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Field Trips (dates to be determined): 1st Semester – Fender’s Farm 2nd Semester – Clyde Austin 4-H Center

6th Grade ELAClass Syllabus2017-2018

Outline of Course: 1st Nine week PlanDays

Standard Do What EQText dependent questions for literature can focus on setting and plot ,as well as point of view ,meaning and tone.

AssessmentPrompts GeneralText dependent questions for literature can focus on setting and plot ,as well as point of view ,meaning and tone

See Daily Plans for lesson related prompts

Primary Resources_TN Curriculum_Think Central_Sadlier Oxford_Moby Max_Read Works_Journeys_History/Science_ Learning Farm_Core Ready

5 days

6.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions.

Analyze Draw Cite Support

Text InferenceEvidenceConclusions

How can you understand ideas that are not stated directly in the text?

6.1Which sentence tells you that _______?How do you know you are right about ____ ?What important information do you learn about _______?

Sadlier Oxford“Jabberwocky “(pages 12-13)“The Walrus & the Carpenter” (Pages14-19)CR Lesson 5

(page 43)

5 days

6.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.

DetermineProvide

Themecentral idea(how) conveyed Objective Summaryl

How does an author use details to developthe theme or message of the text?

6.2What important information do you learn about _______?

Sadlier Oxford“My cousins Quinceanera”(pages 21-27)CR Lessons 8&9(pages 69 & 77)

5 days

6.RL.KID.3Describe how the plot of a story or drama unfolds, as

Describe (HOW)plot

How do the character and events

6.3What were the effects of [plot event}?

Sadlier Oxford“The Man who loved to


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

unfolds(HOW)characters respond or change

in a story work together to create a plot?

How did {character solve {story problem}?How does {character}respond to {plot event}?What details tell you how {character} feels after plot event}?

Why did {character and action}? How did you know ?

Laugh”CR Lessons 6&7(Pages 53 &71)


5 days

.6.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions. 6.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary.6.RL.KID.3Describe how the plot of a story or drama unfolds, as well as how the characters respond or change as the plot moves toward a resolution.

Review6.RL.KID.16.RL.KID.2 6.RL.KID.3

Review6.RL.KID.16.RL.KID.2 6.RL.KID.3

Why is understanding literary details important to understanding the text?

Review andCommon Assessment

Close Reading“A crow brings daylight”(pages 36-41)CommonAssessment(pages 44-46)


10 days

6.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

6.L.2Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.6.L.2aUse punctuation (commas, parentheses, dashes) to set offnonrestrictive/parenthetical elements.*6.L.2bSpell correctly.6.L.3Use knowledge of language and its conventions when writing, speaking, listening.6.L.6.3a Vary sentence patterns for meaning, reader/listener interest,and style.6.L.6.3b Maintain consistency in style and tone.6.L6.1eRecognize variations from standard English in their own and other’s writing and speaking and identify and use strategies to improve

Write

Examine

Convey

Select &Organize

Demonstrate

Use

SpellUse

VaryMaintainrecognizeuse

Informative/explanatory

TopicIdeas, conceptsInformation

Content

command

Punctuation

Correctlyknowledge

Sentenceconsistencyvariationsstrategies

How do I write a clear and concise paper to explain a concept?

How do I make my writing /Speakingunderstandable?

Have I introduced the topic? W6.2aHave I clearly organized my ideas and used headings if appropriate? W6.2aDid I develop the topic using examples, facts,details,quotations and definitions W6.2bHave I used transitions(first, next, then ,) to connect ideas? W6.2cHave I used preciseLanguage and vocabulary? W6.2dHave I used formal style? W6.2eHave I provided ac concluding statement?W6.2fHave I used grammar conventions?

TN. CurriculumCenter promptsAnd examples

Standards are embeddedTaught through writing process and will be graded within writing rubric


5 days

6.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions.

Analyze Draw support

TextInferencesconclusions

How can you understand ideas that are not stated in the text?

