ELA 6th Grade Pacing Guide4x/year 90 min. passage 1x/month stand alone prompt

Week / RL and RI
Reading Standards
Primary Secondary
Learning Targets & Vocabulary / Writing
B (begin) F(finish) / Materials/Resources/
Strategies
Vocabulary / Question Stems / Activities / Assessment / Language Mechanics / Misc. / Percent mastery (%)
1 / 1 4
R6.1 Targets and RL6.1 Targets:
*I can define textual evidence.
*I can define, make, and explain an inference.
*I can find explicit and implicit answers.
*I can analyze a text to find textual evidence to support an answer to explicit and implicit questions[u1].
RI6.4 Targets:
*I can analyze why authors choose words and phrases (tone) to create an overall feel (mood) for the readers.
RL6.4 Targets:
*I can determine the meaning of a word based on how it is used in a text. / Report/Observe (B) / Resources:
Malala The Powerful
** SCOPE
Walking for Rosa????
The Dinner Party
** Eighth Grade Textbook
Strategies:
Mini-Blitz(Angela)
(Malala the Powerful)
What’s in the Bag (Day one to teach inferences)
This strategy can be found under the middle school tab for Angela. It was from the Explore training pack on page 15.
********************
Model RACE/RACERS strategy with one of the fiction texts. (Angela Strategy)
Possible Question for RACE/RACERS:
How does ______feel when ______?
How are the central ideas in the texts similar?
How are ______and ____ alike?
What is the author’s tone towards….?
Unit 1 Vocabulary Begin
Spreeder / RI 6.1 Why did the Taliban order all girls’ schools to close? Support with evidence from the text.
How did Malala’s crusade empower her and other girls? Support with evidence from the text.
What does this passage suggest about the ability to pursue an education in the United States? Support with evidence from the text.
RI 6.4
On page 6 paragraph 7, which phrase best helps the reader to understand the meaning of the word oppressive?
On page 9, paragraph 1, what is meant by the phrase, ”It seemed that by trying to silence her, the Taliban had unwittingly helped thousands more find a voice of their own.”?
Read the sentences on page 7, paragraph 5. What does the word pseudonym mean? / Preview Questions to set focus.
Students create questions based on a letter given by the teacher, then answer their own questions, later a few are chosen to ask others students.
Students are given a vocabulary word from the passage, they must then create a list of synonyms for that word, and use in context of passage. / Writing Scrimmage #1
Informational / You should use the Overview PowerPoint to assess students’ knowledge / Distribute technology survey to be returned Aug. 15
2 / 1 2
RI6.2 Targets
I can define central/main idea.
I can analyze a text for supporting details to ______main idea.
RL6.2 Targets
I can define theme.
I can analyze plot to determine theme. / Report/Observe (F) /
  • Resources:
  • Ready Common Core
  • *Corpse Flower
  • *Vivian’s Move
  • *“Cottontail” (George Bogin)
  • *Cockroach Passage
  • Strategies:
  • Reasonable Defense
  • Word Swap
  • Identifying main ideas/writing headings
  • Multiple Choice (Stems)
  • Unit 1 Vocabulary Assessed
  • Bundle
/
  • RL. 6.5
  • How does the theme develop throughout the story?
  • How does the plot develop throughout the story?
  • In which order did these events occur?
/
  • Students around the room (sequence of events activity) Print sentences on paper, then pass out to students to put themselves in appropriate order.
  • I (Noah) peeled off the Post-it note containing my list and stuck it on the wall in front of my desk, and then, as my mother had commanded, I thought again.
  • It all started when Margaret Draper and Izzy Diamondstein decided to get married, and the citizens of Century Village called a meeting in the clubhouse to organize the wedding.
  • I was doing a wonderful job until Thomas Stearns, called T.S., Tillie’s cat, pounced into my lap, and I jumped up and spilled the ink, and the cat walked through the spilled ink and onto a couple of the invitations I was addressing.
  • On the Post-it I wrote (in faultless calligraphy): Bring this specially marked invitation to the wedding and receive a surprise gift.
