

To make information easier to understand, authors carefully organize how they present that information. How an author organizes a text is called structure. The structure helps you connect ideas in a text and better understand how parts of the text relate to the whole passage. Different structures present information in different ways.

Chronological Order The author presents events in the order in which events happened, or in sequence. Authors often use chronological order, or time sequence, to organize their writing. Dates and time-order words, such as first, next, and last, signal when things happen. Read the following passage and circle the words that provide clues about sequence.

Pluto was once the ninth planet in our solar system. Then,

in 2006, scientists defined a planet as an object with a clear

orbit around a star. Since Pluto does not have a clear orbit,

it was reclassified. Today it is classified as a dwarf planet.

Cause and Effect The author shows the cause, or reason something happens, and its effect, or what happens as a result. Signal words, such as because, since, and therefore, can help you understand a cause and its effect. Read the following passage. Underline the cause and circle the effect.

Temperatures are very high beneath Earth’s crust. They

are so high that they can melt rock. This melted rock is

called magma.

Problem and Solution The author states a problem and then presents a solution, or how the problem can be solved. Read the following passage. Underline the problem and circle the solution.

Many pioneers who settled the Great Plains lived in sod

houses built from thick-rooted prairie grasses. This was

because the prairie lacked standard building materials,

such as wood or stone.

Lesson 5: Articles 67

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GETTING THE IDEA1

Nonfiction is writing about real people, places, events, or things. Because it gives readers information or facts, it is sometimes called informational text. There are many types of nonfiction.

Type of Nonfiction Purpose

biography to tell the true story of a person’s life

essay to share the author’s outlook or point of view

speech to present a topic that is shared orally

textbook to give factual information about a topic

One common type of nonfiction is an article. You can find articles in newspapers, magazines, and online. Every nonfiction article has a main idea that tells what the text is mostly about. Evidence is information that supports the main idea. Types of evidence include examples, facts, and quotes. Each paragraph also has a main idea and details that support the main idea of a passage. When you summarize a passage, you retell the main ideas in your own words. Read the following passage. Circle the main idea of each paragraph and underline the evidence used to support the main idea.

Riding a bicycle can be dangerous. More children ages

five to fourteen are injured in cycling accidents than in

any other sport. In fact, nearly three hundred thousand

children are injured each year.

Be safe when you ride. Ride on the right side of the road

with the flow of traffic. Obey all traffic signs and signals.

Most importantly, wear a bike helmet.

When you read informational texts, you can use the available facts and details to make an inference. An inference is a decision based on text evidence and personal knowledge.

Articles

LESSON 5RI.5.2, RI.5.5, L.5.4.b

66 Strand 2: Working with Informational Texts

examples, facts, and quotes. Each paragraph also hasand details that support the main idea of a passage.

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Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

STRAND 1: WORKING WITH LITERATURE . . . . . . . . . . . 1

Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 RL.5.2, RL.5.3, RL.5.4, RL.5.6, L.5.4.a

Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 RL.5.2, RL.5.4, RL.5.5, RL.5.6, L.5.4.a, L.5.5.a

Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 RL.5.2, RL.5.3, RL.5.4, RL.5.5, L.5.4.a, L.5.5.a, L.5.5.b

Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . 42 RL.5.2, RL.5.3, RL.5.9, L.5.4, L.5.4.a

Strand 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

STRAND 2: WORKING WITH INFORMATIONAL TEXTS 65

Lesson 5 Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 RI.5.2, RI.5.5, L.5.4.b

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78 RI.5.6, RI.5.8, RI.5.9, L.5.5.a

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122 RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.9, L.5.6

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134 RI.5.9, L.5.4.a, L.5.5.c

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

STRAND 2: WORKING WITH INFORMATIONAL TEXTS 65

Lesson 5 Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Performance Coach, Grade 5

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Diff erentiating LearningOne way to differentiate learning in your classroom is to begin a lesson with the Common Core Coach materials. As you assess student needs, you can reach into the Suite for additional resources:

Use Waggle to provide adaptive practice that will individualize the pace at which students master the content.

Use Readiness to provide above level and below level support and to provide different formats for practice.

Use Support Coach to scaffold comprehension skills and strategies.

Use Performance Coach to reinforce skill development by introducing a variety of different examples and assessment formats.

Waggle

h materials. As you assess ststududenentt neneededs,, you can r additional resourrceces:

tont f

Readiness forCommon Core

CommonCore Coach

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Common Core Standards

Common Core Coach Lesson(s)

Support Coach Lesson(s)

Performance Coach Lesson(s)

Reading: Literature

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.L3, L6, L9 L1, L2, L4 L1

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgments.

L3, L6, L9 L1, L2 L1–L4

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the

characters respond or change as the plot moves toward a resolution.

L3, L6 L1 L1, L3

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative and

connotative meanings; analyze the impact of a specifi c word choice on meaning and tone.

L3, L6, L9 L1, L2, L3 L1–L3

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fi ts into the overall structure of a text

and contributes to the development of the theme, setting, or plot.

L6, L9 L1, L2, L3 L1–L3

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. L3, L9 L4 L1, L2

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing

an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading

the text to what they perceive when they listen or watch.

TM: L6 L3 TE: L2, L14

Grade 6

Coach® Common Core Suite CorrelationThe chart below lists all of the Common Core Standards for the grade level and their correlations to coverage in the Coach® Common Core Suite. If you find that students are struggling with a particular standard, look to the lessons indicated in these Coach programs for review and remediation.

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Common Core StandardsCommon Core

Coach Lesson(s)Support Coach

Lesson(s)Performance

Coach Lesson(s)

RL.6.8 (Not applicable to literature) L3

RL.6.9 Compare and contrast texts in diff erent forms or genres (e.g., stories and poems; historical novels

and fantasy stories) in terms of their approaches to similar themes and topics

L3 L1, L3 L4

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in

the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.

L3, L6, L9 L1, L2, L3, L4 Throughout

program (L1–L19)

Reading: Informational Texts

W.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.

L1, L11 L7 L5

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments.

L1, L4, L7, L11 L5, L6 L5, L9

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a

text (e.g., through examples or anecdotes).

L1, L11 L7, L8 L9

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative,

connotative, and technical meanings.

L1, L4, L7, L11 L7, L9 L6

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fi ts into the overall structure of a

text and contributes to the development of the ideas.

L11 L6, L7, L8, L9, L10 L5–L8

RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. L11 L9 L5–L8

RI.6.7 Integrate information presented in diff erent media or formats (e.g., visually, quantitatively) as well as

in words to develop a coherent understanding of a topic or issue.

TM: L8, L12 L6, L7, L8 L5 TE: L7–L9, L14

RI.6.8 Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are

supported by reasons and evidence from claims that are not.

L11 L9 L6, L9

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir

written by and a biography on the same person).

L1 L5, L9 L9, L10

RI.6.10 By the end of the year, read and comprehend literary nonfi ction in the grades 6–8 text complexity

band profi ciently, with scaff olding as needed at the high end of the range.

L1, L4, L7, L11 L5, L6, L7, L8, L9,

L10

Throughout

program (L1–L19)

Grade 6

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Coach Lesson(s)

Writing

W.6.1 Write arguments to support claims with clear reasons and relevant evidence. L12 L11, L12, L14, L16

W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly. L12 L11, L12, L14, L16

W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic of the text.

L12 L11, L12, L14, L16

W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. L12 L11, L12, L16

W.6.1.d Establish and maintain a formal style. L12 L11, L12, L16

W.6.1.e Provide a concluding statement or section that follows from the argument presented. L12 L11, L12, L16

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through selection, organization, and analysis of relevant content.

L8, L10 L11, L15 TE: L5, L10

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as defi nition,

classifi cation, comparison/contrast, and cause/eff ect; include formatting (e.g., headings), graphics (e.g.,

charts, tables), and multimedia when useful to aiding comprehension.

L8, L10 TM: L6 L11, L15 TE: L5

W.6.2.b Develop the topic with relevant facts, defi nitions, concrete details, quotations, or other information

and examples.

L8, L10 TM: L6 L11, L15

W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts. L8, L10 L11, L15

W.6.2.d Use precise language and domain-specifi c vocabulary to inform about or explain the topic. L8 L15

W.6.2.e Establish and maintain a formal style. L8 TM: L10 L11, L15

W.6.2.f Provide a concluding statement or section that follows from the information or explanation

presented.

L8, L10 TM: L6 L11, L15

W.6.3 Write narratives to develop real or imagined experiences or events using eff ective technique,

relevant descriptive details, and well-structured event sequences.

L2, L5 L11, L13

W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally and logically.

L2, L5 L11, L13

Grade 6

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Coach Lesson(s)

W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,

events, and/or characters.

L2, L5 L13

W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from

one time frame or setting to another.

L2, L5 L11, L13

W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey

experiences and events.

L2, L5 L11, L13

W.6.3.e Provide a conclusion that follows from the narrated experiences or events. L2, L5 L11, L13

W.6.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specifi c expectations for writing types are defi ned in

standards 1–3 above.)

L2, L5, L8, L10, L12

TM: L6

L11

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions

should demonstrate command of Language standards 1–3 up to and including grade 6.)

L2, L5, L8, L10, L12 L11, L17

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate

with others; demonstrate suffi cient command of keyboarding skills to type a minimum of three pages in a single

sitting.

L2, L5, L8, L10, L12

TM: L7

TE: L4, L11, L17

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing

the inquiry when appropriate.

L8, L10 TM: L7, L12 L14

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each

source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and

providing basic bibliographic information for sources.

L8, L10 TM: L7, L12 L14

W.6.9 Draw evidence from literary and informational texts to support analysis, refl ection, and research. L10 L12, L14

W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in diff erent

forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches

to similar themes and topics”).

L10 L12

W.6.9.b Apply grade 6 Reading standards to literary nonfi ction (e.g., “Trace and evaluate the argument

and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims

that are not”).

L12, L14

W.6.10 Write routinely over extended time frames (time for research, refl ection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specifi c tasks, purposes, and

audiences.

L2, L5, L8, L10, L12

TM: L6

Throughout

program (L1–L19)

Grade 6

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Coach Lesson(s)

Speaking and Listening

SL.6.1 Engage eff ectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their

own clearly.

L1–L12 TE: L1, L18, L19

SL.6.1.a Come to discussions prepared, having read or studied required material; explicitly draw on

that preparation by referring to evidence on the topic, text, or issue to probe and refl ect on ideas under

discussion.

L1–L12 TE: L1, L18, L19

SL.6.1.b Follow rules for collegial discussions, set specifi c goals and deadlines, and defi ne individual roles

as needed.

L1–L12 TE: L1, L18, L19

SL.6.1.c Pose and respond to specifi c questions with elaboration and detail by making comments that

contribute to the topic, text, or issue under discussion.

L1–L12 TE: L1, L18, L19

SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through

refl ection and paraphrasing.

L1–L12 TE: L1, L18, L19

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)

and explain how it contributes to a topic, text, or issue under study.

TM: L6–L8, L12 L18 TE: L14, L15

SL.6.3 Delineate a speaker’s argument and specifi c claims, distinguishing claims that are supported by

reasons and evidence from claims that are not.

TM: L12 L18, L19 TE: L6, L16

SL.6.4 Present claims and fi ndings, sequencing ideas logically and using pertinent descriptions, facts,

and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear

pronunciation.

TM: L6–L8, L12 TE: L6, L15, L16, L18

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in

presentations to clarify information.

TM: L5–L8, L12 TE: L5, L10, L13, L15

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when

indicated or appropriate.

TM: L5, L12 TE: L3

Language

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.L2, L5, L10, L12 L12, L13, L15, L17

TE: L3

Grade 6

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Coach Lesson(s)

L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive). L5 L12, L17

L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person. L2 L15, L17

L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L10 L15, L17

L.6.1.e Recognize variations from standard English in their own and others’ writing and speaking, and

identify and use strategies to improve expression in conventional language.

L12 L17 TE: L3

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

L8, L12 L11, L14, L17

L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L12 L11, L14, L17

L.6.2.b Spell correctly. L8 L17

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L8, L10 L11, L16, L17

L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style. L10 L10 L16, L17

L.6.3.b Maintain consistency in style and tone. L8 TM: L10 L6 L17

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grade 6 reading and content, choosing fl exibly from a range of strategies.

L1–L4, L6–L9, L11,

L12

L1, L3, L5, L18

L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase.

L1–L4, L7, L8 L1, L2 L1, L3

L.6.4.b Use common, grade-appropriate Greek or Latin affi xes and roots as clues to the meaning of a word

(e.g., audience, auditory, audible).

L4, L7, L12 L2, L5, L6, L9 L5

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to

fi nd the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L1–L4, L7, L8 L3, L5, L8, L10 L18

L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the

inferred meaning in context or in a dictionary).

L1–L4, L6, L7, L9,

L11

L3, L5 L18

L.6.5 Demonstrate understanding of fi gurative language, word relationships, and nuances in word

meanings.

L1–L3, L5, L6,

L9–L11

L2–L4, L10

L.6.5.a Interpret fi gures of speech (e.g., personifi cation) in context. L1, L3, L5, L6, L9 L2, L3 L2, L3

Grade 6

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Coach Lesson(s)

L.6.1.b Use intensive pronouns (e.g., myself, ourselves). L5 L13, L17

L.6.5.b Use the relationship between particular words (e.g., cause/eff ect, part/whole, item/category) to

better understand each of the words.

L1–L3 L4, L7, L9 L4, L10

L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (defi nitions)

(e.g., stingy, scrimping, economical, unwasteful, thrifty).

L1–L3, L10, L11 L1, L9 L2

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specifi c words and

phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or

expression.

L4, L7, L8 L4, L7, L8 L7–L9

History/Social Studies

RH.6.1 Cite specifi c textual evidence to support analysis of primary and secondary sources. L1, L4 L5, L10 L7

RH.6.2 Determine the central ideas of information of a primary or secondary source; provide an accurate

summary of the source distinct from prior knowledge or opinions.

L1, L4 L5, L6 L7, L9

RH.6.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a

bill becomes a law, how interest rates are raised and lowered).

L4 L6 L7

RH.6.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary

specifi c to domains related to history/social studies.

L4 L6, L10 L7

RH.6.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). L4 L9 L7

RH.6.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,

inclusion or avoidance of particular facts).

L11 L9 L7

RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts.

L4 L6 L5, L7 TE: L14

RH.6.8 Distinguish among fact, opinion, and reasoned judgment in a text. L11 L9 L7, L9

Grade 6

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Grade 6




Coach Lesson(s)

RH.6.9 Analyze the relationship between a primary and secondary source on the same topic. L1 L10 L7

RH.6.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text

complexity band independently and profi ciently.

L1, L4, L7 L7

Science and Technical Subjects

RST.6.1 Cite specifi c textual evidence to support analysis of science and technical texts. L7 L8

RST.6.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions.

L7 L8, L9

RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or

performing technical tasks.