Which sentence tells you that_____?

How do you know about _____?

Sadlier Oxford“Blood types”(pages 64-71)

5 days

5 days

6.RI.KID.2 Determine a central idea of a text and how it is conveyed through details; provide an objective summary.

6.RI.KID.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text.

DetermineProvide

Analyze

(central) ideaSummary

(How) keyIndividual, event or idea:> is introduced,illustrated ,and elaborated in text

How does an author us details to explain the central idea of a text?

How does understanding what each part of text does better help the reader understand the passage?

What is the most important information in this paragraph, section, chapter ?What details does the author use to explain the idea_______?

What is one cause the author identifies for______?What examples does the author include to explain______?

Sadlier Oxford“Prosthetic Devices”(pages 72-79)

Sadlier Oxford“Through A Microscope”(pages 80-87)


Why is _____important to _______?

5 days

6.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions.6.RI.KID.2 Determine a central idea of a text and how it is conveyed through details; provide an objective summary.6.RI.KID.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated,and developed in a text. L6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L6.1aEnsure that all pronouns are in the proper case (subjective, objective, possessive)

Review

Demonstrate

Review

Command

Why is understanding informational details important to understanding the text?

How do I use case sensitive pronouns in a sentence?

Review andCommon Assessment

CommonAssessmentCore Ready 9wksBenchmark :

Sadlier Oxford Pages 54-55

Week1-36

Ongoing Standards.L.4 Determine or clarify the meaning of unknown and multiple meaningwords and phrases based on grade 6 reading and content, choosing flexibly from

Determine/clarifyChooseuseConsultDetermineVerifyCheck

MeaningFlexibilityContextMeaningReferenceMaterialPrecise

How can the correct word for context be found within written text?


ReferenceSources


a range of strategies..6.L.4a Use context (e.g., the overall meaning of a sentence orparagraph; a word’s position or function in a sentence) as a clue tothe meaning of a word or phrase..6.L.4c Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciation of aword or determine or clarify its precise meaning or its part of speech. 6.L.4d 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).

MeaningPreliminaryMeaningInferredmeaning

2ND Nine week PlanDays Standard Do What EQ

Text dependent questions for literature can focus on setting and plot ,as well as point of view ,meaning and tone.



Primary Resources__MICA_Think Central_Sadlier Oxford_Moby Max_Read Works_Journeys_History/Science_ Learning Farm

5 days 6.RL.4Determine the meaning of words and

DetermineAnalyze

Meaningimpact

What can you learn about the personality of a

6.4Which words or phrases create a

Sadlier Oxford


phrases as they areused in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

character from the words a character speaks?

How does the impact of words create meaning in a story?

mood of ___?What words or phrases made you think_____?What word does the author use to describe ___?Why didn’t the author use the word ____instead?

“My Trip to China “(pages 116-123))

Week 2

6.RL.5Analyze how a particular sentence, chapter, scene, or stanzafits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Analyze

contributes

(How)Chapter, scene or stanza fits(Development) theme, setting plot

How is a story written/ told so that it makes sense to the reader?

What pattern does the author use ?Reread the {paragraph/sentence}’why is it important to the story?What event{chapter } causes {event} in chapter {event}?

Sadlier Oxford“from The Iliad”(pages 124-129)

Week3

6.RL.6

Explain how an author develops the point of view of the narrator or speaker in a text.6.RL.4 Determine the meaning of words and phrases as they areused in a text, including figurative and connotative meanings; analyzethe impact of a specific word choice on meaning and tone.6.RL.5 Analyze how a particular sentence, chapter, scene, or stanzafits into the overall structure of a text and contributes to thedevelopment of the theme, setting, or plot.6.RL.6 Explain how an author develops the point of view of thenarrator or speaker in a text.

ExplainReviewRL6.4RL6.5RL6.6

(HOW)

author develops point of viewReviewRL6.4RL6.5RL6.6

How might a first person point of view help the reader connect with the story?Why is understanding literary details important to understanding the text?