  • Unfortunately, he (Allen Diamondstein) didn’t see the wagon handle, so he tripped on it, slid on the wet concrete, fell in the puddle of melted ice, and, unfortunately, toppled the wedding cake.
  • Since I had promised to be best man, not having a tux was a problem.
  • Bella had a supply of fabric paints, and within two hours, we had painted a T-shirt that looked like a tuxedo and a red bow tie.
  • I did an excellent job of being best man even though when I was under the chupah, I was under a lot of pressure trying to think of surprises for the cat’s-paw invitations.
  • It would mean giving up things I loved, but I had to do it.
  • In that way each of my gifts kept on giving.
/
  • Topic sentences/purposes of paragraphs
/
  • Gather/organize results and use technology to display information. Addresses report/observation from previous year’s writing plan and topic is same grades 3-8.
  • ** I would teach these concepts (purposes and topic sentences) together to show students how to build topic sentences for specific purposes. I would teach all of the purposes this week. As you move on to teaching in depth the three types of writing, you can refer back to these purposes. A.H.

3 / 1 5
RI 6.5 Targets:
*I can locate textual evidence that supports the central idea of the text[PJ2].
* I can analyze a text and determine the author’s purpose for including a particular sentence, paragraph, chapter, or section.
* I can recognize how a particular sentence, paragraph, chapter, or sections contributes to the overall text and its meaning.
RL6.5 Targets:
I can locate textual evidence that supports theme, setting, or plot development[PJ3].
I can analyze text and determine the author’s purpose for including a particular sentence, chapter, scene, or stanza.
I can recognize how a particular sentence, chapter, scene, or stanza contributes to the overall text and its meaning. / Report/Observe-report, research-Content area (B) / Resources:
Girls Can’t Play
When Girls Ruled Baseball (Drama)
Deadly Hits (SCOPE)
Strategies:
Retelling
Special Multiple Choice
Hot Seat
Unit 2 Vocabulary Begins
Spreeder /
  • RL. 6.4
  • The girl declared that she would not eat one morsel of quiche, what does morsel mean?
  • When Sir Rowan was very ill, the doctor kept vigil by his bedside everyday. What is the meaning of the word vigil in this sentence?
  • RL 6.2
  • Summarize the passage.
  • Explain how the author developed the theme of this passage through the series of events?
  • RL 6.1
  • Why did Hachiko continue to visit the Shibuya Station daily, even after years passed and he could barely walk? Cite evidence from the passage to support your answer.
  • What conclusion can the reader draw about Hachiko after reading the passage? Cite evidence from the text to support your answer.
/
  • Reading Common Assessment #1 (Part B)
/
  • Review/continue topic sentences/purposes of paragraphs
  • Paragraph unity – eliminating irrelevant information
  • Paragraphing – ordering of information
/
  • **As you teach these concepts, keep referring to the overview power point to remind yourself how the questions will be asked. A.H.

4 / 1 3
RI6.3 Targets:
*I can distinguish when individuals, events, or ideas are key for the text to be valid.
*I can explain how an author’s use of examples and/or anecdotes informs the readers about individuals, events, and or ideas
*I can analyze how an author’s choice of details and anecdotes about individuals, characters,and or events impacts the text.
RL6.3 Targets:
*I can define and identify the elements of plot structure.
* I can explain how plot is developed by key events and episodes experienced by the characters.
*I can determine the qualities of characters in a text based on an author’s direct and indirect characterization.
* I can distinguish between a static and dynamic character.
* I can explain how dynamic characters change as the plot moves toward a resolution. / Resources:
Dogs vs. Terrorists
Following Boo
Old Yeller
Strategies:
RACERS (Make it a Four)
What’s the Question
Unit 2 Vocabulary Assessed
Bundle / RL 6.4
Both children went lunging after the hat at the same time. What is the meaning of the word lunging in this sentence?
She pruned the rosebush down to a nub. What is the meaning of nub in this sentence?
RI 6.1
Why are dogs so keen to help us? Cite evidence from the text to support your answer.
Which details from the article help develop the idea that specific traits have been deliberately developed in different dog breeds?