TM: L7, L8 L7, L8 L8

RST.6.4 Determine the meaning of symbols, key terms, and other domain-specifi c words and phrases as

they are used in a specifi c scientifi c or technical context relevant to grades 6–8 texts and topics.

L7 L7 L8

RST.6.5 Analyze the structure an author uses to organize a text, including how the major sections

contribute to the whole and to an understanding of the topic.

L7 L7, L8 L8

RST.6.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text.

L7 L8

RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a fl owchart, diagram, model, graph, or table).

L7 L7, L8 L5, L8 TE: L9

RST.6.8 Distinguish among facts, reasoned judgment based on research fi ndings, and speculation in a text. L11 L8

RST.6.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia

sources with that gained from reading a text on the same topic.

TM: L8 L8

RST.6.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text

complexity band independently and profi ciently.

L7 L8

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Using the Grade 6 Pacing GuideYou can use the Pacing Guide on the following pages to plan the delivery of your curriculum over the school year. There are several assumptions built into the organization of the Pacing Guide:

The Pacing Guide is designed for 32 weeks of instruction. If your instructional year is longer or shorter than 32 weeks, make adjustments for the difference.

Units that focus on Reading and Writing topics have been created using the lessons from Common Core Coach, Support Coach, and Performance Coach, as well as the additional support of Readiness content. See the Contents at right. Typically, reading units last 3 weeks and writing units last 2 weeks.

Suggestions for Waggle practice goal assignments are listed for each week. Waggle reading goals are arranged in order of complexity, starting with goals that offer practice with the literal understanding of texts and ending with goals that offer practice with the higher-order analysis of texts. Waggle grammar and language goals are also arranged in order of complexity, starting with items that offer practice with grammar concepts and ending with items that offer practice with the application of grammar concepts.

Each day is planned around 90–120 minutes of instructional activities. However, the amount of time needed for the core lesson and the differentiation options will differ based on the needs of your class.

Skills and strategies are listed for each core lesson. Non-assessed skills are marked with a ✔, and assessed skills with a ✔.

Suggestions for review and assessments are at the end of each unit. You may use print- or digital-based Common Core Coach Benchmark Assessments and/or Support Coach for formative assessments.

The sequence of topics is designed to address the content of the CCSS, but you can re-sequence the content to align with the curriculum maps used in your state or district.

Optional Speaking and Listening Projects from Common Core Coach are suggested in some units. Alternative lessons from Common Core Coach and Support Coach are sometimes offered if you wish to focus on a different set of ELA skills/strategies and standards.

ContentsUnit/Title . . . . . . . . . . . . . . . . . . . Weeks

1 Reading Literary Nonfiction . . . . . 1–3

2 Reading Historical Texts . . . . . . . . 4–6

3 Writing Personal Narratives. . . . . . 7–8

4 Reading Fiction . . . . . . . . . . . . . 9–11

5 Reading Drama . . . . . . . . . . . . 12–14

6 Writing Fictional Narratives. . . . 15–16

7 Reading Scientific and Technical Texts . . . . . . . . . . . . . 17–19

8 Reading Persuasive Nonfiction . . 20–22

9 Writing Informative Texts . . . . . 23–24

10 Reading Poetry . . . . . . . . . . . . . 25–27

11 Reading Sources and Writing an Argument . . . . . . . . . . . . . . 28–30

12 Writing Responses to Literature. . 31–32

2 ✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies

Week 1

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Day 1 Day 2 Day 3 Day 4 Day 5

Unit: Reading Literary Nonfiction

LESSON FOCUSRI.6.2, RI.6.4, SL.6.1, RH.6–8.2Common Core CoachLesson 1: Reading Literary Nonfiction● Student Edition pp. 5–9● Teacher’s Manual pp. 2–7

Skills✔ Recognize Literary Nonfiction✔ Engage in Collaborative

Discussion

Listen and LearnThe Greatest Show on EarthIntroduce literary nonfiction and discuss questions, TM p. 3, focusing on the Essential Question, Why would an author want to tell about people or events from long ago? Then read The Greatest Show on Earth with students.

DIFFERENTIATION OPTIONS● Common Core Coach Teach

Primary and Secondary Sources in The Greatest Show on Earth, explaining why the text is a secondary source.

● Common Core Coach Read The Greatest Show on Earth, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Performance Coach Have accelerating students read SE pp. 76–78 and identify the central idea in A Memorable Experience.

● Readiness for Common Core

LESSON FOCUSRI.6.2, RI.6.4, RI.6.9, SL.6.1, RH.6–8.2Common Core CoachLesson 1: Reading Literary Nonfiction● Student Edition pp. 6–10● Teacher’s Manual pp. 4–8

Skills✔ Central Idea ✔ Figurative Language✔ Analogy✔ Recognize Literary Nonfiction✔ Engage in Collaborative

Discussion

Listen and LearnThe Greatest Show on Earth Reread the passage with students using Think Alouds. Use Analogy (Comparison) Think Aloud to focus strategy instruction, TM p. 6. Then have students complete the Comprehension Check, SE p. 10.

DIFFERENTIATION OPTIONS● Common Core Coach Reread

The Greatest Show on Earth, SE pp. 6–9, noting figurative language. Compile a list of figurative language used.

● Common Core Coach Teach context clues to help students understand meanings of unknown words in a text.

● Common Core Coach Teach connotation and denotation, TM p. 8, to address figurative language.


LESSON FOCUSRI.6.1, RI.6.2, RI.6.3, RI.6.4;Common Core CoachLesson 1: Reading Literary Nonfiction● Student Edition pp. 11–14● Teacher’s Manual pp. 10–11

Skills✔ Primary and Secondary

Sources✔ Figurative Language✔ Connotation and Denotation✔ Analogy✔ Engage in Collaborative

Discussion

Share and LearnOld Grizzly AdamsPreview Vocabulary, SE p. 11. Then have students read and discuss the passage, SE pp. 12–14.


analogy in Old Grizzly Adams, and guide students through Comprehension Check, SE p. 16

● Common Core Coach Teach vocabulary, and guide students through Vocabulary on TE p. 9. Use highlighted words in Old Grizzly Adams to reinforce meanings.


LESSON FOCUS RI.6.1, RI.6.2, RI.6.3, RI.6.4Common Core CoachLesson 1: Reading Literary Nonfiction ● Student Edition pp. 12–16● Teacher’s Manual p. 12

Skills✔ Central Idea ✔ Primary and Secondary

Sources✔ Analyze Author’s Technique✔ Engage in Collaborative

Discussion

Share and LearnOld Grizzly AdamsHave students reread and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 15–16.


Old Grizzly Adams, guiding students to note Analogy. Create a Comparison chart.

● Common Core Coach Reread Old Grizzly Adams, and guide students as they identify figurative language.

● Performance Coach Have accelerating students work in pairs to do Coached Example, SE pp. 72–75.


LESSON FOCUS RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.9Common Core CoachLesson 1: Reading Literary Nonfiction● Student Edition pp. 5–16● Teacher’s Manual pp. 3–12

Skills✔ Recognize Literary Nonfiction✔ Write about Literary Nonfiction ✔ Engage in Collaborative

Discussion

RereadThe Greatest Show on Earth,or Old Grizzly AdamsHave students choose a passage and write a paragraph responding to the Essential Question, Why would an author want to tell about people or events from long ago? Tell them to use two examples of figurative language to support their response.

DIFFERENTIATION OPTIONS● Common Core Coach Guide

students through Anchor Standard Discussion Questions, SE p. 15. Point out that the first question is about Connotation and Denotation; the second question is about Analogy.

● Common Core Coach Have students work in pairs to complete the Comprehension Check, SE p. 16.


No goal assignment

✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies 3

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LESSON FOCUSRI.6.2, RI.6.4, RI.6.9, SL.6.1, RH.6–8.2Common Core CoachLesson 1: Reading Literary Nonfiction● Common Core Coach

Independent Leveled Practice Resource Book, pp. 14–22

Skills✔ Central Idea✔ Engage in Collaborative

Discussions

Read On Your OwnThe Life and Adventures of Alexandre DumasHave students read the passage at their levels and answer the Comprehension Check questions independently. Then have them discuss the Comprehensions Check questions and their answers in small groups.

DIFFERENTIATION OPTIONS● Common Core Coach

Independent Leveled Practice Resource Book Teach challenging vocabulary. Then have students choose one word and write about its meaning in the text.

● Common Core Coach Independent Leveled Practice Resource Book Have students identify central ideas and explain to each other what inferences can be made from the information in the text.


LESSON FOCUSRI.6.2, RH.6–8.2Common Core Support CoachLesson 5: Literary Nonfiction● Student Edition pp. 101–102,

104–108, 273● Teacher’s Manual pp. 87–88,

90–95

Skills✔ Central Idea/Supporting Details✔ Recognizing Literary Nonfiction

Shackleton: An Enduring LeaderDiscuss Literary Nonfiction and the skills that will be reviewed, SE p. 101. Review Central Ideas and Supporting Details, SE p. 102. Read the passage (first read) . Have students complete the Central Ideas and Details Web, SE p. 273, TM p. 95.

DIFFERENTIATION OPTIONS● Common Core Support Coach

Review Try It, SE p. 102. Reread Shackleton: An Enduring Leader with the first read annotations, showing students that these focus on Central Idea and Supporting Details. Guide students to complete the Central Ideas and Details Web.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 88, 90. Help students understand the central idea of Shackleton and supporting details by guiding them to ask questions about the most important ideas.


LESSON FOCUSRH.6–8.1Common Core Support CoachLesson 5: Literary Nonfiction● Student Edition pp. 103,

104–108, 274● Teacher’s Manual pp. 89, 90–95

Skills✔ Secondary Sources✔ Close Reading

Shackleton: An Enduring LeaderReview Secondary Sources, SE p. 103. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 274.


Review Try It, SE p. 103. Reread Shackleton with the second read annotations, showing students that these focus on Secondary Sources. Guide students to complete the Close Reading Worksheet

● Common Core Support Coach Focus on domain-specific terms and concepts in Shackleton using Word Study and Supporting ELLs, TM p. 94. Preview Vocabulary, SE p. 109.


LESSON FOCUS L.6.4.c, L.6.4.dCommon Core Support CoachLesson 5: Literary Nonfiction● Student Edition pp. 104–109,

274● Teacher’s Manual pp. 90–95

Skills✔ Multiple Meaning Words✔ Close Reading✔ Write about Literary Nonfiction

Shackleton: An Enduring LeaderRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 274. Follow with Vocabulary, SE p. 109.


After discussing the third read annotations, have students choose one of the questions in the annotations, write their answers, and discuss with the group.

● Performance Coach Guide students through the Coached Example, SE pp.104–108.

● Performance Coach Use discussion questions, TE p. 22. Review the characteristics of literary nonfiction texts. Have students write about specific characteristics in the passages they have read.


LESSON FOCUS RH.6–8.1Common Core Support CoachLesson 5: Literary Nonfiction● Student Edition pp. 110,

112–116● Teacher’s Manual pp. 96,

98–102

Skills✔ Ask and Answer Questions✔ Close Reading

from Escape From the AntarcticReview Ask and Answer questions, SE p. 110. Read the passage (first read) . Have students complete the Close Reading Worksheet SE, p. 275.


Review Try It, SE p. 110, TM p. 96. Read Escape From the Antarctic with the first read annotations, focusing on Asking and Answering Question. Guide students to complete the Close Reading worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 96. Help students understand how to focus on details that answer the questions about Escape from the Antarctic by having them reread the sentences to determine if they tell about the strength of Dickinson’s writing.


No goal assignment


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LESSON FOCUSRH.6–8.1, L.6.4.bCommon Core Support CoachLesson 5: Literary Nonfiction● Student Edition pp. 111,


98–102

Skills✔ Analyze Primary Sources✔ Latin Prefixes✔ Close Reading

from Escape From the AntarcticReview Primary Sources, SE p. 111. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 275, and Vocabulary, SE p. 117.


Review Try It, SE p. 111. Reread from Escape From the Antarctic with the second read annotations, showing students that these focus on Primary Sources. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 98 to reread and discuss the passage. Review Vocabulary, SE p. 117.

● Common Core Support Coach Have students write other words that they know that use the Latin prefixes.


LESSON FOCUSRI.6.1, RH.6–8.1, W.6.9Common Core Support CoachLesson 5: Literary Nonfiction● Student Edition pp. 112–116 ● Teacher’s Manual pp. 98–102


Sources✔ Central Idea and Supporting

Details✔ Close Reading✔ Write about Informational Text

Respond to TextRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 275. Follow with Respond to Text, SE pp. 118.


Guide students through Respond to Text using support, SE p. 118, TM p. 104.

● Common Core Support Coach Have students read (first read) How Not to Go Camping/Camping on the Wild Side, SE pp. 120–124 and TE 106.

● Performance Coach Use Language Spotlight, SE p. 71 and TE p. 24, to teach affixes. Have students choose a vocabulary word to write about.


LESSON FOCUSRI.6.9, RH.6–8.1Common Core Support CoachLesson 5: Literary Nonfiction● Student Edition pp. 118–119 ● Teacher’s Manual pp. 104–105

Skills✔ Comparing Primary and

Secondary Sources✔ Central Idea ✔ Close Reading✔ Write about Informational Text

Respond to TextReview SE p. 118 and discuss the writing task on p. 119 before students draft and complete their writing.


Guide students through Respond to Text using support, TM pp. 104–105. Have them work with partners and write.

● Common Core Support Coach Have students read (second read) How Not to Go Camping/Camping on the Wild Side, SE pp. 120–124.

● Performance Coach To review central ideas and supporting details, have students review the passage and complete Lesson Practice, SE pp. 76–81.


REVIEW RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.9, RI.6.10, SL.6.1Common Core CoachLesson 1: Reading Literary Nonfiction● Student Edition pp. 5● Teacher’s Manual pp. 3


Sources✔ Central Idea and Supporting

Details

Listen and LearnReview and discuss the essential question on TM p. 3 and the following focus skills:• determining the central idea

and supporting details• understanding primary and

secondary sources


Have students read (third read) How Not to Go Camping/Camping on the Wild Side, SE pp. 120–122 and do Comprehension Check, SE pp. 123–124, and TE p. 106.


REVIEW AND ASSESS OPTIONS:Common Core Support Coach Quiz 5 (also in Readiness)

Skills✔ Multiple Meaning Words✔ Central Idea and Supporting

Details✔ Primary and Secondary

Sources✔ Ask and Answer Questions✔ Latin Prefixes✔ Textual Evidence in Secondary

Sources

Common Core Support CoachLesson 5: Literary Nonfiction ● Student Edition pp. 120–124● Teacher’s Manual p. 106

Read on Your OwnHow Not to Go Camping/Camping on the Wild SideReview Comprehension Check, SE p. 123–124. Have students share answers and discuss the text, pointing out evidence that they find.

DIFFERENTIATION OPTIONS● Performance Coach Do shared

writing with students in Lesson Practice, SE pp. 76–81 (item 6).

● Common Core Support Coach Review answers to Quiz 5 with students.