Which details show the {characters} point of view ?ReviewCommon Assessment

Sadlier Oxford“Simorgh”Pages 136- 137Close reading“The Horse of Wood”Pages140-145“The Dual of Paris and Menelus:The meeting of Hector and Andromache”Pages 148-150

Week 4

6.L.5Demonstrate understanding of

DemonstrateInterpret

understandingFigures of

How do word choice text structure, and

W.6.1 aHave I introduced the topic and stated myClaim?

Sadlier OxfordPages 146-147


Figurative language word relationships and nuances in word meanings6.L.5aInterpret figures of speech (e.g., personification) in context.6.L.5cDistinguish among the connotations (associations) of wordswith similar denotations (definitions) (e.g., stingy, scrimping,economical, unwasteful, thrifty).CCW6.1Write arguments to support claims with clear reasons and relevant evidence.CCW6.1aIntroduce claim(s) and organize the reasons and evidence clearly.CCW6.1bSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.CCW6.1cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.CCW6.1dEstablish and maintain a formal style.CCW6.1eProvide a concluding statement or section that follows from the argument presented.

Distinguish

WriteIntroduceOrganizeSupportusingDemonstrateUseEstablishMaintainProvide

SpeechAmong connotations

ArgumentsClaimReasons and EvidenceClaimsCredible sourcesUnderstandingWords(for clarification)Formal styleConcludingstatement

point of view affect your understanding of the text?

How do I write an argument to support claims with clear and relevant evidence?

W.6.1 bHave I supported my claim with reasons and evidence?W.6.1 cHave I used transition words and phrases to show the relationship between ideas?W.6.1 dHave I used formal style?W.6.1 eHave I provided a concluding statement?

TN CurriculumcenterPrompts and Examples

Week5

CCW6.1Write arguments to support claims with clear reasons and relevant evidence.CCW6.1aIntroduce claim(s) and organize the reasons and evidence clearly.CCW6.1bSupport claim(s) with


ArgumentsClaimReasons and EvidenceClaimsCredible sourcesUnderstandingWords(for


W.6.1 aHave I introduced the topic and stated myClaim?W.6.1 bHave I supported my claim with reasons and evidence?



clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.CCW6.1cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.CCW6.1dEstablish and maintain a formal style.CCW6.1eProvide a concluding statement or section that follows from the argument presented.

clarification)Formal styleConcludingstatement

W.6.1 cHave I used transition words and phrases to show the relationship between ideas?W.6.1 dHave I used formal style?W.6.1 eHave I provided a concluding statement?

Week6Week 4,5,6

CCW6.1Write arguments to support claims with clear reasons and relevant evidence.CCW6.1aIntroduce claim(s) and organize the reasons and evidence clearly.CCW6.1bSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.CCW6.1cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.CCW6.1dEstablish and maintain a formal style.CCW6.1eProvide a concluding statement or section that follows from the argument presented.6.L.2Demonstrate

WriteIntroduceOrganizeSupportusingDemonstrateUseEstablishMaintainProvideDemonstrateUseSpellUseVaryMaintainRecognizeuse

ArgumentsClaimReasons and EvidenceClaimsCredible sourcesUnderstandingWords(for clarification)Formal styleConcludingStatementcommandPunctuationCorrectlyknowledgeSentenceConsistencyVariationsstrategies



W.6.1 aHave I introduced the topic and stated myClaim?W.6.1 bHave I supported my claim with reasons and evidence?W.6.1 cHave I used transition words and phrases to show the relationship between ideas?W.6.1 dHave I used formal style?W.6.1 eHave I provided a concluding statement?Have I used grammar conventions?

