6Th Grade Common Core English Language Arts Map Created: July 2013 Unit 1

6th Grade Common Core English Language Arts Map Created: July 2013 Unit 1

Unit 1
6 weeks Theme: How Do We Decide What is True?
Overview: The Big Question is: How do we decide what is true? Students will read a variety of texts while practicing target skills and exploring the key vocab and big question. Students will learn to use and evaluate various types of texts. Students will conduct a research and presentation project.
Focus Standards:
RL. 6.4 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.
RL. 6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL. 6.9 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.
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.
RI. 6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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).
SL. 6.1a 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 reflect on ideas under discussion.
L. 6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L. 6.1bUse intensive pronouns (e.g., myself, ourselves).
L. 6.1c Recognize and correct inappropriate shifts in pronoun number and person.
L. 6.1dRecognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L. 6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
W. 6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W. 6.7 Conduct short research projects to answer a question, drawing on several sources, and refocusing the inquiry when appropriate.
Targeted Skills:
Theme Plot Summarizing
Compare and Contrast
Tone, Symbolism / Context Clues Figurative Language Visualizing
Point of View
Connecting
Make and Support Assertions / Central Idea Supporting Details
Comprehending Complex Texts
Roots – sequ- , pul-, scrib, mens
Pronouns (Personal, Possessive, Interrogative, and Indefinte)
Distinguish between Fact and Opinion
Suggested Works
Literary Texts-
*Anchor Literature
·  Eleven by Sandra Cisneros (PH) *E
Story Suggestions: (choose one from the list below)
·  Sorry, Wrong Number by Lucille Fletcher (Drama) (Appendix B) *E
·  Greyling by Jane Yolen (PH)
·  Why Monkeys Live in Trees by Julius Lester (PH)
Poetry Suggestions: (Required to teach one from the list)
·  Jabberwocky by Lewis Carrol (Appendix B)*E
Anchor Informational Text
·  Seven Wonders of the World (PH)
Suggestions: (Choose 2 from the list below)
·  Market Square Dog by James Herriot (PH)
·  Reality Central Grade 6 Articles
o  A Place Where Strays Can Go
o  Having Friends, Making Choices
o  Smart Money
o  Policing Changes
o  Celebrity Scoop
o  Fear in the Spotlight
o  Facebook or Face-to –Face
o  The Fear Factor
·  Articles from Time for Kids, Scholastic News, etc.
·  Online or Newspaper Articles
·  Magazine Articles
Extended Text
·  Chocolate Touch by Patrick Skene Catling
·  The Lion, The Witch, and The Wardrobe by C.S. Lewis
Read Aloud
·  Freak the Mighty by Rodman Philbrick
·  True Confession of Charlotte Doyle by Avi
·  The Great Fire by Jim Murphy *E
Art, Music and Media
Seven Wonders of the World Pictures
http://kids.nationalgeographic.com/kids/photos/gallery/new-7-wonders-of-the-world/
Information about monkeys
http://animal.discovery.com/mammals/monkey-info.htm
The Mighty- Video adapted from story Freak the Mighty
Activities & Assessments
Anchor Activities and Assessments
·  Informative/Explanatory Writing (w 6.7)
Conduct research on one of the wonders of the world either from Seven Wonders of the World, or student choice, drawing on several sources (e.g. print, digital, video etc.). You may have the opportunity to work collaboratively through the entire research process. Type a final report or create a travel brochure, website, poster, etc. that would increase the understanding of that wonder.
·  Presentation (SL 6.1a)
Students will present their wonder of the world using a visual or multimedia component to the presentation. See Rubrics for self- assessment and teacher assessments in (PH) Professional Development Guidebook p. 240-241.
Other Suggested Activities and Assessments
Literature Response
Create a personalized list of your choice of seven wonders of the world.
Outline and create a timeline of significant events from your life that have brought you to age 11. Consider adding visuals and illustrations. Use the story Eleven as an outline/template.