No goal assignment

Week 3


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Week 4Day 1 Day 2 Day 3 Day 4 Day 5

Unit: Reading Historical Texts

LESSON FOCUSRI.6.5, SL.6.1. RH.6–8.2, RH.6–8.3, RH.6–8.5Common Core CoachLesson 4: Reading Historical Texts● Student Edition pp. 55–59● Teacher’s Manual pp. 45–49

Skills✔ Historical Texts✔ Engage in Collaborative

Discussion

Listen and LearnHow a Bill Becomes a LawIntroduce historical texts and discuss questions, TM p. 45, focusing on the Essential Question, How can historical texts help you better understand how the nation works? Then read How a Bill Becomes a Law with students.


Text Structure in How a Bill Becomes a Law, noting and listing aspects of the structure, including sequence.

● Common Core Coach Reread How a Bill Becomes a Law, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.


LESSON FOCUSRI.6.5, SL.6.1. RH.6–8.2, RH.6–8.3, RH.6–8.5Common Core CoachLesson 4: Reading Historical Texts● Student Edition pp. 55–60● Teacher’s Manual p. 50

Skills✔ Historical Texts✔ Steps in a Process✔ Text Structure✔ Key Details✔ Engage in Collaborative

Discussion

Listen and LearnHow a Bill Becomes a Law Reread the passage with students using Think Alouds. Use Text Structure and Steps in a Process Think Alouds to focus strategy instruction, TM p. 47. Then have students complete the Comprehension Check, SE p. 60.


How a Bill Becomes a Law, SE pp. 56–59, noting Text Structure and Steps in the Process. Complete the list of steps in the process.

● Common Core Coach Teach word maps before beginning Vocabulary on TM p. 51 to address content area vocabulary.


LESSON FOCUSRI.6.5, SL.6.1. RH.6–8.2, RH.6–8.3, RH.6–8.5Common Core CoachLesson 4: Reading Historical Texts● Student Edition pp. 61–64● Teacher’s Manual pp. 52–53

Skills✔ Steps in a Process✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnHow to Become a United States Presidential CandidatePreview Vocabulary, SE p. 61. Then have students read and discuss the passage, SE pp. 62–64.


Text Structure in How to Become a United States Presidential Candidate, and guide students through Comprehension Check, SE p. 66.

● Common Core Coach Guide students through Vocabulary. Use highlighted words in How to Become a United States Presidential Candidate to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 105–106 and identify the text structure also used in How a Bill Becomes a Law, and How to Become a United States Presidential Candidate.


LESSON FOCUS RI.6.5, SL.6.1. RH.6–8.2, RH.6–8.3, RH.6–8.5Common Core CoachLesson 4: Reading Historical Texts● Student Edition pp. 65–66● Teacher’s Manual p. 54

Skills✔ Steps in a Process✔ Text Structure✔ Using Context Clues✔ Engage in Collaborative

Discussion

Share and LearnHow to Become a United States Presidential Candidate Have students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Question and Comprehension Check, SE pp. 65–66


How to Become a United States Presidential Candidate, guiding students to note steps of the process. List the steps.

● Common Core Coach Reread How to Become a United States Presidential Candidate, and guide students as they unpack the Text Structure.



LESSON FOCUS RI.6.5, RH.6–8.2, RH.6–8.3, RH.6–8.5Common Core CoachLesson 4: Reading Historical Texts● Student Edition pp. 55–66● Teacher’s Manual pp. 45–54

Skills✔ Historical Texts✔ Write about Informational Texts✔ Engage in Collaborative

Discussion

RereadHow a Bill Becomes a Law or How to Become a United States Presidential Candidate Have students choose a passage and write a paragraph responding to the Essential Question, How can historical texts help you better understand how the nation works? Tell them to use two examples of text structure to support their response.


students through Anchor Standard Discussion Questions, SE p. 65. Point out that the question is about Author’s Tone. Help students to use evidence from the text to identify the tone.



� Goal Literary Elements


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LESSON FOCUSRI.6.5, SL.6.1. RH.6–8.2, RH.6–8.3, RH.6–8.5Common Core CoachLesson 4: Reading Historical Texts● Common Core Coach


Skills✔ Summary✔ Steps in a Process✔ Text Structure✔ Engage in Collaborative

Discussion

Read On Your OwnThe Impeachment ProcessHave students read the passage at their levels and answer the questions independently. Then have them discuss the Comprehension Check questions and their answers in small groups.


Independent Leveled Practice Resource Book Teach challenging vocabulary. Then have students choose one word and write about its meaning in the text.

● Common Core Coach Independent Leveled Practice Resource Book Have students identify the structure of the text and the steps of the process and explain them to each other.


LESSON FOCUSRI.6.2, RH.6–8.2Common Core Support CoachLesson 6: Historical Texts● Student Edition pp. 125–126,

128–132, 277● Teacher’s Manual pp. 109–110,

112–116

Skills✔ Summarize✔ Recognize Historical Texts

When in Rome . . . or BrazilDiscuss Historical Texts and the skills that will be reviewed, SE p. 125. Review Summarize, SE p. 126. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 277.


Review Try It, SE p. 126. Reread When in Rome with the first read annotations, showing students that the annotations focus on summary. Guide students to complete the summary questions on p. 277.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 112, 114. Help students understand how to summarize When in Rome by asking them to write about the article as they would on a postcard as suggested on TE p. 114.


LESSON FOCUSRI.6.5, RH.6–8.5Common Core Support CoachLesson 6: Historical Texts● Student Edition pp. 127,

128–132, 277● Teacher’s Manual pp. 111–116

Skills✔ Chronology and Sequence✔ Close Reading

When in Rome . . . or BrazilReview Chronology and Sequence, SE p. 127. Read the passage (second read) . Then have students complete the Sequence Chart, SE p. 278.


Review Try It, SE p. 127. Reread When in Rome with the second read annotations, showing students that these focus on ordering information. Guide students to complete the Sequence Chart.

● Common Core Support Coach Focus on domain-specific terms and concepts in When in Rome using Supporting ELLs, TM pp. 113, 116 and Focus on Fluency p. 115. Preview Vocabulary, SE p. 133.


LESSON FOCUSRI.6.5, L.6.4.bCommon Core Support CoachLesson 6: Historical Texts● Student Edition pp. 128–132,


Skills✔ Common Latin and Greek

Suffixes✔ Close Reading✔ Write about Literature

When in Rome . . . or BrazilRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 277 Follow with Vocabulary, SE p. 133.



● Performance Coach Guide students through the Coached Example, SE pp. 100–104.

● Performance Coach Use Discussion Questions, TE p. 30. Review chronological order and sequence. Have students write about the order of events in the passages they have read.


LESSON FOCUSRI.6.7, RH.6–8.7Common Core Support CoachLesson 6: Historical Texts● Student Edition pp. 134,


120–124

Skills✔ Steps in a Process✔ Recognize Historical Texts

Restoring a ClassicReview Identify Steps in a Process, SE p. 134. Read the passage (first read) . Have students complete the Steps in a Process chart, SE p. 279 and TM p. 125.


Review Try It, SE p. 134. Reread Restoring a Classic with the first read annotations, focusing on Identify Steps in a Process. Guide students to complete the Steps in a Process chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 118. Help students understand the steps of Restoring a Classic by having them ask and answer questions about the steps that need to be taken and the order in which they need to be taken.


� Goal Literary Elements

Week 5


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LESSON FOCUSRI.6.7, RH.6–8.7, L.6.3.bCommon Core Support CoachLesson 6: Historical Texts● Student Edition pp. 135–141,


Skills✔ Integrate Visual Information✔ Chronology and Sequence✔ Close Reading

Restoring a ClassicReview Integrate Visual Information, SE p. 135. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 280, and Vocabulary, SE p. 141.


Review Try It, SE p. 134. Reread Restoring a Classic with the second read annotations, showing students that these focus on Visual Information. Guide students to complete the Close Reading Worksheet.


● Common Core Support Coach Have students write sentences with the same basic meaning but different tones.


LESSON FOCUSRH.6–8.3Common Core Support CoachLesson 6: Historical Texts● Student Edition pp. 136–140● Teacher’s Manual pp. 120–124

Skills✔ Identify Steps in a Process✔ Integrate Visual Information✔ Explain Illustrations✔ Close Reading

Respond to TextRead the passage Restoring a Classic, SE pp. 136–140 and TM pp. 120–124 (third read) . Then have students complete the Close Reading Worksheet, SE p. 280. Follow with Respond to Text, SE p. 142.


Guide students through Respond to Text using support, TM pp. 126–127.

● Common Core Support Coach Have students read (first read) The Evolution of Maps, SE pp. 144–146.

● Performance Coach Use Language Spotlight, SE p. 99 and TE, p. 32 to teach domain-specific vocabulary. Have students choose a vocabulary word to write about.


LESSON FOCUSRI.6.2, RH.6–8.2Common Core Support CoachLesson 6: Historical Texts● Student Edition pp. 142–143● Teacher’s Manual pp. 126–127

Skills✔ Writing a Summary✔ Make Inferences✔ Write a Response

Respond to TextReview Writing a Summary SE p. 142, and discuss the writing task on p. 143 before students draft and complete their writing.



● Common Core Support Coach Have students read (second read) The Evolution of Maps, SE pp. 144–146.


REVIEWRI.6.2; RI.6.4; RI.6.10, RH.6–8.1, RH.6–8.2, RH.6–8.3, RH.6–8.4, RH.6–8.5, RH.6–8.7, RH.6–8.10 Common Core CoachLesson 4: Reading Historical Texts● Student Edition p. 55● Teacher’s Manual p. 45

Skills✔ Summarize✔ Identify Steps in a Process

Listen and LearnReview and discuss the essential question on SE p. 55 and the following focus skills:• summarize informational texts• understanding steps in a

process.


Have students read (third read) The Evolution of Maps, SE pp. 144–146 and do Comprehension Check, SE pp. 147–148.

● Performance Coach To review chronological ordering have students complete Lesson Practice, SE pp. 105–108.


REVIEW AND ASSESS OPTIONS:Common Core Support CoachQuiz 6 (also in Readiness)

Skills✔ Latin and Greek suffixes✔ Summarize ✔ Identify Steps in a Process✔ Integrate Visual Information ✔ Chronology and Sequence✔ Maintain a Consistent Tone

Common Core Support Coach Lesson 6: Historical Texts● Student Edition pp. 144–148● Teacher’s Manual p. 128

Read on Your OwnThe Evolution of MapsReview Comprehension Check, SE pp. 147–148. Have students share answers and discuss the text, pointing out evidence that they find.





� Goal Informational Text Elements


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Unit: Writing Personal Narratives

LESSON FOCUSW.6.3.a–e, SL.6.1Common Core CoachLesson 2: Writing Personal Narratives● Student Edition pp. 17–18● Teacher’s Manual pp. 14–16

Skills✔ Write Personal Narratives✔ Point of View✔ Engage in a Collaborative

Discussion

Essential QuestionIntroduce writing personal narratives, and discuss questions, TM p. 15, focusing on the Essential Question, What are the characteristics of an effective personal narrative? Then read My First Dance! with students.

DIFFERENTIATION OPTIONS● Common Core Coach Use the

notes such as those under Purpose and Audience, TM p. 16, to introduce personal narratives.

● Common Core Coach Review My First Dance!, and identify and use Introduction, Details, and Point of View on TM p. 17 to discuss that text.


LESSON FOCUSW.6.3.a–e, W.6.4, W.6.5, W.6.6 Common Core CoachLesson 2: Writing Personal Narratives● Student Edition pp. 19–20● Teacher’s Manual pp. 17–18

Skills✔ Write Personal Narratives✔ Introduction, Details,

Conclusion

Analyze a Mentor TextRead aloud the Mentor Text SE pp. 19–20, and TM pp. 17–18, using the annotations. Help students analyze the text and mark up as noted.

DIFFERENTIATION OPTIONS● Common Core Coach Use

the graphic on SE p. 18 to help students understand the characteristics and structure of a personal narrative.

● Common Core Coach Have accelerating students identify the introduction, body, and conclusion of the Mentor Text.

● Common Core Coach Speaking and Listening project, TM pp. 72–75.


LESSON FOCUSRI.6.4, W.6.3.a–e, W.6.4, W.6.5, W.6.6, SL.6.1Common Core CoachLesson 2: Writing Personal Narratives ● Student Edition p. 21● Teacher’s Manual p. 19

Skills✔ Write Personal Narratives✔ Predicting Word Meaning✔ Context Clues

Analyze a Mentor TextDiscuss the Think About It Questions, TM p. 18. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 21.

DIFFERENTIATION OPTIONS● Common Core Coach Have

students write sentences for each other that require them to use context to figure out an unknown word.

● Common Core Coach Review the Writing Process, SE p. 22 for students who need extra support.


LESSON FOCUS W.6.3.a–e, W.6.4, W.6.5, W.6.6,Common Core CoachLesson 2: Writing Personal Narratives ● Student Edition pp. 22–25● Teacher’s Manual pp. 20–21

Skills✔ Write Personal Narratives✔ Use reference sources✔ Using precise pronouns✔ Introduction, Details,

Conclusion✔ Identify Select Topic/

Experience

Writing Process: Step 1 After reviewing the steps in the writing process, read the Writing Assignment on SE p. 22. Discuss the task along with the purpose and audience. Then guide students through SE pp. 23–25.

DIFFERENTIATION OPTIONS● Common Core Coach Take

a deeper dive into SE pp. 24–25 with students who need extra support as they use the questions provided to complete Try It.

● Common Core Coach Have students work in pairs or small groups to generate questions about each others’ experiences. Allow students time to formulate answers to these questions so they can add more detail to their writing.


LESSON FOCUS W.6.3.a–e, W.6.4, W.6.5, W.6.6Common Core CoachLesson 2: Writing Personal Narratives ● Student Edition pp. 26–28● Teacher’s Manual pp. 22–23

Skills✔ Write Personal Narratives✔ Organize Introduction, Body,

Conclusion✔ Use Transitions

Writing Process: Steps 2, 3Read SE p. 26 with students to help them understand how the writer of the Mentor Text organized the introduction, beginning, middle, end, and the conclusion. Then read and discuss the drafting process before students begin to write.

DIFFERENTIATION OPTIONS● Common Core Coach Allow

time for students to draft independently or in pairs. Conference with students who need extra support.


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Unit: Writing Personal Narratives

LESSON FOCUSW.6.3.a–e, W.6.4, W.6.5Common Core CoachLesson 2: Writing Personal Narratives● Student Edition pp. 29–31● Teacher’s Manual pp. 24–25

Skills✔ Introduction✔ Transition Words✔ Write Personal Narratives

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 28. Have students share their efforts to use transition words. Then read SE pp. 29–30, TM pp. 24–25.

DIFFERENTIATION OPTIONS● Common Core Coach For

students who need extra support with SE p. 29, spend less time on p. 28. Model responses for the Try It section.

● Performance Coach Have students complete the Coached Practice, SE pp. 163–166.