TN CurriculumcenterPrompts and ExamplesStandards are embeddedTaught through writing process and will be graded within writing rubric


command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.6.L.2aUse punctuation (commas, parentheses, dashes) to set offnonrestrictive/parenthetical elements.*6.L.2bSpell correctly.6.L.3Use knowledge of language and its conventions when writing,speaking,listening.6.L.6.3a Vary sentence patterns for meaning, reader/listener interest,and style.6.L.6.3b Maintain consistency in style and tone.6.L6.1eRecognize variations from standard English in their own and other’s writing and speaking and identify and use strategies to improve expression in conventional language

Week7

6L6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.6L6.1c Recognize and correct inappropriate

DemonstrateRecognize &correctRecognize &correctDetermine

commandinappropriateshiftspronounsMeaning

How do you make pronouns agree?What are some ways you can determine the meanings of words you do not know?

How do you make pronouns agree?Which words help you understand the meaning of _____

Sadlier OxfordPages 158-161Saving The Ozone(pages168-173)


shifts in pronoun number and person6L6.1d Recognize and correct vague pronouns (ie,.ones with unclear or ambiguous antecedents) 6.RI.4Determine the meaning of words and phrases as they are usedin a text, including figurative, connotative, and technical meanings.

Week8

6.RI.5Analyze how a particular sentence, paragraph, chapter, orsection fits into the overall structure of a text and contributes to thedevelopment of the ideas.

Analyze how When you read a scientific text how is the material organized?

How is the Paragraph /sentence/section connected to the {paragraph.sentence section)?

Sadlier OxfordEarthquakePages 176-183

Week9

6.RI.6Determine an author’s point of view or purpose in a text andexplain how it is conveyed in the text.6.L.6.4Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content, choosing flexibility from arange of strategies.6.L 6.4bUse common grade-appropriate Greek or Latin affixes ad roots as clues to the meaning of a word(e.g., audience, auditory, audible)6.RI.4 Determine the meaning of words and phrases as they are usedin a text, including figurative, connotative, and technical meanings.6.RI.5 Analyze how a particular sentence, paragraph, chapter, or

DetermineExplainDetermine orClarifyUseReviewRI 6.4RI 6.5RI 6.6

Author’s point of view(How) conveyedMeaning(of unknown andmultiple meaningwords&phrases)commonGreek or LatinaffixesReviewRI 6.4RI 6.5RI 6.6

How do author’s point of view affect the way they write about the subject?How can I choose theappropriate root word?Why is understanding literary details important to understanding the text?

What is the author’s purpose in writing about? How do you know?How can I choose the appropriate root word?

ReviewCommon

Assessment

Sadlier OxfordSpokane County’s wastewater plan to be derailed?Pages 184-191Page 199Close ReadTropical RainforestPages 192-198Outgrowing Our Food and WaterOrbital SpaceColoniesPages 200-201


section fits into the overall structure of a text and contributes to thedevelopment of the ideas.6.RI.6 Determine an author’s point of view or purpose in a text andexplain how it is conveyed in the text.

3rd Nine week PlanDays Standard Do What EQ

Text dependent questions for literature can focus on setting and plot ,as well as point of view ,meaning and tone.



Primary Resources___Think Central_Sadlier Oxford_Moby Max_Read Works_Journeys_History/Science_ Learning Farm

Week 1

6.RL6.7Compare and contrast the experience of reading a story drama, or poem to listening 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.

CompareContrast

Experience of;ReadingSeeingListening

How might movies be different from the stories they are based on?

What new details or information do you learn about (character) after watching drama?

Sadlier Oxford“Space Station “Pages 221-227

Week 2 6.RL.9Compare and contrast texts in different forms or genres(eg.,stories and poems: historical novels and fantasy stories)in terms of their approaches to similar emes and topics

CompareContrast

Texts(in different forms)

What do different texts say about a theme or topic?