RI 6.3
Describe the positive effects of abandoning the original practices regarding animal care. Cite evidence from the passage to support your answers. / Commas – setting off the words, for example
Apostrophes – possessives
5 / 1 8
RI 6.8 Targets
*I can identify the side of an argument an author presents in a text.
*I can determine the credibility of the author and his/her purpose.
*I can identify claims that are supported by fact(s) and those that are opinion(s).
*I can evaluate an argument using the evidence an author provides. / Resources:
SCOPE magazines
Unit 3 Vocabulary Begins
Spreeder / RI 6.8 and 6.1
What is the argument presented in the text?
How is the argument developed and supported?
Is the claim valid? Explain your answer.
Which piece of evidence supporting the argument is most valid?
What is the author’s purpose?
What reasons does the author offer to support the purpose?
With which of these statements is the author most likely to agree?
Why does the author include the information about ___ in par. ____?
What is the most likely reason the author includes the information in par. ___?
Which evidence is most relevant to the author’s purpose that ___?
Reread paragraphs ___ and ___. Which reason do these paragraphs support?
Which sentence best supports the ideas that?
Why did the author write this passage? / *Modifiers, misplaced
6 / 7
RI6.7 Targets
*I recognize that author’s use various formats when presenting information.
*I can identify visual displays of information (e.g., graphs, pictures, diagrams, charts, media clips) in a text.
*I can integrate all types of formats to develop a better understanding of the topic/issue.
RL6.7 Targets
*I can explain the mental images that occur while reading.
*I can compare mental images created while reading and the images presented in the media version of the text.
*I can contrast mental images created while reading and the images presented in a media version of the same text. / Resources:
Hunger Games
Freak the Mighty
Unit 3 Vocabulary Assessed
Bundle / RL 6.7 and 6.1
Explain the differences between what you see and hear when reading to your perception of what you watch in the video version.
How does reading the excerpt compare to watching the video version?
What do you see/hear when reading the text? How does that relate to what you see/hear watching the video version?
What was similar/different? How? Why?
*Cite evidence from the passage to support your answer. / First read excerpt of Katniss entering the arena, then show clip of movie. / *Adjectives, comparative and superlatives
*Quotation marks, around direct quotes and story titles
7 / 1 6
RI 6.6 Targets
*I can define point of view as how the author feels about the situation/topic of a text.
*I can determine an author’s point of view and explain his/her purpose for writing the text.
*I can analyze how an author develops the point of view by revealing thoughts, feelings, actions, and/or spoken words.
RL6.6 Targets
I can classify point of view as: first person, second person, third person, third person limited, and third person omniscient.
I can analyze how an author develops the narrator’s point of view by revealing thoughts, feelings, actions, and spoken words. / Narrative-Personal or story (B) / Resources:
Black Frontiers
** Reading Street
War Party
** Eighth Grade literature book page 737.
Bound for Kansas
** Sleuth
Unit 4 Vocabulary Begins
Spreeder / RI and RL 6.6 and 6.1
What is the focus of each passage and how does the focus differ?
What information is included in one passage and not another? Why?
RI 6.4
In ancient times prisoners of war were held in bondage. What is the meaning of the word bondage in this sentence?
“Webb gave me a glance full of contempt.” After reading this statement on page 743, define the word contempt. / *Capitalization, first word of direct quotes
*Adverbs, knowing when to use adverb instead of adjective
8 / 1 9
RI 6.9 Targets
*I can recognize how authors can present information differently based on their point of view.
*I can explain the characteristics of different forms of text (e.g., memoirs, biographies, articles).
*I can compare how tow forms of texts can communicate the same topic(s)/event(s).
*I can contrast how two forms of texts can communicate the same topic(s)/event(s).
RL6.9 Targets
*I can explain the characteristics of different forms of texts (e.g. stories, poems, and dramas).
* I can explain characteristics of different genres.
* I can compare how two forms or genres of texts can communicate the same theme or topic.
* I can contrast how two form of genres of texts can communicate the same theme or topic. / Narrative-Personal or story / Resources:
The Lord of the Nile
The Great Pyramid
**Both texts are found in the Houghton Mifflin Textbook from 6th Grade.
Unit 4 Vocabulary Assessed
Bundle / RL and RI 6.9 and RI and RL 6.1
How did the author’s treat the topics differently?