LESSON FOCUSW.6.3.a–e, W.6.4, W.6.5, SL.6.1.a–d, L.6.4.a–d, L.6.5.b, L.6.5.cCommon Core CoachLesson 2: Writing Personal Narratives● Student Edition pp. 32–35● Teacher’s Manual pp. 26–27

Skills✔ Use Precise Language✔ Revise a Personal Narrative✔ Engage in a Collaborative

Discussion

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 34–35 with students.

DIFFERENTIATION OPTIONS● Common Core Coach Identify

sentences that students should revise in order to improve details, transitions, or sequence. Provide students with support as they revise.

● Performance Coach Have students complete the Lesson Practice, SE pp. 167–173.


LESSON FOCUSW.6.3.a–e, W.6.4, W.6.5, SL.6.1.a–d, L.6.4.a–d, L.6.5.b, L.6.5.cCommon Core CoachLesson 2: Writing Personal Narratives● Student Edition pp. 34–39● Teacher’s Manual pp. 27–28

Skills✔ Pronouns: Number or Person✔ Edit a Personal Narrative✔ Use precise language✔ Engage in a Collaborative

Discussion

Writing Process: Steps 5, 6Read SE pp. 36–37. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about using precise language to demonstrate how to talk about writing.



LESSON FOCUS W.6.3.a–e, W.6.4, W.6.5, W.6.6, SL.6.1.a–d, L.6.4.a–d, L.6.5.b, L.6.5.cCommon Core CoachLesson 2: Writing Personal Narratives● Student Edition pp. 36–40● Teacher’s Manual pp. 28–29

Skills✔ Pronouns: Number or Person✔ Write Personal Narratives

Writing Process: Steps 6, 7Read SE pp. 38–39. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 40.

DIFFERENTIATION OPTIONS● Common Core Coach Use SE

pp. 30–40 as a springboard for students to discuss strategies for improving specific sentences in their writing.



PUBLISH AND ASSESS OPTIONS:Common Core CoachBenchmark Assessment 1 (also in Readiness)● Teacher’s Manual p. 29

Skills✔ Write Personal Narratives

Writing Process: Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.

DIFFERENTIATION OPTIONS● Common Core Coach Students

may use alternative media for their writing, especially if it includes images and text features.

● Performance Coach Have accelerating students complete the Lesson Practice, SE pp. 201–209.

● Common Core Coach Review Answers to Benchmark Assessment 1 with students.



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Unit: Reading Fiction

LESSON FOCUSRL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6, RL.6.9, L.6.4.a, c, dCommon Core CoachLesson 3: Reading Fiction● Student Edition pp. 41–47● Teacher’s Manual pp. 31–37

Skills✔ Recognize Fiction✔ Engage in Collaborative

Discussions

Listen and Learn“Chapter VII: A Woman’s Courage” from Journey to the Center of the EarthIntroduce fiction texts and discuss questions, TM p. 31, focusing on the Essential Question, How can fiction bring imaginary events to life? Then read “Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth with students.


Make Inferences/Cite Evidence in “Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth, noting that authors do not always state what they want the reader to know to reinforce the skill of making inferences.

● Common Core Coach Reread “Chapter VII: A Woman’s Courage” and have students identify vocabulary words or expressions that they do not understand. Teach the vocabulary words or expressions.


LESSON FOCUSRL.6.2, L.6.5.a–c Common Core CoachLesson 3: Reading Fiction● Student Edition pp. 42–48● Teacher’s Manual pp. 32–38

Skills✔ Recognize Fiction✔ Character✔ Word Choice and Tone✔ Predict and Confirm Meaning✔ Engage in Collaborative

Discussions

Listen and Learn“Chapter VII: A Woman’s Courage” from Journey to the Center of the EarthReread the passage with students using Think Alouds. Use Word Choice and Tone Think Aloud to focus strategy instruction, TM p. 36. Then have students complete the Comprehension Check, SE p. 48.


A Woman’s Courage, SE pp. 42–47, noting Word Choice and Tone. Complete the list of adjectives used.

● Common Core Coach Preview and teach the vocabulary words, SE p. 49.

● Common Core Coach Teach word maps, TM p. 39, to address vocabulary words.


LESSON FOCUSRL.6.2, SL.6.1.a–d, L.6.5.a–c Common Core CoachLesson 3: Reading Fiction● Student Edition pp. 50–52● Teacher’s Manual pp. 40–41

Skills✔ Theme✔ Character✔ Narrator’s Point of View✔ Figurative Language✔ Context Clues✔ Engage in Collaborative

Discussions

Share and LearnI, Alexander Preview Vocabulary, SE p. 49. Then have students read and discuss the passage, SE pp. 50–52, TE pp. 40–41.


Theme in I, Alexander, and guide students through Comprehension Check, SE p. 54.

● Common Core Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in I, Alexander to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 9–11 and identify the similarities and differences between the narration and that used in A Woman’s Courage and I, Alexander.


LESSON FOCUS RL.6.1, RL.6.2, SL.6.1.a–d, W.6.4Common Core CoachLesson 3: Reading Fiction● Student Edition pp. 53–54● Teacher’s Manual p. 42

Skills✔ Theme✔ Character✔ Connotation and Denotation✔ Engage in Collaborative

Discussions

Share and LearnI, AlexanderHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 53–54, TE p.42.


I, Alexander, guiding students to note connotations of words describing character. Create a connotation/denotation chart.

● Common Core Coach Reread I, Alexander, and guide students as they unpack the text features.



LESSON FOCUS RL.6.1, RL.6.2, W.6.4Common Core CoachLesson 3: Reading Fiction● Student Edition pp. 41–52● Teacher’s Manual pp. 31–42

Skills✔ Author’s Geographic Location✔ Compare and Contrast Texts✔ Analogies✔ Recognize Fiction✔ Write about Literature✔ Engage in Collaborative

Discussions

Reread“Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth,or I, AlexanderHave students choose a passage and write a paragraph responding to the Essential Question, How can fiction bring imaginary events to life? Tell them to use two examples of text features to support their responses.


students through Anchor Standard Discussion Questions, SE p. 53. Point out that the first question is about Making Inferences about Character Motivation; the second question is about Authors Point of View.



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LESSON FOCUSRL.3.2, SL.3.1Common Core CoachLesson 3: Reading Fiction● Common Core Coach


Skills✔ Theme✔ Characters✔ Engage in Collaborative

Discussions

Read On Your OwnThe Lucky TeakettleHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Independent Leveled Practice Resource Book Teach challenging vocabulary. Then students choose one word and write about its meaning in the text.

● Common Core Coach Independent Leveled Practice Resource Book Have students identify theme, show the relationships between theme and character, and explain them to each other.


LESSON FOCUSRL.6.1Common Core Support CoachLesson 1: Fiction● Student Edition pp. 5–6, 8–12,

257● Teacher’s Manual pp. 3–4, 6–11

Skills✔ Draw and Support Inferences

Aaron’s Future FriendDiscuss fiction and the skills that will be reviewed, SE p. 5. Practice Inferences, SE p. 6. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 257.


Review Try It, SE p. 6. Reread Aaron’s Future Friend with the first read annotations, showing students that these focus on inferences about character. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach As an alternative to the fiction lesson, you can use Lesson 4; Historical Fiction, SE pp. 77–100, TE pp. 65–84.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 4. Help students understand the characters in Aaron’s Future Friend by guiding them through the details and showing how the details portray the character.


LESSON FOCUSRL.6.3, RL.6.5Common Core Support CoachLesson 1: Fiction● Student Edition pp. 7–12, 258● Teacher’s Manual pp. 5–11

Skills✔ Story Elements: Plot✔ Context Clues✔ Close Reading

Aaron’s Future FriendReview Story Elements: Plot, SE p. 7. Read the passage (second read) . Then have students complete the Plot Sequence Chart, SE p. 258.


Review Try It, SE p. 7, TM p. 5. Reread Aaron’s Future Friend with the second read annotations, showing students that these focus on the ordering of events in the plot. Guide students to complete the Plot Sequence Chart.

● Common Core Support Coach Focus on context clues in Aaron’s Future Friend, using Supporting ELLs, TM pp. 7, 10. Preview Vocabulary, SE p. 13.


LESSON FOCUS RL.6.4, L.6.4.aCommon Core Support CoachLesson 1: Fiction● Student Edition pp. 8–12, 257● Teacher’s Manual pp. 6–11

Skills✔ Context Clues ✔ Recognize Fiction

Aaron’s Future FriendRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 257. Follow with Vocabulary, SE p. 13.




● Performance Coach Use Discussion Questions, TE p. 2. Review the characteristics of fiction. Have students write about specific characteristics in the passages they have read.


LESSON FOCUS RL.6.2Common Core Support CoachLesson 1: Fiction● Student Edition pp. 14, 16–20● Teacher’s Manual pp. 12–19

Skills✔ Theme✔ Recognize Fiction

La Festival CalabazaReview Theme, SE p. 14. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 259.


Review Try It, SE p. 14. Reread La Festival Calabaza with the first read annotations, focusing on Theme. Guide students to complete the Close Reading Worksheet SE p. 259.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 12. Help students understand the themes of La Festival Calabaza by having them find details that reflect the theme.


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LESSON FOCUSRL.6.3, L.6.4Common Core Support CoachLesson 1: Fiction● Student Edition pp. 15–20, 260● Teacher’s Manual pp. 13–19

Skills✔ Story Elements: Characters✔ Denotation and Connotation✔ Close Reading

La Festival CalabazaReview Story Elements: Characters, SE p. 15. Read the passage (second read) . Then have students complete the Character Webs, SE p. 260, and Vocabulary, SE p. 21.


Review Try It, SE p. 15 and TM p. 13. Reread La Festival Calabaza with the second read annotations, showing students that these focus on character. Guide students to complete the Character Webs.


● Common Core Support Coach Have students write sentence pairs using two words with the same denotation but with different connotations.


LESSON FOCUSRL.6.4, RL.6.9, L.6.5.cCommon Core Support CoachLesson 1: Fiction● Student Edition pp. 16–20, 259● Teacher’s Manual pp. 14–19

Skills✔ Themes ✔ Context Clues✔ Close Reading✔ Comparing Themes

Respond to TextRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 259. Follow with Respond to Text, SE p. 22.



● Common Core Support Coach Have students read (first read) High Hopes, SE pp. 24–26.

● Performance Coach Use Language Spotlight, SE p. 5 and TE p. 4, to teach context clues. Have students choose a vocabulary word to write about.


LESSON FOCUSRL.6.9Common Core Support CoachLesson 1: Fiction● Student Edition pp. 22–23 ● Teacher’s Manual pp. 20–21

Skills✔ Themes ✔ Comparing Themes✔ Close Reading✔ Write a Response

Respond to TextReview SE p. 22, and discuss the writing task on p. 23 before students draft and complete their writing.



● Common Core Support Coach Have students read (second read) High Hopes, SE pp. 24–26.

● Performance Coach To review making inferences, theme, story elements, characters, and context clues, have students review the passage and complete Lesson Practice, SE pp. 9–15.


REVIEW RL.3.2, RL.3.3, RL.3.9Common Core CoachLesson 3: Reading Fiction ● Student Edition p. 41● Teacher’s Manual p. 31

Skills✔ Make Inferences ✔ Theme✔ Characters, Plot✔ Context Clues ✔ Denotation and Connotation

Listen and LearnReview and discuss the Essential Question on TM p. 41 and the following focus skills:• determining the theme• making inferences• describe plot and show how

characters respond• understanding connotation,

denotation, figurative language, and context clues


Have students read (third read) High Hopes, SE pp. 24–26, and do Comprehension Check, SE pp. 27–28, and TE p. 22.

● Performance Coach To practice analyzing literature, have students read the passage and compete Lesson Practice SE 49–55



Skills✔ Draw and Support Inferences✔ Theme✔ Characters✔ Plot ✔ Context Clues✔ Connotation and Denotation

Common Core Support CoachLesson 1: Fiction● Student Edition pp. 24–28● Teacher’s Manual p. 22

Read on Your OwnHigh HopesReview Comprehension Check, SE p. 27–28. Have students share answers and discuss the text, pointing out elements from the story.





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Unit: Reading Drama

LESSON FOCUSRL.6.1, RL.6.3, RL.6.4, RL.6.5Common Core CoachLesson 6: Reading Drama● Student Edition pp. 91–95● Teacher’s Manual pp. 76–81

Skills✔ Recognize Drama✔ Engage in Collaborative

Discussions

Listen and LearnMission to MarsIntroduce drama texts and discuss questions, TM p. 77, focusing on the Essential Question, How can drama help you better understand the feelings and viewpoints of characters? Then read Mission to Mars with students.


elements of drama in Mission to Mars, noting and listing elements of drama, including character and plot. Use the Think Alouds on TM pp. 79–81 to focus instruction.

● Common Core Coach Reread Mission to Mars, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Common Core Coach Use Speaking and Listening Project TM pp. 88–90, during this unit.


LESSON FOCUSRL.6.1, RL.6.2, RL.6.3, RL.6.4Common Core CoachLesson 6: Reading Drama● Student Edition pp. 92–96● Teacher’s Manual pp. 78– 82

Skills✔ Recognize Drama✔ Character✔ Plot✔ Elements of Drama✔ Engage in Collaborative

Discussions

Listen and LearnMission to MarsReread the drama with students using Think Alouds. Use Elements of Drama Think Aloud to focus strategy instruction, TM pp. 79, 81. Then have students complete the Comprehension Check on elements of drama, SE p. 96.


Mission to Mars, SE pp. 92–95, noting text features and their purposes. Complete the list of text features used.




LESSON FOCUSRL.6.3, SL.6.1.a–d, L.6.4.d, L.6.5.aCommon Core CoachLesson 6: Reading Drama ● Student Edition pp. 97–102● Teacher’s Manual pp. 83–85

Skills✔ Make Inferences ✔ Theme ✔ Figurative Language✔ Engage in Collaborative

Discussions

Share and LearnThe Legend of King ArthurPreview Vocabulary, SE p. 97. Then have students read and discuss the passage, SE pp. 98–102.


elements of drama in The Legend of King Arthur, and guide students through Comprehension Check, SE p. 104.

● Common Core Coach Teach vocabulary, and guide students through Vocabulary, SE p. 97. Use highlighted words in The Legend of King Arthur to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 36–38 and identify the dramatic elements also used in Mission to Mars and The Legend of King Arthur.


LESSON FOCUS RL.6.3, SL.6.1Common Core CoachLesson 6: Reading Drama● Student Edition pp. 103–104● Teacher’s Manual p. 86

Skills✔ Character✔ Plot✔ Elements of Drama✔ Engage in Collaborative

Discussions

Share and LearnThe Legend of King ArthurHave students continue to read and discuss the drama. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 103–104


The Legend of King Arthur, guiding students to note Elements of Drama. Create an elements of drama chart.

● Common Core Coach Reread The Legend of King Arthur, and guide students as they unpack the dramatic elements.