What do (poem) and (novel) say about (theme/topic)

Sadlier Oxford“The moon is not for me”(pages 228-235)

Week3

6.RL6.7Compare and contrast

ReviewRL 6.7

ReviewRL 6.7

Why is understanding

ReviewCommon

Close reading


the experience of reading a story drama, or poem to listening 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. 6.RL.9Compare and contrast texts in different forms or genres(eg.,stories and poems: historical novels and fantasy stories)in terms of their approaches to similar themes and topics6.L.5Demonstrate understanding ofFigurative language word relationships and nuances in word meanings6.l.5b Use the relationship between particular words (e.g., cause/effect, part /whole, item to category) to better understand each of the words

RL 6.5

Demonstrateuse

RL 6.5

understandingrelationship

literary details important to understanding the text?How do word choice text structure, and point of view affect your understanding of the text?

Assessment “The Bathsphere”Pages 236-241The HMS Challenger Sails the Seas/Sea FeverPages 244-246Sadlier OxfordPages 242-243

Week 4&5Review

CCW6.1Write arguments to support claims with clear reasons and relevant evidence.CCW6.1aIntroduce claim(s) and organize the reasons and evidence clearly.CCW6.1bSupport claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.CCW6.1cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.CCW6.1dEstablish and maintain a formal style.CCW6.1e


ArgumentsClaimReasons and EvidenceClaimsCredible sourcesUnderstandingWords(for clarification)Formal styleConcludingstatement


W.6.1 aHave I introduced the topic and stated myClaim?W.6.1 bHave I supported my claim with reasons and evidence?W.6.1 cHave I used transition words and phrases to show the relationship between ideas?W.6.1 dHave I used formal style?W.6.1 eHave I provided a concluding statement?



Provide a concluding statement or section that follows from the argument presented.

Week6&7Review

6.W.2Write informative/explanatory texts to examine a topic andconvey ideas, concepts, and information through the selection,organization and analysis of relevant content.

Write

Examine

Convey

Select &Organize

Informative/explanatory

TopicIdeas, conceptsInformation

Content

How do I write a clear and concise paper to explain a concept?

Have I introduced the topic? W6.2aHave I clearly organized my ideas and used headings if appropriate? W6.2aDid I develop the topic using examples ,facts ,details,quotations and definitions W6.2bHave I used transitions(first, next, then ,) to connect ideas? W6.2cHave I used preciseLanguage and vocabulary? W6.2dHave I used formal style? W6.2eHave I provided ac concluding statement?W6.2f


Week4&56&7

6.L.2Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.6.L.2aUse punctuation (commas, parentheses, dashes) to set offnonrestrictive/parenthetical elements.*6.L.2bSpell correctly.6.L.3Use knowledge of language and its conventions when writing,speaking,listening.6.L.6.3a Vary

DemonstrateUseSpellUseVaryMaintainRecognizeuse

commandPunctuationCorrectlyknowledgeSentenceConsistencyVariationsstrategies


Have I used grammar conventions?

Standards are embeddedTaught through writing process and will be graded within writing rubric


sentence patterns for meaning, reader/listener interest,and style.6.L.6.3b Maintain consistency in style and tone.6.L6.1eRecognize variations from standard English in their own and other’s writing and speaking and identify and use strategies to improve expression in conventional language

Week8

RI 6.8Trace and Evaluate the argument and specific claims in a text ,distinguishing claims that are supported by reasons and evidence from claims that are not

Trace &Evaluate

Argument &claims

How do you prepare to argue for something that you really want?

What evidence does the author provide to support the idea ____?

Sadlier Oxford“Abraham Lincoln’s First Inaugural Speech”Pages 272-279

Week9

RI 6.9Compare 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)RI 6.8Trace and Evaluate the argument and specific claims in a text ,distinguishing claims that are supported by reasons and evidence from claims that are notRI 6.9Compare 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)

Compare &ContrastReviewRI 6.8RI 6.9

PresentationsReviewRI 6.8RI 6.9

What are the similarities and differences are there in the information presented in each medium?Why is understanding informationaldetails important to understanding the text?

What are the main differences between ____and____?