What is the purpose of each text?
Are some ideas the same?
Do the authors use the same or different details?
Does one text contain essential information that the other omits?
*Cite evidence from the text to support your answers.
RL 6.4
What is the meaning of the word caravan as it is used in paragraph 3 on page 418?
What is the meaning of the word quarries as used in paragraph 1 on page 428? / Capitalization, in titles (stories and paintings)
*Capitalization – adjectives derived from place names; languages
*Capitalization, title before a name
*Overcapitalization – Term Paper, Book Report, etc.
9 / 1,2 4
RI6.2 Targets
I can define central/main idea.
I can analyze a text for supporting details to ______main idea.
I can define summary.
I can write an unbiased summary.
RL6.2 Targets
I can define theme.
I can analyze plot to determine theme.
I can define summary.
I can compose a summary stating the key points of a text without adding in my own opinions and feelings.
RI6.4 Targets:
*I can define and identify various form of figurativelanguage (hyperbole, personification, alliteration, onomatopoeia[PJ4])
*I can distinguish between literal language and figurative language.
*I can recognize the difference between denotative meanings and connotative meanings.
*I can recognize words that have technical meaning and understand their purpose is a specific text.
*I can analyze why authors choose words and phrases (tone) to create an overall feel (mood) for the readers.
RL6.4 Targets:
*I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia).
* I can distinguish between literal language and figurative language.
* I can recognize the difference between denotative meanings and connotative meanings.
* I can analyze why authors choose wordsand phrases (tone) to create an overall feel (mood) for the reader. / Resources:
Egypt
** Reading Street
Related Poems
** Reading Street
Unit 5 Vocabulary Begins
Spreeder / RI 6.2 ,RI 6.4, and RI 6.1
Identify the main idea of section Love and Marriage, found on page 306. Use details from the text to support your response
Use context clues to figure out the meaning of the word dynasty on page 304 in paragraph 2.
Whose life do you think would be more comfortable in ancient Egypt-a merchant or a farmer’s? Why? Cite evidence from the text to support your answer. / *S-V Agr., singular and plural / **You will need to teach/review prepositions and pre. Phrases here before you teach students that a subject can never be in a prep. phrase. A.H.
10 / 1,3 4
RI6.3 Targets:
*I can distinguish when individuals, events, or ideas are key for the text to be valid.
*I can explain how an author’s use of examples and/or anecdotes informs the readers about individuals, events, and or ideas.
*I can analyze how an author’s choice of details and anecdotes about individuals, characters, and or events impacts the text.
RL6.3 Targets:
*I can define and identify the elements of plot structure.
* I can explain how plot is developed by key events and episodes experienced by the characters.
*I can determine the qualities of characters in a text based on an author’s direct and indirect characterization.
* I can distinguish between a static and dynamic character.
* I can explain how dynamic characters change as the plot moves toward a resolution.
RI6.4 and RL6.4 Targets / Resources:
Viva New Jersey
** Reading Street
The Elian Gonzalez Story by Michael Dahlie
** Print from online source
Strategies
Listening (questions, recalling) (Angela)
Unit 5 Vocabulary Assessed
Bundle / RI 6.1, 6.3, and 6.4
According to 4 on page 16, what is the meaning of the phrase communist government? Use evidence from the passage to support your response.
What is a negative effect of Elian being returned to Cuba?
What would be a positive effect of Elian becoming a United States citizen? Use evidence from the passage to support your response. / *Pronouns-subjective, objective, possessive
Overuse – personal pronoun following a subject
11 / 1,5,8 4
RI 6.5 Targets:
*I can locate textual evidence that supports the central idea of the text[PJ5].
* I can analyze a text and determine the author’s purpose for including a particularsentence, paragraph, chapter, or section.
* I can recognize how a particular sentence, paragraph, chapter, or sections contributes to the overall text and its meaning.
RL6.5 Targets:
I can locate textual evidence that supports theme, setting, or plot development[PJ6].