LESSON FOCUS RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, W.6.4Common Core CoachLesson 6: Reading Drama● Student Edition pp. 91–104● Teacher’s Manual pp. 76–86

Skills✔ Recognize Drama✔ Write about Drama✔ Engage in Collaborative

Discussions

RereadMission to Mars or The Legend of King ArthurHave students choose a drama and write a paragraph responding to the Essential Question, How can drama help you better understand the feelings and viewpoints of characters? Tell them to use two examples of text features to support their responses.


students through Anchor Standard Discussion Questions, SE p. 103. Point out that the first question is about Character; the second question is about Stage Directions.



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Unit: Reading Drama

LESSON FOCUSRL.6.5, SL.6.1Common Core CoachLesson 6: Reading Drama ● Common Core Coach


Skills✔ Character✔ Plot✔ Elements of Drama✔ Engage in Collaborative

Discussion

Read On Your OwnThings That Go Bump in the DayHave students read the drama at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Common Core Coach Independent Leveled Practice Resource Book Have students identify dramatic elements and show the relationships among dramatic elements, character, and plot. Have students explain these relationships to each other.


LESSON FOCUSRL.6.1Common Core Support CoachLesson 2: Drama● Student Edition pp. 29–30,

32–36, 261● Teacher’s Manual pp. 25, 26,

28–32

Skills✔ Draw and Support Inferences✔ Recognize Drama

The Love Story of Ch’unhyang, Act 1Discuss drama and the skills that will be reviewed, SE p. 29. Practice Draw and Support Inferences, SE p. 30. Read the drama (first read) . Have students complete the Draw Inferences Chart, SE p. 261.


Review Try It, SE p. 30. Reread The Love Story of Ch’unhyang, Act 1 with the first read annotations, showing students that these focus on drawing inferences. Guide students to complete the Draw Inferences Chart, SE p. 261 and TM p. 33.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 32. Help students understand the characters of The Love Story of Ch’unhyang by guiding them through the different characters and pointing out how each is described.


LESSON FOCUSRL.6.4, L.6.4.aCommon Core Support CoachLesson 2: Drama● Student Edition pp. 31–36, 37,


Skills✔ Figurative Language✔ Close Reading

The Love Story of Ch’unhyang, Act 1 Review Figurative Language, SE p. 31. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 262.


Review Try It, SE p. 31. Reread The Love Story of Ch’unhyang, Act 1 with the second read annotations, showing students that these focus on figurative language. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on figurative language in The Love Story of Ch’unhyang, Act 1, using Word Study and Supporting ELLs, TM p. 30. Preview Vocabulary, SE p. 37.


LESSON FOCUSRL.6.4, L.6.5.a Common Core Support CoachLesson 2: Drama● Student Edition pp. 32–36, 262● Teacher’s Manual pp. 28–33

Skills✔ Figurative Language✔ Context Clues✔ Recognize Drama

The Love Story of Ch’unhyang, Act 1 Read the drama (third read) . Then have students complete the Close Reading Worksheet. SE p. 262. Follow with Vocabulary, SE p. 37.




● Performance Coach Use Discussion Questions, TE p. 10. Review the characteristics of drama. Have students write about specific characteristics of drama in the passages they have read.


LESSON FOCUSRL.6.7, RH.6–8.7Common Core Support CoachLesson 2: Drama● Student Edition pp. 40–45, 263● Teacher’s Manual pp. 36–41

Skills✔ Summarize✔ Recognize Drama

The Love Story of Ch’unhyang, Act 2 Review Summarize, SE p. 38. Read the drama (first read) . Have students complete the Summary and Important Details chart, SE p. 263.


Review Try It, SE p. 38. Reread The Love Story of Ch’unhyang, Act 2 with the first read annotations, focusing on summarizing. Guide students to complete the Summary and Important Details Chart., SE p. 263

● Common Core Support Coach Use Supporting Struggling Readers, TM p. 34. Help students understand how to summarize The Love Story of Ch’unhyang, Act 2 by having them identify the most important ideas in each part of the text.


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Unit: Reading Drama

LESSON FOCUSRL.6.5Common Core Support CoachLesson 2: Drama● Student Edition pp. 40–44, 264● Teacher’s Manual pp. 36–41

Skills✔ Dramatic Structure✔ Latin and Greet Roots

The Love Story of Ch’unhyang, Act 2Review Dramatic Structure, SE p. 39. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 264, and Vocabulary, SE p. 45.


Review Try It, SE p. 39. Reread The Love Story of Ch’unhyang, Act 2 with the second read annotations, showing students that these focus on dramatic structure. Guide students to complete the Close Reading Worksheet, SE p. 264.


● Common Core Support Coach Have students write other words that use the same Latin and Greek roots.


LESSON FOCUSRL.6.1, L.6.4.bCommon Core Support CoachLesson 2: Drama● Student Edition pp. 40–44, 264● Teacher’s Manual pp. 36–41

Skills✔ Draw and Support Inferences✔ Close Reading✔ Write about Drama

Respond to TextThe Love Story of Ch’unhyang, Act 2Reread the drama (third read) . Then have students complete the Close Reading Worksheet, SE p. 264. Follow with Respond to Text, SE p. 46.



● Common Core Support Coach Have students read (first read) Lost and Found, SE pp. 48–52.

● Performance Coach Use Language Spotlight, SE p. 31 and TE p. 12, to teach antiquated vocabulary. Have students choose a vocabulary word to write about.


LESSON FOCUSRL.6.4Common Core Support CoachLesson 2: Drama● Student Edition pp. 46–47● Teacher’s Manual pp. 42–43

Skills✔ Compare and contrast✔ Write about Drama

Respond to TextReview SE p. 46 and TM p. 42, and discuss the writing task on p. 47 and TM p. 43 before students draft and complete their writing.



● Common Core Support Coach Have students read (second read) Lost and Found, SE pp. 48–52.


REVIEWRL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.10, SL.6.1, L.6.4.d, L.6.5.aCommon Core CoachLesson 6: Reading Drama● Student Edition p. 91● Teacher’s Manual p. 77

Skills✔ Make Inferences✔ Theme and Point of View✔ Summary✔ Characters and Context Clues

Listen and LearnReview and discuss the Essential Question, How can drama help you better understand the feelings and viewpoints of characters? on TM p. 77 and the following focus skills:• understanding character• interpreting theme• summarizing


Have students read (third read) Lost and Round, SE pp. 48–52 and do a Comprehension Check, SE pp. 53–54, and TE p. 44.

● Performance Coach To review the elements of drama have students review the passage and complete Lesson Practice, SE pp. 36–41.


REVIEW AND ASSESS OPTIONS:Common Core Support CoachQuiz 2 (also in Readiness)

Skills✔ Draw and Support Inferences• ✔ Summarize✔ Context Clues ✔ Figurative Language✔ Dramatic Structure✔ Understand Common Latin

and Greek Roots

Common Core Support Coach Lesson 2: Drama● Student Edition, p. 48● Teacher’s Manual, p. 44

Read on Your OwnLost and FoundReview Comprehension Check, SE p. 53–54. Have students share answers and discuss the text, pointing out elements from the drama.



● Common Core Support Coach Review answers to Quiz 2 with students. Review Comprehension Check, SE p. 53–54. Have students share answers and discuss the text, pointing out elements from the drama.


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Unit: Writing Fictional Narratives

LESSON FOCUSW.6.3.a–e, SL.6.1.a–dCommon Core CoachLesson 5: Writing Fictional Narratives● Student Edition pp. 67–68● Teacher’s Manual pp. 57–58

Skills✔ Write a Fictional Narrative✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing fictional narratives and discuss questions, TM p. 57, focusing on the Essential Question, How do setting, plot, and characters make an effective fictional narrative? Then read SE p. 68 with students.

DIFFERENTIATION OPTIONS● Common Core Coach Use the

notes such as those under Purpose and Audience, TM p. 58, to introduce the purpose and audience for a fictional narrative.

● Common Core Coach Review Dugong Rescue, and identify and discuss the way dialogue affects character and setting in that text.


LESSON FOCUSW.6.3.a–e, W.6.4, W.6.5, W.6.6, L.6.1.a–b, L.6.5.aCommon Core CoachLesson 5: Writing Fictional Narratives● Student Edition pp. 69–70● Teacher’s Manual pp. 59–60

Skills✔ Write a Fictional Narrative✔ Plot Structure✔ Dialogue

Analyze a Mentor TextRead aloud the Mentor Text using the annotations. Help students analyze the text and mark up as noted.


the graphic on SE p. 68 to help students understand the characteristics and structure of Fictional Narrative.

● Common Core Coach Have accelerating students identify the problem, climax, and resolution of the Mentor Text.



LESSON FOCUSW.6.3.a–e, L.6.1.a, L.6.1.b, L.6.5.a Common Core CoachLesson 5: Writing Fictional Narratives● Student Edition p. 71● Teacher’s Manual p. 61

Skills✔ Write a Fictional Narrative✔ Figurative Language

Analyze a Mentor TextDiscuss the Think About It Questions, TM p. 60. Focus on what makes this text a good model for study. Then read the Vocabulary Study, and have students complete SE p. 71.


students identify examples of figurative language in the mentor text.

● Common Core Coach Review the Writing Process, SE p. 72 for students who need extra support.


LESSON FOCUS W.6.3.a–e, W.6.4, W.6.5, W.6.6, L.6.1.a–b, L.6.5.aCommon Core CoachLesson 5: Writing Fictional Narratives● Student Edition pp. 72–75● Teacher’s Manual pp. 62–63

Skills✔ Write a Fictional Narrative✔ Elements of a Fictional

Narrative

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 73–74 using the annotations. Students complete SE p. 75.

DIFFERENTIATION OPTIONS● Common Core Coach Take a

deeper dive into SE pp. 74–75 with students who need extra support as they use the plot elements provided to complete Try It.

● Common Core Coach Have students work in pairs or small groups to look at the structure of the Dugong Rescue reading. Allow students time to reread and identify the plot elements.



Skills✔ Write a Fictional Narrative✔ Plot Elements

Writing Process: Steps 2, 3Read SE p. 76 with students to help them understand how the writer of the Mentor Text organized the parts of the plot. Then read and discuss the drafting process before students begin to write.





� Goal Sentences


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Unit: Writing Fictional Narratives

LESSON FOCUSW.6.3.a–e, W.6.4, W.6.5, W.6.6, L.6.1.a–b, L.6.5.aCommon Core CoachLesson 5: Writing Fictional Narratives ● Student Edition pp. 78–81● Teacher’s Manual pp. 65–67

Skills✔ Writing Fictional Narratives✔ Plot elements✔ Dialogue

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 78. Have students share their efforts to use dialogue. Then read SE pp. 78–80.


students who need extra support with SE p. 79–80, spend less time on pp. 77–78. Model responses for the Try It sections.

● Performance Coach Have students complete the Coached Example, SE pp. 265–266.


LESSON FOCUSW.6.3.a–e, W.6.4, W.6.5, W.6.6, L.6.1.a–b, L.6.5.aCommon Core CoachLesson 5: Writing Fictional Narratives● Student Edition pp. 80–85● Teacher’s Manual pp. 68–69

Skills✔ Revise a Fictional Narrative✔ Sensory Language

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE p. 84–85.


parts of the plot that students should revise to make their writing stronger. Provide students with support as they revise.



LESSON FOCUSW.6.3, W.6.4, W.6.5, W.6.6, L.6.1.a–b, L.6.5.aCommon Core CoachLesson 5: Writing Fictional Narratives● Student Edition pp. 84–89● Teacher’s Manual pp. 69–70

Skills✔ Pronouns: Avoiding Shifts in

Number or Person✔ Edit a Fictional Narrative

Writing Process: Steps 5, 6Read SE pp. 86–87. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about the plot elements, to demonstrate how to talk about writing.




Skills✔ Pronouns: Avoiding Shifts in

Number or Person✔ Write a Fictional Narrative

Writing Process: Steps 6, 7Read SE pp. 86–87. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 90.


pp. 79–89 as a springboard for students to discuss strategies for improving parts of the plot in their writing.




Skills✔ Write Fictional Narrative

Writing Process: Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.




● Common Core Coach Review Answers to Benchmark Assessment 2 with students.


� Goal Literary Style

Week 16



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Unit: Reading Scientific and Technical Texts

LESSON FOCUSRST.6–8.5, RST.6–8.7, SL.6.1Common Core CoachLesson 7: Reading Scientific and Technical Texts● Student Edition pp. 105–109● Teacher’s Manual pp. 93–97

Skills✔ Analyze Scientific and

Technical Texts✔ Engage in Collaborative

Discussions

Listen and LearnJourney to Earth’s CenterIntroduce scientific and technical texts and discuss questions, SE p. 105 and TM p. 93, focusing on the Essential Question, How does visual information help the reader to understand scientific and technical texts? Then read Journey to Earth’s Center with students.

DIFFERENTIATION OPTIONS ● Common Core Coach Teach

scientific and technical text features in Journey to the Earth’s Center, noting and listing text features, graphs, charts, or diagrams.

● Common Core Coach Reread Journey to Earth’s Center, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Common Core Coach Use Speaking and Listening Project, TM pp. 104–106 during this unit.


LESSON FOCUSRST.6–8.5, RST.6–8.7, SL.6.1Common Core CoachLesson 7: Reading Scientific and Technical Texts● Student Edition pp. 110–111● Teacher’s Manual pp. 98–99


Technical Texts✔ Science Terms and Symbols ✔ Integrate Visual Information✔ Author’s purpose✔ Engage in Collaborative

Discussions

Listen and LearnJourney to Earth’s CenterReread the passage with students using Think Alouds. Use Analyze Scientific Texts Think Aloud to focus strategy instruction, TM p. 94. Then have students complete the Comprehension Check on text structure, SE p. 110.


Journey to Earth’s Center, SE pp. 106–109, noting scientific text features and their purposes. Complete the list of text features used.


● Common Core Coach Teach word analysis, TM p. 99, to address vocabulary words.


LESSON FOCUSRST.6–8.4, RST.6–8.5, RST.6–8.7, SL.6.1Common Core CoachLesson 7: Reading Scientific and Technical Texts● Student Edition pp. 112–114● Teacher’s Manual pp. 100–101


Technical Texts✔ Science Terms and Symbols ✔ Engage in Collaborative

Discussions

Share and LearnGeothermal Heating and CoolingPreview Vocabulary, SE p. 111. Then have students read and discuss the passage, SE pp. 112–114.


vocabulary and guide students through Vocabulary, SE p. 111. Use highlighted words in Geothermal Heating and Cooling to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 110–112 and identify the text structures also used in Journey to Earth’s Center and Geothermal Heating and Cooling.


LESSON FOCUS RST.6–8.4, RST.6–8.5, RST.6–8.7, SL.6.1Common Core CoachLesson 7: Reading Scientific and Technical Texts● Student Edition pp. 115–116● Teacher’s Manual pp. 102


Technical Texts✔ Science Terms and Symbols ✔ Text Structure✔ Engage in Collaborative

Discussions

Share and LearnGeothermal Heating and CoolingHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 115–116.