ReviewCommon

Assessment

Sadlier Oxford“Abraham Lincoln Wartime President”Pages 280-287Close Reading“A Woman for our Times”Pages 288-293President Franklin Roosevelt

FDR’S First Inaugural AddressPages 296-298

4th Nine week PlanDays Standard Do What EQ

Text dependent questions for

Assessment

Primary Resource


literature can focus on setting and plot, as well as point of view ,meaning and tone.

Prompts GeneralText dependent questions for literature can focus on setting and plot ,as well as point of view ,meaning and tone


s_TN Curriculum_Think Central_Sadlier Oxford_Moby Max_Read Works_Journeys_History/Science_ Learning Farm

Week 1

6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences..6.W.3a 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.6.W.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.6.W.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.6.W.3d Use precise words and phrases, relevant descriptive details,and sensory language to convey experiences and events.6.W.3e Provide a conclusion that follows from the narrated experiences or events.

WriteUseEngage /orientEstablishIntroduceOrganizeUseDevelopUseconveyUseConvey

NarrativesEffective techniquerelevant detailsWell structured sequenceReadercontextCharacter/narratorSequenceNarrative TechniquesExperiencesTransition wordsSequence & signal shiftsPrecise words,phrases,Sensory languageExperiences andevents

How can I use precise language to present descriptive details to make experiences come to life through writing?

Have I introduced a narrator and the characters?Is the sequence of events clear and logical?Have I included dialogue and descriptive language?Have I included transitions to showthe sequence of events and to signal changes in setting or time ?Have I used precise language?Have I provided a conclusion that wraps up the events?


Week 2

6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences..6.W.3a 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.6.W.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.6.W.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts

WriteUseEngage /orientEstablishIntroduceOrganizeUseDevelopUseconveyUseConvey

NarrativesEffective techniquerelevant detailsWell structured sequenceReadercontextCharacter/narratorSequenceNarrative TechniquesExperiencesTransition wordsSequence & signal shiftsPrecise words,phrases,Sensory languageExperiences andevents

How can I use precise language to present descriptive details to make experiences come to life through writing?

Have I introduced a narrator and the characters?Is the sequence of events clear and logical?Have I included dialogue and descriptive language?Have I included transitions to showthe sequence of events and to signal changes in setting or time ?Have I used precise language?



from one time frame or setting to another.6.W.3d Use precise words and phrases, relevant descriptive details,and sensory language to convey experiences and events.6.W.3e Provide a conclusion that follows from the narrated experiences or events.

Have I provided a conclusion that wraps up the events?

Week3

Students will be given performance tasks to review the skills they have learned and practiced throughout the year. These tasks will include all standards in Reading literacy, Informational text,language and writing conventionsThis process will be repeated as review for testing occurs.

Students willRead multiple texts

Students will answer multiple choice questions and then incorporate what they have read into a written response

Selected response items will have two parts :Part A: StudentsWill answer questions about readingPart B: Students will be asked to identify textual evidence

Teacher and students will go over performance tasks and use the data to reinforce standards through review .This will be done by discussing what correct and effective responses should include.

Sadlier oxfordPerformance tasksState Practice items from

Week 4

Students will be given performance tasks to review the skills they have learned and practiced throughout the year. These tasks will include all standards in Reading literacy, Informational text, language and writing conventionsThis process will be repeated as review for testing occurs.

Students willRead multiple texts

Students will answer multiple choice questions and then incorporate what they have read into a written response

Selected response items will have two parts :Part A: StudentsWill answer questions about readingPart B: Students will be asked to identify textual evidence

Teacher and students will go over performance tasks and use the data to reinforce standards through review .This will be done by discussing what correct and effective responses should include.

Week 5

6 W6.7Conduct short research projects to

ConductAnswerDrawing

ResearchQuestionSources

How can a writer develop information on a

Have I introduced the topic? W6.2aHave I clearly

Sadlier OxfordPages 249-


answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6W6.8Gather 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 provide basic bibliographic information.