Graphic Organizers
As you read a variety of text in unit one practice the following skills on these various organizers:
·  Point of View/perspective chart (Realizing Illinois Literature p 6)
·  Change in Character Organization (Realizing Illinois Literature p 3)
·  Story Board (Realizing Illinois Literature p3)
·  R.A.F.T. (CRISS and Realizing Illinois Literature p6) W.6.4
·  Summarizing a Literary Work (PH Common Core Companion p. 16) RL 6.2
·  Plot Diagram ((PH Common Core Companion p. 29) RL 6.3
·  Interpret Meaning and Tone (PH Common Core Companion p. 48) RL 6.4
·  Determining Point of View (PH Common Core Companion p. 62) RL 6.6
·  Understanding Figurative Language (PH Common Core Companion p. 124) RI 6.4
Class Discussion (SL 6.1a)
Be prepared to discuss an analysis of characters and how a character develops. See Analyze How a Character Develops (PH Common Core Companion p. 35)
What are the similarities and differences you notice among myths, folktale, fiction, non-fiction, drama, and poetry? Use a Venn diagram to organize your thoughts.
Narrative Writing(W 6.4) ( 1 – 2 per unit)
Write your own myth or legend. As discussed in class, myth and legends such as Why Monkeys Live in Trees and Greyling were written to explain natural phenomenon often before scientific explanations were found. Include the elements of myths and legends:
·  an explanation of the setting
·  the problem
·  the failure to solve the problem
·  the main character that comes along
·  he/she has a plan
·  the solution is found
·  a conclusion (usually a happy ending)
Extension Idea: Edit your writing to include pronouns
Argumentative Writing – (At Least 4 argumentative writing per unit)
Dramatization/Fluency (SL 6.1b)
Choose a text from this unit to base an interview on. Create ten open-ended questions. For example interview the mother from Greyling or the teacher from Eleven. STUDENT A is interviewer and STUDENT B is interviewee.
Poetry Fluency (SL 6)
Read Jabberwocky aloud with fluency.
Word Study/Vocabulary (L6.4)
Roots – sequ- , pul-, scrib, mens
* As a class, continue adding to the vocabulary word wall, journal, blog, webpage etc., where throughout the year, you will add and sort words as you learn them in each unit.
Grammar/Mechanics (L.6.1)
Pronouns, Pronoun/Antecedent Agreement
*As a class, continue adding to the grammar wall, journal, blog, webpage etc., where throughout the year. Once skills are taught, you are expected to edit your work for these elements.
Terminology (Academic Terms)
figurative language
connotative meaning
tone
point of view
narrator
speaker
genre
fantasy
*Anchor Assessment: Benchmark Test #2 – Teachers are to review the unit assessment and plan to teach the skill objectives. These can be found on-line in the Unit 1 resources. / central idea
summary
technical meaning
complexity
comprehend
organization
style
Unit 2
6 weeks Theme: Is Conflict Always Bad?
Overview: The Big Question is: Is Conflict Always Bad? Students will read a variety of texts while practicing target skills and exploring the key vocab and big question. Students will learn to summarize a text, identify the elements of plot, create inferences and write an argumentative text.
Focus Standards:
RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
R.L 6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to 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.
RI. 6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (through examples or anecdotes).
RI 6.5 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.
RI. 6.8 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.
SL. 6.1a 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 reflect on ideas under discussion.
SL. 6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL. 6.4 Present claims and findings, 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.
L. 6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
W. 6.1 Write arguments to support claims with clear reasons and relevant evidence.
W. 6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Targeted Skills:
Summarizing
Making Inferences
Action and Linking Verbs
Principal Parts of Verbs
Irregular Verbs / Conflict Resolution
Point of View
Theme / Text Structure
Monitoring Comprehension
Elements of Plot
Characterization
Suggested Works
Literary Texts-
*Anchor Literature
·  The Tail by Joyce Hansen (PH)
Story Suggestions: (choose one from the list below or personal choice)
·  Zlateh the Goat by Isaac Bashevis Singer (PH)
·  Who’s on First by Abbott and Costello (Drama)
·  South Paw by Judith Viorst(PH)
Poetry Suggestions: (Required to teach one from the list)
·  No Thank You by Shel Silverstein (PH)
Anchor Informational Text
·  Stage Fright by Mark Twain (PH)
Suggestions: (Choose 2 from the list below)
·  Drive in Movies by Gary Soto (PH)
·  Reality Central Grade 6 Articles
o  Does Birth Order Matter?
o  Dealing with Conflicts
o  Animal Heroes
o  Building Trust and Replacing Fear
o  A Winner On and Off the Field
o  World Pop Cultures
o  What Makes a Hero?
o  Krumping Contests: Battles Where Nobody Gets Hurt
·  Articles from Time for Kids, Scholastic News, etc.