Geothermal Heating and Cooling, guiding students to note text structure. Create a chart showing the text structure.

● Common Core Coach Reread Geothermal Heating and Cooling, and guide students as they unpack the text structure.



LESSON FOCUS W.6.4, RST.6–8.4, RST.6–8.5, RST.6–8.7, SL.6.1Common Core CoachLesson 7: Reading Scientific and Technical Texts● Student Edition pp. 105–116● Teacher’s Manual pp. 93–102

Skills✔ Integrate Visual Information✔ Write about Informational Text✔ Engage in Collaborative

Discussions

RereadJourney to Earth’s Center or Geothermal Heating and CoolingHave students choose a passage and write a paragraph responding to the question, How does visual information help the reader to understand scientific and technical texts? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 115. Point out that the question is about scientific concepts.



� Goal Literary Style

Week 17



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LESSON FOCUSRST.6–8.1, RST.6–8.4, RST.6–8.5, RST.6–8.6, RST.6–8.7Common Core CoachLesson 7: Reading Scientific and Technical Texts● Common Core Coach



Technical Texts✔ Science Terms and Symbols ✔ Text Structure✔ Integrate Visual Information✔ Engage in Collaborative

Discussion

Read on Your OwnArctic SurvivalHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Independent Leveled Practice Resource Book Teach challen-ging vocabulary. Then students choose one word and write about its meaning in the text.

● Common Core Coach Independent Leveled Practice Resource Book Have students identify text structure and show the relationships between text structure and the scientific concepts and explain them to each other.


LESSON FOCUSRI.6.3, RST.6–8.3Common Core Support CoachLesson 7: Scientific Texts● Student Edition pp. 149, 150,


134–139

Skills✔ Cause and Effect

Opals: Rainbows in StoneDiscuss scientific nonfiction and the skills that will be reviewed, SE p. 149. Review Cause and Effect, SE p. 150. Read the passage (first read) . Have students complete the Cause and Effect Chart, SE p. 281.


Review Try It, SE p. 151. Reread Opals: Rainbows in Stone with the first read annotations, showing students that these focus on cause and effect. Guide students to complete the Cause and Effect Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 136. Help students understand the organization of Opals by guiding them through the information.

● Common Core Support Coach As an alternate, use Lesson 8: Technical Texts.


LESSON FOCUSRI.6.5, RST.6–8.5Common Core Support CoachLesson 7: Scientific Texts● Student Edition pp. 151–156,


Skills✔ Text structure ✔ Cause and effect✔ Recognize Scientific Texts✔ Science Terms and Symbols

Opals: Rainbows in StoneReview Scientific Texts, SE p. 151 and TM p. 133. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 282 and TM p. 139.


Review Try It, SE p. 151. Reread Opals with the annotations, showing students that these focus on scientific text structure. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on domain-specific terms and concepts in Opals using Word Study and Supporting ELLs, TM p. 135. Preview Vocabulary, SE p. 157.


LESSON FOCUS RI.6.3, L.6.5.bCommon Core Support CoachLesson 7: Scientific Texts● Student Edition pp. 152–157,


Skills✔ Word Relationships✔ Recognize Scientific Texts✔ Write a Response

Opals: Rainbows in StoneRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 282, TM p. 139. Follow with Vocabulary, SE p. 157 and TM p. 138.


After discussing the third read annotations, have students choose one of the questions in the annotations, write their answer, and discuss with the group.


● Performance Coach Use Discussion Questions, TE p. 34. Review the characteristics of scientific and technical texts. Have students write about specific characteristics in the passages they have read.


LESSON FOCUS RI.6.1Common Core Support CoachLesson 7: Scientific Texts● Student Edition pp. 158–165,


Skills✔ Draw and Support Inferences✔ Recognize Scientific Texts

Rapa Nui: Island of MysteryReview Draw and Support Inferences, SE p. 158 and TM p. 140. Read the passage (first read) Have students complete the Close Reading Worksheet, SE p. 283, TM p.147.


Review Try It, SE p. 158. Reread Rapa Nui with the first read annotations, focusing on drawing and supporting inferences. Guide students to complete the Close Reading Worksheet SE p. 283, TM p. 147.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 140. Help students understand how to draw and support inferences in Rapa Nui by having them ask questions to find clues about the information.


� Goal Informational Text Style

Week 18



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LESSON FOCUSRI.6.4, L.6.6, RST.6–8.4Common Core Support CoachLesson 7: Scientific Texts● Student Edition pp. 158–165,


Skills✔ Recognize Scientific Texts✔ Close Reading

Rapa Nui: Island of MysteryReview Integrate Visual Information, SE p. 159. TM p. 141. Read the passage (second read) Then have students complete the Visual Information Chart, SE p. 284 and TM p. 147, and Vocabulary, SE p. 165 and TM p. 146.


Review Try It, SE p. 159, TM p. 141. Reread Rapa Nui with the second read annotations, showing students that these focus on integrating visual information. Guide students to complete the Visual Information Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 141 to understand how the visuals and text work together.

● Common Core Support Coach Have students list scientific and technical terms on one side of a chart and write related terms that they know on the other side.


LESSON FOCUSRI.6.7, RST.6–8.7 Common Core Support CoachLesson 7: Scientific Texts● Student Edition pp. 158–165,


Skills✔ Integrate Visual Information✔ Close Reading✔ Write about Scientific Texts✔ Domain-specific Vocabulary

Respond to TextRapa Nui: Island of MysteryRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 283, TM p. 147. Follow with Respond to Text, SE pp. 166–167, TM pp.148–149.



● Common Core Support Coach Have students read (first read) Subways Under the Sea, SE pp. 168–170.

● Performance Coach Use Language Spotlight, SE p. 113 and TE p. 36, to teach domain-specific vocabulary. Have students choose a vocabulary word to write about.


LESSON FOCUSRI.6.7, RST.6–8.7Common Core Support CoachLesson 7: Scientific Texts● Student Edition pp. 166–167● Teacher’s Manual pp. 148–149

Skills✔ Integrate Visual Information✔ Close Reading✔ Write a response




● Common Core Support Coach Have students read (second read) Subways Under the Sea, SE pp. 168–170.

● Performance Coach To review author’s purpose and text structure, have students complete Lesson Practice, SE pp. 117–123.


REVIEW RST.6–8.1, RST.6–8.4, RST.6–8.5, RST.6–8.6, RST.6–8.7Common Core CoachLesson 7: Reading Scientific and Technical Texts ● Student Edition p. 105● Teacher’s Manual p. 93

Skills✔ Analyze Scientific Texts✔ Text Structure✔ Graphics✔ Technical Meanings

Listen and LearnReview and discuss the Essential Question on TM p. 93 and the following skills:• identifying scientific and

technical texts and their characteristics

• determining structure and purpose of a text

• understanding the role of graphics


Have students read (third read) Subways Under the Sea and do Comprehension Check, SE pp. 168–172.

● Performance Coach To review author’s purpose and point of view, have students complete Lesson Practice, SE pp. 131–135.


REVIEW AND ASSESS OPTIONS:Common Core Support Coach Benchmark Assessment 1 Common Core Support CoachQuiz 1 (also in Readiness)

Skills✔ Use Word Relationships✔ Draw and Support Inferences✔ Scientific Texts,✔ Domain-specific Vocabulary✔ Text Structure ✔ Integrate Graphic Information

Common Core Support Coach Lesson 7: Scientific Texts● Student Edition pp. 168–172● Teacher’s Manual pp. 150

Read on Your OwnSubways under the SeaReview Comprehension Check, SE pp. 171–172. Have students share answers and discuss the text, pointing out evidence that they find.


writing with students in Lesson Practice, SE pp. 135 (item 6).

● Common Core Support Coach Review answers to Benchmark Assessment X with students.


� Goal Informational Text Style

Week 19



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Unit: Reading Persuasive Nonfiction

LESSON FOCUSRI.6.6, RI.6.8, RH.6–8.6, RST.6–8.8Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 183–187● Teacher’s Manual pp. 157–161

Skills✔ Recognize Persuasive

Nonfiction✔ Engage in Collaborative

Discussion

Listen and LearnCo-ed ConflictIntroduce persuasive texts and discuss questions, TM p. 157, focusing on the Essential Question, How can persuasive nonfiction use reasoned judgments and facts to influence readers? Then read Co-ed Conflict with students.


technical text features in Co-ed Conflict, SE pp. 184–187, TE pp. 158–161, noting and listing text features, including page design.

● Common Core Coach Reread Co-ed Conflict, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Common Core Coach Use Speaking and Listening Project, TM pp. 184–186, during this unit.


LESSON FOCUSRI.6.6, RI.6.8, RH.6–8.6, RST.6–8.8Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition p. 188● Teacher’s Manual pp. 162


Nonfiction✔ Author’s Purpose✔ Author’s Argument✔ Point of View✔ Evaluate Evidence ✔ Engage in Collaborative

Discussion

Listen and LearnCo-ed Conflict Reread the passage with students, using Think Alouds. Use Point of View Think Aloud to focus strategy instruction, TM p. 159. Then have students complete the Comprehension Check on pros and cons, SE p. 188, TM p. 162.


Co-ed Conflict, SE pp. 184–187, noting arguments and author’s purpose. Complete the list of pro and con arguments.




LESSON FOCUSRI.6.6, RI.6.8, RH.6–8.6, RST.6–8.8Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 189–192● Teacher’s Manual pp. 163–165

Skills✔ Author’s Purpose✔ Engage in Collaborative

Discussion

Share and LearnShould Columbus Day Be Renamed?Preview Vocabulary, SE p. 189. Then have students read and discuss the passage, SE pp. 190–192.


cause and effect in Should Columbus Day Be Renamed, and guide students through Comprehension Check, SE p. 194 and TM p. 166.

● Common Core Coach Teach vocabulary and guide students through SE p. 189. Use highlighted words in Should Columbus Day Be Renamed to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 90–92 and identify the persuasive techniques also used in Co-ed Conflict and Should Columbus Day Be Renamed.


LESSON FOCUS RI.6.6, RI.6.8, RH.6–8.6, RST.6–8.8Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 193–194● Teacher’s Manual pp. 166

Skills✔ Author’s Purpose✔ Point of View✔ Evaluate Evidence ✔ Engage in Collaborative

Discussion

Share and LearnShould Columbus Day Be Renamed?Have students reread and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 193–194.


Should Columbus Day Be Renamed, guiding students to note pro and con arguments. Create a pro and con argument chart.

● Common Core Coach Reread Should Columbus Day Be Renamed, and guide students as they unpack the arguments.



LESSON FOCUS RI.6.6, RI.6.8, RH.6–8.6, RST.6–8.8, W.6.4Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition pp. 183–194● Teacher’s Manual pp. 157–166


Nonfiction✔ Write about Persuasive Text✔ Engage in Collaborative

Discussion

RereadCo-ed Conflict or Should Columbus Day Be Renamed?Have students choose a passage and write a paragraph responding to the Essential Question, How can persuasive nonfiction use reasoned judgments and facts to influence readers? Tell them to use two examples of arguments from the texts to support their responses.


students through Anchor Standard Discussion Questions, SE p. 193. Point out that the first question is about author’s purpose; the second question is about evaluating arguments.



� Goal Paragraphs

Week 20



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LESSON FOCUSRI.6.6, RI.6.8, RH.6–8.6, RST.6–8.8Common Core CoachLesson 11: Reading Persuasive Nonfiction● Common Core Coach


Skills✔ Author’s Purpose✔ Point of View✔ Evaluate Evidence ✔ Engage in Collaborative

Discussion

Read On Your OwnFair Pay for Fair Play Have students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Common Core Coach Independent Leveled Practice Resource Book Have students identify arguments and the author’s purpose and explain them to each other.


LESSON FOCUSRI.6.6, RH.6–8.6Common Core Support CoachLesson 9: Persuasive Nonfiction● Student Edition pp. 199, 200,


178–183

Skills✔ Author’s Point of View and

Purpose✔ Recognize Persuasive

Nonfiction

Technology Is Killing My Movies!Discuss persuasive nonfiction and the skills that will be reviewed, SE p. 199. Practice Author’s Point of View and Purpose, SE p. 200. Read the passage (first read) . Have students complete the Close Reading Worksheet SE p. 289.


Review Try It, SE p. 200. Reread Technology with the first read annotations, showing students that these focus on author’s point of view and purpose.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 176. Help students understand the arguments of Technology by guiding them to understand the difference between the author’s purpose and point of view.


LESSON FOCUSRI.6.8Common Core Support CoachLesson 9: Persuasive Nonfiction● Student Edition pp. 201–206,


Skills✔ Author’s Argument✔ Recognize Persuasive

Nonfiction✔ Close Reading

Technology Is Killing My Movies!Review Author’s Argument, SE p. 201. Read the passage (second read) . Then have students complete the relevant questions on the Claims and Supporting Evidence Chart SE p. 290.


Review Try It, SE p. 201 and TE p. 177 Reread Technology with the second read annotations, showing students that these focus on author’s argument. Guide students to complete the Supporting Evidence Chart, SE p. 290.

● Common Core Support Coach Focus on domain-specific terms and concepts in Technology using Word Study and Supporting ELLs, TM p. 180. Preview Vocabulary, SE p. 207.


LESSON FOCUSRI.6.6, RI.6.8, L.6.5.bCommon Core Support CoachLesson 9: Persuasive Nonfiction● Student Edition pp. 202–207,


Skills✔ Word Relationships✔ Recognize Persuasive

Nonfiction

Technology Is Killing My Movies!Read the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 289. Follow with Vocabulary, SE p. 207.



● Performance Coach Guide students through the Coached Example, SE pp. 85–86. Have students answer questions on SE pp. 87–89 and TE pp. 28–29.

● Performance Coach Use Discussion Questions, TE p. 26. Review the characteristics of persuasive texts. Have students write about specific characteristics in the passages they have read.


LESSON FOCUSRI.6.4, L.6.5.cCommon Core Support CoachLesson 9: Persuasive Nonfiction● Student Edition pp. 208,

210–214, 291● Teacher’s Manual pp. 184,

186–190

Skills✔ Denotation and Connotation✔ Recognize Persuasive

Nonfiction

Thank You, Technology!Review Denotation and Connotation, SE p. 208. Read the passage (first read) . Have students complete the Connotations chart, SE p. 291.


Review Try It, SE p. 208 and TM p. 184. Reread Thank You, Technology with the first read annotations, focusing on drawing conclusions. Guide students to complete the Connotations Chart p. 291.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 189. Help students understand the connotation and denotation of words in Thank You, Technology by having them consider the tone of the sentences.


� Goal Paragraphs

Week 21



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LESSON FOCUSRI.6.8, RH.6–8.8Common Core Support CoachLesson 9: Persuasive Nonfiction● Student Edition pp. 209–215,


Skills✔ Evaluate Author’s Claims✔ Greek prefixes✔ Close Reading

Thank You,Technology!Review Evaluate Author’s Claims, SE p. 209 and TE p. 185. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 292, and Vocabulary, SE p. 215.