RefocusGatherAssessQuoteAvoid

InquiryInformationCredibilityDataplagiarism

topic that includes specific,concrete details?

organized my ideas and used headings if appropriate? W6.2aDid I develop the topic using examples ,facts ,details,quotations and definitions W6.2bHave I used transitions(first, next, then ,) to connect ideas? W6.2cHave I used preciseLanguage and vocabulary? W6.2dHave I used formal style? W6.2eHave I provided ac concluding statement?W6.2f

252(unit 10)

Week6

6 W6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6W6.8Gather 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 provide basic bibliographic information.

ConductAnswerDrawingRefocusGatherAssessQuoteAvoid

ResearchQuestionSourcesInquiryInformationCredibilityDataplagiarism

How can a writer develop information on a topic that includes specific,concrete details?

Have I introduced the topic? W6.2aHave I clearly organized my ideas and used headings if appropriate? W6.2aDid I develop the topic using examples ,facts ,details,quotations and definitions W6.2bHave I used transitions(first, next, then ,) to connect ideas? W6.2cHave I used preciseLanguage and vocabulary? W6.2dHave I used formal style? W6.2eHave I provided ac concluding statement?W6.2f

Sadlier OxfordPages 249-252(unit 10)

Week1,2 ,5 &6Week7

6.L.2Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when

DemonstrateUseSpellUseVaryMaintainrecognizeuse

commandPunctuationCorrectlyknowledgeSentenceconsistencyvariationsstrategies


Have I used grammar conventions?

Standards are embeddedTaught through writing process and will be graded


writing.6.L.2aUse punctuation (commas, parentheses, dashes) to set offnonrestrictive/parenthetical elements.*6.L.2bSpell correctly.6.L.3Use knowledge of language and its conventions when writing, speaking, listening.6.L.6.3a Vary sentence patterns for meaning, reader/listener interest,and style.6.L.6.3b Maintain consistency in style and tone.6.L6.1eRecognize variations from standard English in their own and other’s writing and speaking and identify and use strategies to improve expression in conventional languagePresentation ofKnowledge and Ideas from research.

within writing rubric

Week8

Cross curricular “Citizenship Project”6th Grade RequirementReading Support (Content )RI 6.7

Sadlier Oxford“Prosthetic Devices”(pages 72-79)

Week9

Sadlier Oxford


“Through A Microscope”(pages 80-87)Pages 54-55CommonAssessment(pages 96-979wksBenchmark :

Week1-9

Ongoing Standards.L.4 Determine or clarify the meaning of unknown and multiple meaningwords and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies..6.L.4a Use context (e.g., the overall meaning of a sentence orparagraph; a word’s position or function in a sentence) as a clue tothe meaning of a word or phrase..6.L.4c Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciation of aword or determine or clarify its precise meaning or its part of speech.6.L.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in

Determine/clarifyChooseuseConsultDetermineVerifyCheck

MeaningFlexibilityContextMeaningReferenceMaterialPreciseMeaningPreliminaryMeaningInferredmeaning



ReferenceSources


context or in a dictionary).

Grading Policy:

Daily work/Class assignments : (Sadlier School lessons ,Common Core Standards, Story Works) Homework : (Weekly reading story and activities from Journeys) Quizzes: ( Journeys, MobyMax and Sadlier School) Unit Tests: (Sadlier School) Accelerated Reader Students are required to meet their AR goal. The student’s score will be based on points

and literacy test results.

Grading Scale:

A = 100-93

B = 92-85

C = 84-75

D = 74-70

F = Below 70

Major Assignments Required:


Field Trips:

Fender’s Farm October 7, 2016. $13.00 Camp Explore at Clyde Austin 4 H Center in Greeneville, TN. Dates

are set for March 30th and 31st. Pods will be notified of their specific date closer to time. This is an extended day trip. Students will need to be picked up by parents at school around 7 pm. The estimated cost is $45.00.

Instructional Materials

images.pcmac.orgimages.pcmac.org/sisfiles/schools/tn/hawkinscounty/... · web viewhow do word...

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