·  Online or Newspaper Articles
·  Magazine Articles
Extended Text
o  Island of Blue Dolphins by Scott O’Dell
o  Mr. Poppers Penguins by Florence and Richard Atwater
Read Aloud
o  War with Grandpa by Robert Kimmel Smith
o  Great Fire by James Murphy *E
o  Jade Green by Phyllis Reynolds Naylor
o  A Night to Remember by Walter Lord *E
Art, Music and Media
Video- Who’s On First?
www.wimp.com/abbotcostello
Audio/Radio Broadcast of Who’s On First?
The Great Fire video and connections
http://www.schooltube.com/video/c7e5b29bcdea49398218/
Explore art work and more Shel Silverstein poems online
http://www.shelsilverstein.com/indexsite.html
Activities & Assessments
Anchor Activities and Assessments
·  Writing (Argument) RL 6.7,W6.1, L6.2a,L6.2b
Write an Argumentative essay: How does listening to a story like “Southpaw” as an audiobook compare to reading it? Which do you prefer? Why? Write an argument to explain your preference. Be sure to include at least three reasons for your preference and examples for each reason. Take the online poll on your classroom blog for this topic. If the class responses are equally divided, your teacher may ask you to upload your response on the classroom blog to get feedback from your classmates.
Narrative Writing ( 1 – 2 per unit)
Argumentative Writing – (At Least 4 argumentative writing per unit)
·  Literature Response (Summarizing) RL6.2, RL6.3, L6.2,W6.10
As you read your novel in class keep a journal that specifies:
o  The characteristics of each character
o  The obstacles they face
o  Their internal responses and external behaviors to these obstacles
o  The events that lead up to the climax, and ,ultimately, the characters’ growth
o  The theme of the book
After reading the novel, the class will create an alphabet book summary as a class, so keep a list of ideas for each letter in your journal/notes.
·  Narrative Writing - Students can choose to write a narrator essay based on a challenge they've had in which they felt an emotion close to stage fright. They can write in first person or third person. It can be a true story based on their own experience with feeling a fear like stage fright or a made up narrative about a character going through a challenge.
Other Suggested Activities and Assessments
Graphic Organizers
As you read a variety of text in unit two practice the following skills on these various organizers:
Stop N Think- (Realizing Illinois Info p 3 and 52)
Text Structure- (Realizing Illinois Inf p 5)
Scan and Run- (Realizing Illinois Inf p 10 and p 52)
Anticipation Guide ( Realizing Illinois Lit p 1)
Conflict Dissection ( Realizing Illinois Lit p 50)
Somebody Wanted But So (Realizing Illinois Lit p 60)
Determining Point of View (PH Common Core Companion p. 62)
It Says, I Say and So (PH Common Core Companion p. 56)
Plot Diagram (PH Common Core Companion p. 29)
Summarizing a Literary Work (PH Common Core Companion p. 16)
Determining the Theme (PH Common Core Companion p. 22)
Class Discussion
Be prepared to discuss how to make an inference and the inferences made in each text with support and key examples.
Be prepared to verbally summarize a section, chapter, entire text in complete detail.
Dramatization/Fluency
Choose a partner to perform Southpaw with in front of the class. Videotape the performance and evaluate your own fluency and expression.
Word Study/Vocabulary
Prefixes: dis-, re-, ex-, in
*As a class, continue adding to the vocabulary word wall, journal, blog, webpage etc., where throughout the year, you will add and sort words as you learn them in each unit.
Grammar/Mechanics
Action and Linking Verbs
Principal Parts of Verbs
Irregular Verbs
*As a class, continue adding to the grammar wall, journal, blog, webpage etc., where throughout the year. Once skills are taught, you are expected to edit your work for these elements.
Terminology (Academic Terms)
Explicit details
Inference
Textual evidence
Theme
Summary
Plot
Conflict
Climax
Resolution
Audio / Video
Anecdote
Key individual, event, or idea
Format
Integrate Information
Media
Organization
Style
Argument

*Anchor Assessment Benchmark # 3. Teachers are to preview the benchmark assessment and teach the skill objectives listed.