Review Try It, SE p. 209. Reread Thank You, Technology with the second read annotations, showing students that these focus on author’s claims. Guide students to complete the Close Reading Worksheet p. 292.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 187 to reread and discuss the passage. Review Vocabulary, SE p. 215 and TM p. 190.

● Common Core Support Coach Have students write other words containing the Greek prefixes.


LESSON FOCUSRI.6.8, RH.6.6–8, L.6.4.bCommon Core Support CoachLesson 9: Persuasive Nonfiction● Student Edition pp. 210–216,


Skills✔ Greek Prefixes✔ Author’s Argument✔ Close Reading

Respond to TextThank You,Technology!Read the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 292. Follow with Respond to Text, SE p. 216.


Guide students through Respond to Text, using support, TM pp. 192–193.

● Common Core Support Coach Have students read (first read) Bring Back the Band, SE pp. 218–220.

● Performance Coach Use Language Spotlight, SE p. 84 and TE p. 28, to teach persuasive language. Have students choose a vocabulary word to write about.


LESSON FOCUSRI.6.5, RI.6.9, W.6.4Common Core Support CoachLesson 9: Persuasive Nonfiction● Student Edition pp. 216–217● Teacher’s Manual pp. 192–193

Skills✔ Compare and Contrast

Methods of Argument✔ Close Reading ✔ Write about Persuasive Text




● Common Core Support Coach Have students read (second read) Bring Back the Band, SE pp. 218–220.


REVIEWRI.6.6, RI.6.8, RH.6–8.6, RST.6–8.8Common Core CoachLesson 11: Reading Persuasive Nonfiction● Student Edition p. 183● Teacher’s Manual p. 157

Skills✔ Author’s Purpose✔ Reasoned Judgments✔ Author’s Point of View✔ Author’s Argument

Listen and LearnReview and discuss the Essential Question on TM p. 157 and the following skills:• identifying persuasive nonfiction

texts and their characteristics• analyzing author’s technique • identifying author’s purpose

and point of view


Have students read (third read) Bring Back the Band, SE pp. 218–220, and do Comprehension Check, SE pp. 221–222.

● Performance Coach To review author’s purpose and persuasive techniques, have students complete Lesson Practice, SE pp. 90–95. Do shared writing with students in Lesson Practice, SE pp. 95 (item 6).


REVIEW AND ASSESS OPTIONS:Common Core Support Coach Quiz 9 (also in Readiness)● Student Edition pp. 218–222● Teacher’s Manual p. 195

Skills✔ Author’s Point of View✔ Author’s Argument ✔ Greek Prefixes✔ Denotation and Connotation ✔ Use Word Relationships✔ Evaluate Author’s Claims

Common Core Support Coach Lesson 9: Persuasive Nonfiction

Read on Your OwnBring Back the BandReview Comprehension Check, SE pp. 218–222. Have students share answers and discuss the text, pointing out evidence that they find.

DIFFERENTIATION OPTIONS● Performance Coach To

practice listening to persuasive presentations, have students complete lesson practice SE pp. 308–311, listening and responding to questions.



� Goal Literary Analysis

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Unit: Writing Informative Texts

LESSON FOCUSW.6.2.a–f, SL.6.1Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 117–118● Teacher’s Manual pp. 109–110

Skills✔ Write Informative Texts✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing informative texts and discuss questions, TM p. 109, focusing on the Essential Question, How do informative texts use facts and details to explain or deliver information effectively? Then read SE p. 118 with students.


notes, TM p. 110, to introduce the purpose and audience for an informative text.

● Common Core Coach Review Journey to Earth’s Center, SE pp. 42–47 and TM pp. 32–37 and identify and discuss the introduction, body, and conclusion of that text.


LESSON FOCUSW.6.2.a–f, SL.6.1 Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 119–120● Teacher’s Manual pp. 111–112

Skills✔ Write Informative Texts

Analyze a Mentor TextRead aloud the Mentor Text, TM p. 111–112, using the annotations. Help students analyze the text and mark up as noted.


the graphic on SE p. 118 and TM p. 110 to help students understand the characteristics and structure of informative text.

● Common Core Coach Have accelerating students identify the introduction, body, and conclusion of the Mentor Text.

● Common Core Coach Speaking and Listening project, TM pp. 184–186


LESSON FOCUSW.6.2.a–f Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 120–121● Teacher’s Manual pp. 112–113

Skills✔ Write Informative Texts✔ Introduce the Topic✔ Facts, Details, and Examples✔ Academic Vocabulary✔ Context Clues

Analyze a Mentor Text Vocabulary Study: Context CluesDiscuss the Think About It Questions, SE p. 120 and TM p. 112 Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 121.

DIFFERENTIATION OPTIONS● Common Core Coach Model

using a dictionary to look up the academic vocabulary words.

● Common Core Coach Review the Writing Process, SE p. 122, for students who need extra support.


LESSON FOCUS W.6.2.a–f Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 122–129● Teacher’s Manual pp. 114–116

Skills✔ Write Informative Texts✔ Take Notes on Research

Writing Process, Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 123–124 using the annotations. Students complete SE p. 125.


deeper dive into SE pp. 124–125 with students who need extra support as they use the research provided to complete Try It.

● Common Core Coach Have students work in pairs or small groups to generate questions about the Secrets of Pompeii topic. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.



LESSON FOCUS W.6.2.a–f, SL.6.1Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 130–132● Teacher’s Manual pp. 117–118

Skills✔ Write Informative Text✔ Order Facts, Details, and

Examples

Writing Process, Steps 2, 3 Read SE p. 131 with students to help them understand how the writer of the Mentor Text organized the introduction (introducing the topic sentence); the supporting facts, details, or examples; and the conclusion. Then read and discuss the drafting process before students begin to write, SE pp. 132–133 and TM pp. 118–119.






� Goal Literary Analysis

Week 23



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Unit: Writing Informative Texts

LESSON FOCUSW.6.2.a–f, SL6.1Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 133–135● Teacher’s Manual pp. 119–120

Skills✔ Write Informative Text ✔ Transition Words and Phrases

Writing Process, Steps 3, 4 With students, read the Writer’s Craft section, SE p. 132. Have students share their efforts to use linking words. Then read SE pp. 133–135.


students who need extra support with SE pp. 134–135, spend less time on pp. 132–133. Model responses for Try It sections.



LESSON FOCUSW.6.2.a–f Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 134–139● Teacher’s Manual pp. 120–122

Skills✔ Revise Informative Text ✔ Facts, Details, and Examples✔ Transition Words✔ Style and Tone

Writing Process, Steps 4, 5 Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 138–139 with students.


sentences that students should revise in order to improve the introduction; the facts, details, or examples; transitions; or conclusion. Provide students with support as they revise.



LESSON FOCUSW.6.2.a–f, SL6.1Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 138–143● Teacher’s Manual pp. 122–123

Skills✔ Spelling✔ Edit Informative Texts✔ Using Consistent Style and

Tone

Writing Process, Steps 5, 6 Read SE pp. 140–141. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about the style and tone, and also spelling to demonstrate how to talk about writing.



LESSON FOCUS W.6.2.a–f, W.6.6, SL6.1Common Core CoachLesson 8: Writing Informative Texts● Student Edition pp. 140–144● Teacher’s Manual pp. 123–124

Skills✔ Write an Informative Text✔ Spelling

Writing Process, Steps 6, 7Read SE pp. 142–143. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 144.






Skills✔ Write an Informative Text

Writing Process, Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.




● Common Core Coach Review answers to Benchmark Assessment 3 with students.



� Goal Informational Text Analysis

Week 24



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Week 25

Unit: Reading Poetry

LESSON FOCUSRL.6.4, RL.6.5, SL.6.1Common Core CoachLesson 9: Reading Poetry● Student Edition pp. 145–147● Teacher’s Manual pp. 131–133

Skills✔ Poetry✔ Engage in Collaborative

Discussions

Listen and LearnTwo RiversIntroduce poems and discuss questions, TM p. 131, focusing on the Essential Question, How do the themes in poetry help you gain a deeper understanding of nature and life in general? Then read Two Rivers with students.


poetic features in Two Rivers, noting and listing poetic features, including stanzas and theme.

● Common Core Coach Reread Two Rivers, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.


LESSON FOCUSRL.6.4, RL.6.5Common Core CoachLesson 9: Reading Poetry● Student Edition pp. 146–149● Teacher’s Manual pp. 132–135

Skills✔ Poetry✔ Poetic Content✔ Stanzas and Theme✔ Engage in Collaborative

Discussions

Listen and LearnTwo RiversReread the poem, SE pp. 146–147, with students, using Think Alouds. Use Poetic Content Think Aloud to focus strategy instruction, TM p. 132. Then have students complete the Comprehension Check on poetic content, SE p. 148.


Two Rivers, SE pp. 146–147, noting poetic features and their purposes. Complete the list of poetic features used.




LESSON FOCUSRL.6.4, RL.6.5Common Core CoachLesson 9: Reading Poetry● Student Edition pp. 149–154● Teacher’s Manual pp. 135–136

Skills✔ Poetry✔ Poetic Content✔ Figurative Language✔ Vocabulary✔ Engage in Collaborative

Discussions

Share and LearnMemory’s River Preview Vocabulary, SE p. 149. Then have students read and discuss the passage, SE pp. 150–152.


figurative language in Memory’s River, and guide students through Comprehension Check, SE p. 154.

● Common Core Coach Teach vocabulary and guide students through SE p. 149. Use highlighted words in Memory’s River to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 22–24 and identify the poetic features also used in Two Rivers and Memory’s River.


LESSON FOCUS RL.6.4, RL.6.5Common Core CoachLesson 9: Reading Poetry● Student Edition pp. 150–154● Teacher’s Manual pp. 136–137

Skills✔ Poetry✔ Poetic Content✔ Figurative Language✔ Engage in Collaborative

Discussions

Share and LearnMemory’s River Have students continue to read and discuss the poem. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 153–154.


Memory’s River, guiding students to note figurative language. Create a figurative language chart.

● Common Core Coach Reread Memory’s River and guide students as they unpack the poetic content and structure.



LESSON FOCUS RL.6.4, RL.6.5, W.6.4Common Core CoachLesson 9: Reading Poetry● Student Edition pp. 145–154● Teacher’s Manual pp. 131–137

Skills✔ Write about Poetry✔ Stanzas and Theme✔ Engage in Collaborative

Discussions

RereadTwo Rivers, or Memory’s River Have students choose a poem and write a paragraph responding to the Essential Question, How do the themes in poetry help you gain a deeper understanding of nature and life in general? Tell them to use two examples of poetic content to support their response.


students through Anchor Standard Discussion Questions, SE p. 153. Point out that the first question is about stanzas; the second question is about figurative language.



� Goal Informational Text Analysis



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Week 26


LESSON FOCUSRL.6.4, RL.6.5Common Core CoachLesson 9: Reading Poetry● Common Core Coach


Skills✔ Poetry✔ Poetic Content✔ Stanzas and Theme✔ Engage in Collaborative

Discussion

Read On Your OwnThe Gladness of Nature/Lines Written in Early Spring/An April DayHave students read the poems at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Common Core Coach Independent Leveled Practice Resource Book Have students identify poetic structures and show the relationships between poetic structures and the poetic content and explain them to each other.


LESSON FOCUSRL.6.4, L.6.5. Common Core Support CoachLesson 3: Poetry● Student Edition pp. 55, 56,


50–53

Skills✔ Figurative Language✔ Recognize Poetry

The Glove and the LionsDiscuss poetry and the skills that will be reviewed, SE p. 55. Review Poetic Structure, SE p. 56. Read the passage (first read) . Have students complete the Close Reading Worksheet SE p. 265.


Review Try It, SE p. 56. Reread The Glove and the Lions with the first read annotations, showing students that these focus on poetic structure. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Use Supporting English Language Learners scaffolding, TM p. 51. Help students understand the words in The Glove by teaching them to use a dictionary and explaining contractions.


LESSON FOCUSRL.6.5Common Core Support CoachLesson 3: Poetry● Student Edition pp. 57–60, 266● Teacher’s Manual pp. 49–52, 53

Skills✔ Poetic Structure✔ Close reading

The Glove and the Lions Review Figurative Language, SE p. 57. Read the poem (second read) . Then have students complete the relevant questions on Figurative Language Chart, SE p. 266.


Review Try It, SE p. 57. Reread The Glove with the second read annotations, showing students that these focus on figurative language. Guide students to complete the Figurative Language Chart.

● Common Core Support Coach Focus on terms and concepts in The Glove using Word Study and Supporting ELLs, TM p. 52. Preview Vocabulary, SE p. 61.


LESSON FOCUS L.6.4.c, L.6.4.d, RL.6.5Common Core Support CoachLesson 3: Poetry● Student Edition pp. 58–61, 265● Teacher’s Manual pp. 50–52, 53

Skills✔ Using a Dictionary✔ Close Reading

The Glove and the LionsRead the poem (third read) . Then have students complete the Close Reading Worksheet. SE p. 265. Follow with Vocabulary, SE p. 61.




● Performance Coach Use Discussion Questions, TE p. 6. Review the characteristics of poetry. Have students write about specific structures in the poems they have read.


LESSON FOCUS RL.6.9Common Core Support CoachLesson 3: Poetry● Student Edition pp. 62, 64–66,

267● Teacher’s Manual pp. 54, 56–59

Skills✔ Visualize✔ Recognize Poetry

Ozymandias/A SphinxReview Visualize, SE p. 62. Read the poem (first read) . Have students complete the Draw Visualization Chart, SE p. 267.


Review Try It, SE p. 62. Reread Ozymandias with the first read annotations, focusing on visualizing. Guide students to complete the Visualization Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 54. Help students understand the imagery of Ozymandias by having them go through imagery in the poem.


� Goal Write About Literature



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Week 27


LESSON FOCUSRL.6.5, L.6.6Common Core Support CoachLesson 3: Poetry● Student Edition pp. 63–66, 268● Teacher’s Manual pp. 55–59

Skills✔ Compare and Contrast Poetic

Forms✔ Recognize Poetry

Ozymandias/A SphinxReview Compare and Contrast Poetic Forms, SE p. 63. Read the poem (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 268, and Vocabulary, SE p. 67.


Review Try It, SE p. 63. Reread Ozymandias with the second read annotations, showing students that these focus on poetic forms. Guide students to complete the Close Reading Worksheet, SE p. 268.

● Common Core Support Coach Use Focus on Fluency note, TM p. 57, while rereading and discussing the passage. Review Vocabulary, SE p. 67.

● Common Core Support Coach Have students write sentences using the academic vocabulary words.


LESSON FOCUSRL.6.9Common Core Support CoachLesson 3: Poetry● Student Edition pp. 64–69, 268● Teacher’s Manual pp. 56–61

Skills✔ Compare and Contrast Poetic

Forms✔ Close Reading ✔ Write about Poetry

Respond to TextOzymandias/A Sphinx Read the poem (third read) . Then have students complete the Close Reading Worksheet, SE p. 268. Follow with Respond to Text, SE pp. 68–69.



