1

6th Grade District 6th Grade Literacy Class Curriculum Map

QUARTER 1COMMON CORE STANDARDS

Reading for Literature: Key Ideas and Details
6.RL.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.
Reading for Literature: Craft and Structure
6.RL5.Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
6.RL.6. Explain how an author develops the point of view of the narrator or speaker in a text.
Reading for Literature: Integration of Knowledge and Ideas
6.RL.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
QUARTER 1 ASSESSMENT
Plot mountain 6.RL.3
  • Identification of genres 6.RL.9
  • First person v. third person point of view 6.RL.6
  • SRI – District required, not linked to standards above

QUARTER 1 TEACHING POINTS
  • Plot
  • Characters
  • Analyze Story Structure
  • Point of view
  • Compare/contrast genre: stories and poems
  • Sentence Variety
/ “I can” statements
RESOURCES:
  • Align social studies and science (to some degree) to implement non-fiction text into each quarter
  • Book read as whole class, literature circles, read-alouds complement or address themes and/or cultures studied in new social studies curriculum (each quarter)
  • Use SUTW Writing Strategies throughout 6th grade core classes for consistency

QUARTER 2 COMMON CORE STANDARDS

Reading for Literature: Key Ideas and Details
6.RL.2. Determine a theme or central idea of a textand how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Reading for Informational Text: Key Ideas and Details
6.RI.2. Determine a central idea of the text and howit is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RI.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).
Reading for Informational Text: Craft and Structure
6.RI.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Reading for Informational Text: Craft and Structure
6.RI.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography of the same person).
QUARTER 2 ASSESSMENT
  • Determine the theme/main idea 6.RL.2, 6.RI.2
  • Write summaries 6.RL.2; 6.RI.2 IVF Notes
  • Notice patterns in text structure 6.RI.
  • Autobiography v. biography 6.RI.9
  • Evaluate claims that are supported not supported

QUARTER 2 TEACHING POINTS
  • Theme
  • Central Idea and details
  • Analyze key characters, events, ideas, illustrations
  • Compare/contrast author’s purpose (memoire / biography)
  • Text summary
  • Sentence variety
  • Analyze paragraphs
  • Analyze chapters
/ “I can” statements
RESOURCES

QUARTER 3 COMMON CORE STANDARDS

Reading for Literature: Key Ideas and Details
6.RL.1.Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text.
Reading for Literature: Craft and Structure
6.RL.4.Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Reading for Informational Text: Key Ideas and Details
6.RI.1.Cite the textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading for Informational Text: Craft and Structure
6.RI.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
QUARTER 3 ASSESSMENT
  • Context clues exercises6.RL.4, 6.RI.4 What would an assessment look like? Cloze passage?
  • Drawing inferences exercises Part of 6.RL.1 and 6.RI.1
  • State test – State requirement; not included in the standards above.
  • Evaluate claims that are supported not supported

QUARTER 3 TEACHING POINTS
  • Cornell notes – Method for taking notes on 6.RL.1, 6.RI.1, 6.RL.4, 6.RI.4
  • Citing textual evidence – inferring
  • Determine word meanings
  • Figurative /connotative meaning
  • Analyze author’s word choice
/ “I can” statements
RESOURCES

QUARTER 4 COMMON CORE STANDARDS

Reading for Informational Text: Craft and Structure
6.RI.5. Analyze how a particular sentence,paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Reading for Informational Text: Range of Reading and Level of Text Complexity
6.RI.6. Determine an author’s point of view orpurpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
6.RI.7. Integrate information presented in differentmedia or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Integration of Knowledge and Ideas
6.RI.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Range of Reading and Level of Text Complexity
6.RI.10. By the end of the year, read andcomprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading for Literature: Integration of Knowledge and Ideas
6.RL.7. Compare and Contrast the experience ofreading a story, drama, or poem to listening to or viewing and 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.
Range of Reading and Level of Text Complexity
6.RL.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 test complexity band with scaffolding as needed at the high end of the range.
QUARTER 4 ASSESSMENT
  • Compare and contrast a book to a movie (ex. The Hunger Games) 6.RL.7
  • Technology project involving literacy topics6.RI.7. Also addressed in: Speaking and Listening 6.SL.5 Include multimedia components (e.g. graphics, images, music sound) and visual displays in presentations to clarify information
  • Recognize author’s bias (summarize and synthesize) 6.RI.8 or 6.RI.6???
  • OAKS State requirement; not included in the standards above.
  • SRI6.RL.10, 6.RI.10
For Standard 6.6:
  1. What is the author trying to say?
  2. Why did the author use the following phrase?
  3. What is the author’s purpose in writing this text?

QUARTER 4 TEACHING POINTS
  • Compare and contrast story/ drama/ poem experiences (“see” vs “hear”)
  • Author’s purpose (word choice)
  • Compare and contrast –Venn Diagram, T chart
/ “I can” statements
RESOURCES

Draft by DSacquety spring 2012

Revised DSacquety and SSegal Feb 2014