● Common Core Support Coach Have students read (first read) . The Children’s Hour/Rain Music/Dust of Snow, SE pp. 70–74.

● Performance Coach Use Language Spotlight, SE p. 18 and TE p. 8 to teach denotations and connotations. Have students choose a vocabulary word to write about.


LESSON FOCUSRL.6.7Common Core Support CoachLesson 3: Poetry● Student Edition pp. 68–69● Teacher’s Manual pp. 60–61

Skills✔ Compare and Contrast Reading

and Listening to Poetry✔ Close Reading ✔ Write about Poetry




● Common Core Support Coach Have students read (second read) The Children’s Hour/Rain Music/Dust of Snow, SE pp. 70–74.

● Performance Coach To analyze texts across genres, have students complete Coached Example SE pp. 139–141.


REVIEW RL.6.4, RL.6.5Common Core CoachLesson 9: Reading Poetry ● Student Edition pp. 145● Teacher’s Manual pp. 131

Skills✔ Theme✔ Figurative Language✔ Poetic Structure

Listen and LearnReview and discuss the Essential Question on TM p. 131 and the following focus skills:• identifying poems and their

characteristics• determining the structure and

theme of a poem• understanding the figurative

language of a poem


Have students read (third read) The Children’s Hour/Rain Music Dust of Snow and do Comprehension Check, SE pp. 75–76.

● Performance Coach To review figurative language, have students complete Lesson Practice, SE pp. 22–27.



Skills✔ Compare and Contrast Silent

and Aural Experiences of the Text

✔ Figurative Language✔ Use Dictionaries and

Glossaries✔ Poetic Structure✔ Academic Vocabulary ✔ Compare and Contrast Poetic

Structures

Common Core Support Coach Lesson 3: Poetry● Student Edition pp. 74–76● Teacher’s Manual pp. 62

Read on Your OwnThe Children’s Hour/Rain Music/Dust of SnowReview Comprehension Check, SE pp. 75–76. Have students share answers and discuss the text, pointing out evidence that they find.








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Week 28

Unit: Reading Sources and Writing an Argument

LESSON FOCUSRI.6.5, RH.6–8.5, RH.6–8.9Common Core Support CoachLesson 10: Primary and Secondary Sources● Student Edition pp. 223, 224,

226–230, 293● Teacher’s Manual pp. 200–205

Skills✔ Paraphrase✔ Recognize Primary and

Secondary Sources

Hello Blogheads!Discuss primary and secondary sources and the skills that will be reviewed, SE p. 223. Practice Paraphrase, SE p. 224. Read the passage (first read) . Have students complete the Paraphrase Chart, SE p. 293.


Review Try It, SE p. 224. Reread Hello Blogheads! with the first read annotations, showing students that these focus on paraphrasing. Guide students to complete the Paraphrase Chart.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 200. Help students understand the difference between paraphrasing and copying by helping students to substitute words for those from the passage.


LESSON FOCUSRI.6.5, RH.6–8.1, RH.6–8.5, RH.6–8.9Common Core Support CoachLesson 10: Primary and Secondary Sources● Student Edition pp. 225–230,


Skills✔ Primary Sources✔ Close Reading

Hello Blogheads!Review Primary Sources, SE p. 225. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 294.


Review Try It, SE p. 225. Reread Blogheads with the second read annotations, showing students that these focus on primary sources. Guide students to complete the Close Reading Worksheet.

● Common Core Support Coach Focus on word and sentence structure in Hello Blogheads! using Supporting ELLs, TM pp. 203, 204. Preview Vocabulary, SE p. 231.


LESSON FOCUSRI.6.5, L.6.3.aCommon Core Support CoachLesson 10: Primary and Secondary Sources● Student Edition pp. 225–231, 294● Teacher’s Manual pp. 200–205

Skills✔ Vary Sentence Patterns

Hello Blogheads!Read the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 294. Follow with Vocabulary, SE p. 231.




● Performance Coach Use Discussion Questions TE p. 62. Review the characteristics of effective sources. Have students discuss the types of sources used in Hello Blogheads!


LESSON FOCUSRI.6.5, RH.6–8.1, RH.6–8.5, RH.6–8.9Common Core Support CoachLesson 10: Primary and Secondary Sources● Student Edition pp. 232,

234–238, 295● Teacher’s Manual pp. 206,

208–212

Skills✔ Compare and Contrast

Into the FireReview Compare and Contrast, SE p. 232. Read the passage (first read) . Have students complete the Venn Diagram, SE p. 295.


Review Try It, SE p. 232. Reread Into the Fire with the first read annotations, focusing on comparison and contrast. Guide students to complete the Venn Diagram.

● Common Core Support Coach Use Supporting Struggling Learners scaffolding, TM p. 208. Help students understand which details show comparison and contrast by helping them to look for signal words.


LESSON FOCUSRI.6.5, RH.6–8.1, RH.6–8.5, RH.6–8.9Common Core Support CoachLesson 10: Primary and Secondary Sources● Student Edition pp. 233–239,


Skills✔ Secondary Sources✔ Use a Thesaurus✔ Close readingInto the FireReview Secondary Sources, SE p. 233. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 296, and Vocabulary, SE p. 239.


Review Try It, SE p. 233. Reread Into the Fire with the second read annotations, showing students that these focus on secondary sources. Guide students to complete the Close Reading Worksheet.






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Week 29


LESSON FOCUSL.6.4.cCommon Core Support CoachLesson 10: Primary and Secondary Sources● Student Edition pp. 234–240,


Skills✔ Use a Thesaurus✔ Close Reading ✔ Write about Informational Text

Respond to TextInto the FireRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 296. Follow with Respond to Text, SE pp. 240.

DIFFERENTIATION OPTIONS● Common Core Support

Coach Guide students through Respond to Text using support, TM pp. 214–215.

● Common Core Support Coach Have students read (first read) The Effects of Social Media on Today’s Youth/Joanne’s Project, SE pp. 242–246.

● Performance Coach Use Language Spotlight, SE p. 213 and TE p. 64, to teach using parenthesis in citations. Have students write sentences about information, including sources cited parenthetically.


LESSON FOCUSW.6.1.a–e, SL.6.1 Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 195–199● Teacher’s Manual pp. 169–173

Skills✔ Write an Opinion Piece✔ Engage in Collaborative

Discussion

Essential Question Analyze a Mentor TextIntroduce opinion texts and discuss questions, TM p. 169, focusing on the Essential Question, How can persuasive writing be used effectively to encourage others to support your opinion? Then read SE p. 196 with students.Read aloud the Mentor Text, SE pp. 197–198 and TM pp. 171–172, using the annotations. Help students analyze the text.


the graphic on SE p. 196 to help students understand the characteristics and structure of persuasive text.

● Common Core Support Coach Have students read (second read) The Effects of Social Media onToday’s Youth/Joanne’s Project, SE pp. 242–246.



LESSON FOCUSW.6.1.a–e, SL.6.1Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 197–199● Teacher’s Manual pp. 171–173

Skills✔ Write an Opinion Piece

Analyze a Mentor Text Vocabulary Study: Word RootsDiscuss the Think About It Questions, TM p. 172. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 199, TM p. 173.


students list words that share each of the roots listed on SE. p. 199.


● Common Core Support Coach Have students read (third read) The Effects of Social Media on Today’s Youth/Joanne’s Project, SE pp. 242–246.


LESSON FOCUSW.6.1.a–e, SL.6.1Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 200–203● Teacher’s Manual pp. 174–175

Skills✔ Write an Opinion Piece✔ Brainstorm Positives and

Negatives

Writing Process, Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 201–202, using the annotations. Students complete SE p. 203.


deeper dive into SE pp. 201–202 with students who need extra support as they brainstorm in pairs to complete Try It, SE p. 203.

● Common Core Coach Have students work in pairs or small groups to generate ideas about the DST topic. Allow students time to research and find more information so they can add relevant information to their writing.


LESSON FOCUS W.6.1.a–e, SL.6.1Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 204–206● Teacher’s Manual pp. 176–177

Skills✔ Write an Opinion Piece✔ Reasons and Details✔ Transition Words and Phrases

Writing Process, Steps 2, 3Read SE p. 204 with students to help them understand how the writer of the Mentor Text organized the opinion, reasons and details, and the conclusion. Then read and discuss the drafting process before students begin to write.





� Goal Write About Informational Text



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Week 30


LESSON FOCUSW.6.1.a–e, L.6.2.a, L.6.4.bCommon Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 206–209● Teacher’s Manual pp. 178–179

Skills✔ Write an Opinion Piece✔ Supporting Reasons and

Details✔ Transition Words

Writing Process, Steps 3, 4With students, read the Writer’s Craft section, SE p. 206. Have students share their efforts to use transition words and phrases. Then read SE pp. 207–209.


students who need extra support with SE p. 208–209, spend less time on pp. 206–207. Model responses for Try It sections.



LESSON FOCUSW.6.1.a–e, W.6.4, W.6.5, W.6.6, SL.6.1.a–d, L.6.1.e, L.6.2.a, L.6.4.b Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 210–214● Teacher’s Manual pp. 180–181

Skills✔ Formal Language✔ Revise an Opinion Piece

Writing Process, Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 212–213 with students.


sentences that students should revise in order to improve the formality of the language. Provide students with support as they revise.



LESSON FOCUSW.6.1.a–e, W.6.4, W.6.5, W.6.6, SL.6.1.a–d, L.6.1.e, L.6.2.a, L.6.4.bCommon Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 212–217● Teacher’s Manual pp. 181–182

Skills✔ Commas and Parentheses✔ Revise an Opinion Piece✔ Formal Language

Writing Process, Steps 5, 6Read SE pp. 214–215. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about formal text, commas, and parentheses to demonstrate how to talk about writing.



LESSON FOCUSW.6.1.a–e, W.6.4, W.6.5, W.6.6, W.6.10, SL.6.1.a–d, L.6.1.e, L.6.2.a, L.6.4.b Common Core CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 214–218● Teacher’s Manual pp. 182–183

Skills✔ Write an Opinion Piece✔ Commas and Parentheses

Writing Process, Steps 6, 7Read SE pp. 216–217. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 218.



● Common Core Coach Complete the Speaking and Listening project, TM pp. 184–186.


PUBLISH AND ASSESS OPTIONS:Common Core Support CoachQuiz 10 (also in Readiness)

Skills✔ Write an Opinion Piece









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Unit: Writing Responses to Literature

LESSON FOCUSW.6.9.a, SL.6.1Common Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 155–156● Teacher’s Manual pp. 139–140

Skills✔ Write Responses to Literature✔ Engage in Collaborative

Discussions

Essential QuestionIntroduce writing responses to literature and discuss questions, TM p. 139, focusing on the Essential Question, How can analyzing a story’s theme make a response to literature effective? Then read SE p. 156 with students.


notes, TM p. 140, to introduce the purpose and audience for a response to literature.

● Common Core Coach Review A Woman’s Courage, SE pp. 42–47, and identify and discuss the theme of that text.


LESSON FOCUSW.6.9.a, SL.6.1Common Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 156–160● Teacher’s Manual pp. 140–141

Skills✔ Write Responses to Literature✔ Engage in Collaborative

Discussions

Analyze a Mentor TextRead aloud the Mentor Text using the annotations. Help students analyze the text and mark up as noted.


the graphic on SE p. 156 to help students understand the characteristics and structure of a response to literature.

● Common Core Coach Have accelerating students identify the introduction, main points and supporting details, and conclusion of the Mentor Text.



LESSON FOCUSW.6.2.a–c, f; W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9.a, L.6.5.cCommon Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 161–163● Teacher’s Manual pp. 143–145

Skills✔ Write Responses to Literature✔ Connotation and Denotation

Analyze a Mentor TextDiscuss the Think About It Questions, TM p. 144. Focus on what makes this text a good model for study. Then read the Vocabulary Study, and have students complete SE p. 163.


students write their own sentences with words with positive and negative connotations and then share with a partner and evaluate connotation of choices.



LESSON FOCUSW.6.2.a–c, f; W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9.aCommon Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 164–167● Teacher’s Manual pp. 146–147

Skills✔ Write Responses to Literature ✔ Main Points and Supporting

Details

Writing Process, Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 165–166, using the annotations. Students complete SE p. 167.


Take a deeper dive into SE pp. 165–166 with students who need extra support as they use the main points and supporting details of the mentor texts to complete Try It.

● Common Core Coach Have students work in pairs or small groups to generate ideas about themes. Allow students time to reread and analyze texts so they can add relevant information to their writing.


LESSON FOCUSW.6.2.a–c, f; W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9.aCommon Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 168–170● Teacher’s Manual pp. 148–149

Skills✔ Introduction✔ Supporting Paragraphs✔ Conclusion✔ Transitions

Writing Process, Steps 2, 3Read SE p. 168 with students to help them understand how the writer of the Mentor Text organized the introduction, the supporting paragraphs (containing the main points), and the conclusion. Then read and discuss the drafting process before students begin to write.



● Common Core Coach Speaking and Listening project, TM pp.184–186.





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Week 32

Unit: Writing Responses to Literature

LESSON FOCUSW.6.2.a–c, f, W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9.a, L.6.1.d, L.6.3.a, L.6.5.cCommon Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 170–172,

174● Teacher’s Manual pp. 149,

150–153

Skills✔ Write Responses to Literature✔ Using Linking Words

(Transition Words) in Writing

Writing Process, Step 3, 4With students, read the Writer’s Craft section, SE p. 170. Have students share their efforts to use linking words. Then read SE pp. 171–174.


For students who need extra support with SE p. 173–174, spend less time on pp. 171–172. Model responses for Try It sections.



LESSON FOCUSW.6.2.a–c, f, W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9.a, L.6.3.aCommon Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 173–177● Teacher’s Manual pp. 152–153

Skills✔ Revise Responses to Literature✔ Varying Sentence Structure

Writing Process, Step 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE p. 176–177 with students.


sentences that students should revise in order to vary sentence structure. Provide students with support as they revise.



LESSON FOCUSW.6.2.a–c, f, W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9.a, L.6.1.d, L.6.3.aCommon Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 176–181● Teacher’s Manual pp. 153–154

Skills✔ Pronouns✔ Edit Responses to Literature✔ Varying Sentence Structure

Writing Process, Step 5, 6Read SE pp. 178–179. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about varying sentence structure and vague pronouns, to demonstrate how to talk about writing.




LESSON FOCUSW.6.9.a, L.6.1.d, L.6.3.aCommon Core CoachLesson 10: Writing Responses to Literature● Student Edition pp. 178–182● Teacher’s Manual pp. 155

Skills✔ Pronouns✔ Edit Responses to Literature✔ Varying Sentence Structure

Writing Process, Step 6, 7Read SE pp. 180–181. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 182.







Skills✔ Write Responses to Literature





● Common Core Coach Review answers to Benchmark Assessment 4 with students.



No goal assignment

coach common core suite implementation and pacing guide

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