6th Grade Homeschool Curriculum - Sixth Grade Reading / Language Arts - Best Homeschool Curriculum -...

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TABLE OF CONTENTS AND OBJECTIVES SIXTH GRADE LANGUAGE ARTS

Lesson 1Introduction to Reading��

Lesson 2Successful Note-Taking: Part 1��

Lesson 3Successful Note-Taking: Part 2��

Lesson 4The Elements of Fiction: Part 1The Happy Familyby Hans Christian Anderson��

Lesson 5The Elements of Fiction: Part 2The Traveling Companionby Hans Christian Anderson��

Lesson 6The Elements of Fiction: Part 3��

Lesson 7The Elements of Fiction: Part 4The Last Dream of the Old Oakby Hans Christian Anderson��

Lesson 8Identifying the Elements of FictionLittle Red Riding Hood (Little Red Cap)by Brothers Grimm�� Lesson 9�Point of View: Part 1An Occurrence at Owl Creek Bridgeby Ambrose Bierce��

Lesson 10Point of View: Part 2��

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Lesson 13Literary Devices�� Lesson 14Literary Devices Review�� !��"�� Lesson 15Meeting CharactersThe Secret GardenBy Frances Hodgson Burnett�� #��$��"�� Lesson 16Investigating SettingThe Secret Gardenby Francis Hodgson Burnett�� %��&��

Lesson 17CharacterizationThe Secret Gardenby Francis Hodgson Burnett�� Lesson 18The Secret Gardenby Francis Hodgson Burnett��

Lesson 19The Secret Gardenby Francis Hodgson Burnett�� '��

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Lesson 20Studying Characters: Compare and ContrastThe Secret Gardenby Francis Hodgson Burnett�� '�� Lesson 21Figurative LanguageThe Secret Gardenby Francis Hodgson Burnett��

Lesson 22ImageryThe Secret Gardenby Francis Hodgson Burnett��

Lesson 23Character DevelopmentThe Secret Gardenby Francis Hodgson Burnett�� Lesson 24Figurative Language ReviewThe Secret Gardenby Francis Hodgson Burnett��

Lesson 25SymbolismThe Secret Gardenby Francis Hodgson Burnett��

Lesson 26More Figurative LanguageThe Secret Gardenby Francis Hodgson Burnett��

Lesson 27Understanding the Author’s ThemeThe Secret Gardenby Francis Hodgson Burnett�� (��)��

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Lesson 28SecretsThe Secret Gardenby Francis Hodgson Burnett��

Lesson 29Studying a CharacterThe Secret Gardenby Francis Hodgson Burnett�� *��

Lesson 30The Secret Garden Movie��

Lesson 31 (Continuation of Lesson 30)The Secret Garden Movie�� '��

Lesson 32The Secret Garden Assessment�� '��

Lesson 33Compare and Contrast��

Lesson 34Writing a Compare and Contrast Essay�� +��+��%��

Lesson 35Using a Venn Diagram for Organization�� ,��

Lesson 36Comparing and Contrasting Two Charactersfrom The Secret Garden ��

Lesson 37Formally Preparing a Compare and Contrast Essay�� +��+�� -��

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Lesson 38Revising and Editing��

Lesson 39Peer Editing Practice��

Lesson 40Peer Evaluation and Editing�� .��

Lesson 41Grammar—Part I: The Parts of a Sentence��

Lesson 42Simple Subjects��

Lesson 43Simple Predicates��

Lesson 44Verb Phrases��

Lesson 45Compound Sentence Parts��

Lesson 46Types of Sentences��

Lesson 47Subject Complements��

Lesson 48Direct and Indirect Objects��

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Lesson 49Fragments and Run-ons �� .��

Lesson 50Sentences Assessment��

Lesson 51Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��Lesson 52Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��Lesson 53Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��Lesson 54Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��

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Lesson 55Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��Lesson 56Reading Science Fiction Critically for Meaning The Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��

Lesson 57Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��Lesson 58Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��Lesson 59Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��

Lesson 60Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells�� /��#�� '��0��,�� -�� '��

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Lesson 63Reading Science Fiction Critically for MeaningThe Time Machine by H.G. Wells—Epilogue �� /��#�� '��0��,�� -�� '��Lesson 64Reading Science Fiction Critically for Meaning Chapters Seven - Twelve Quiz!�� + ��/��.��1��

Lesson 65The Time Machine Vocabulary Review�� ,��

Lesson 66The Time Machine Vocabulary Test�� ,��

Lesson 67The Time Machine Movie��

Lesson 68The Time Machine Movie, continued��

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Lesson 69The Time Machine; Reflective Essay��

Lessons 70–71The Time Machine Movie and Story Analysis��

Lessons 72–75The Time Machine Writing Assignment:Organization and PreparationPreparing an Outline and First DraftEditing the Rough DraftPreparing the Final Draft��

Lesson 76Grammar—Part II: Defining a Noun��

Lesson 77Grammar—Part II: Singular and Plural Nouns��

Lesson 78Singular and Plural Nouns Assessment�� /��2��0��

Lesson 79Possessive Nouns��

Lesson 80Nouns Assessment��

Lesson 81Defining a Pronoun��

Lesson 82Subject and Predicate Pronouns��

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Lessons 83–84Using Subject and Predicate Pronouns andDirect and Indirect Objects in Writing�� /��2��2��3��&��2��

Lesson 85Possessive, Reflexive, and Intensive Pronouns�� '��

Lesson 86Interrogative and Demonstrative Pronouns��

Lesson 87Pronoun Agreement��

Lesson 88Indefinite Pronoun Agreement�� Lesson 89Pronoun Assessment��

Lesson 90Grammar—Part III: Defining a Verb��

Lesson 91Grammar—Part III: Understanding Action Verbs�� '��

Lesson 92Grammar—Part III: Understanding Linking Verbs��

Lesson 93Grammar—Part III: Principal Parts of a Verb�� 2��2��2��2��2��2��

Lesson 94Grammar—Part III: Understanding Irregular Verbs��

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Lesson 95Grammar Part III: Past, Present and Future Tenses��

Lesson 96Grammar—Part III: Perfect Tense�� Lesson 97Grammar—Part III: Verb Tenses Practice�� '��

Lesson 98Grammar—Part III: Common Problematic Verbs��

Lesson 99Grammar—Part III: Verbs Assessment�� -��45�� 44��

Lesson 100Reading Informational Texts: Newspapers�� Lesson 101Reading Informational Texts: Books�� '�� '�� '��

Lesson 102Using Informational Texts�� /167��

Lesson 103The Research Process: SQ3R�� /167�� '��



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Lesson 108The Research Process: Making an Outline�� '�� Lesson 109�The Research Process: Organizing Information�� .�� '��

Lesson 110The Research Process: Writing the Rough Draft�� .��.��

Lesson 111The Research Process: Crediting Sources�� 8��

Lesson 112The Research Process: The Bibliography�� 8��

Lesson 113The Research Process: Revising and Editing�� 8��

Lesson 114The Research Process: Creating the Final Copy�� 8��

Lesson 115The Wonderful Wizard of Oz; Adjective Mini-Lesson �� #��#��-��"�� .��

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Lesson 120The Wonderful Wizard of Oz; Adjective Assessment�� .��#��-��"��

Lesson 121The Wonderful Wizard of Oz; Adverb Mini-Lesson�� #��#��-��"�� .��


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Lesson 124The Wonderful Wizard of Oz Quiz�� #��#��-��"�� .��*��0��9��

Lesson 125The Wonderful Wizard of Oz; Adjective or Adverb?�� #��#��-��"�� .��

Lesson 126The Wonderful Wizard of Oz; Adverbs in Writing�� #��#��-��"�� .��

Lesson 127The Wonderful Wizard of Oz; Adverbs in Writing�� #��#��-��"�� .��

Lesson 128The Wonderful Wizard of Oz; Adverb Assessment�� .��

Lesson 129The Wonderful Wizard of Oz;Punctuation �� .��#��-��"��

Lesson 130The Wonderful Wizard of Oz; Punctuation �� .��#��-��"��

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Lesson 131The Wonderful Wizard of Oz; Studying the Comma�� .��#��-��"��

Lesson 132The Wonderful Wizard of Oz; Studying the Comma�� .��#��-��"��

Lesson 133The Wonderful Wizard of Oz; Quotation Marks�� .��#��-��"�� 8��

Lesson 134The Wonderful Wizard of Oz; Semicolons�� .��#��-��"��

Lesson 135The Wonderful Wizard of Oz; Colons�� .��#��-��"��

Lesson 136The Wonderful Wizard of Oz; The Hyphen and the Dash�� .��#��-��"��

Lesson 137The Wonderful Wizard of Oz; Parentheses�� .��#��-��"��

Lesson 138The Wonderful Wizard of Oz; Movie�� #��-��"��


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Lesson 141The Wonderful Wizard of Oz; PunctuationAssessment for Writing Assignment�� :��!��-��5;<��

Lesson 142The Wonderful Wizard of Oz; Writing Assignment�� :��:� ��



Lesson 145Poetry: Voice�� =��,��,��

Lesson 146Poetry: Stanza��

Lesson 147Poetry: Rhyme��

Lesson 148Poetry: Repetition��

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Lesson 149Poetry: The Ballad Poem��

Lesson 150Poetry: Rhythm��

Lesson 151Haiku�� '��

Lesson 152Haiku�� =��,��$��



Lesson 155Visual Poetry�� =��,��,��

Lesson 156Visual Poetry�� =��,��,��

Lesson 157Narrative Poetry�� =��,��0��

Lesson 158Narrative Poetry��

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Lesson 159�The Poetry Slam�� '��

Lesson 160Poetry Review�� -��

Lesson 161Poetry Assessment��

Lesson 162The Narrative Essay�� .��

Lesson 163The Narrative Essay�� .��.��




Lesson 167Speaking and Listening�� '��

Lesson 168Speaking and Listening��

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Lesson 169Speaking and Listening��

Lesson 170Speaking and Listening�� 8��

Lesson 171The Informative Speech��

Lesson 172The Demonstrative Speech��

Lesson 173The Introduction��

Lesson 174The Body��

Lesson 175The Conclusion��

Lesson 176Revision, Editing, and Practice��

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Lesson 177The Visual Aid��

Lesson 178The Visual Aid��

Lesson 179Speech Practice��

Lesson 180The Final Oral Presentation��

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Complete Curriculum recommends that instructors test web links prior todistributing the lesson. If you see a broken link or changed link, please feel freeto email complete curriculum at [email protected].

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Take Off To a Fine Start In Language Arts!

To the Student

Each daily Lesson begins with a question. This isn’t a trick question—you can’t study for this question—but you do have to think about it before you answer. The more you think, write or talk about your answer, the more relevant the material will become, the more interested you will be in what you are about to learn, and the better you will be able to understand and apply what you are about to learn.

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Sixth Grade Language Arts Common Core Alignment Complete Curriculum Lesson

Reading: Literature

--Key Ideas and Details

RL.6.1. Cite textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

29, 115‐137

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.

2, 7, 8

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.4, 5, 8, 17, 23, 29, 32, 125

-- Craft and Structure

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. 21, 22, 24‐27, 32, 115‐118, 121‐123, 131‐

136

RL.6.5. 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. 27, 32

RL.6.6. Explain how an author develops the point of view of the

narrator or speaker in a text.

9, 10, 11, 12, 14-- Integration of Knowledge and Ideas

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” 30, 67, 68

RL.6.8. (Not applicable to literature)

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. 33,-- Range of Reading and Level of Text Complexity

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 proficiently, with scaffolding as needed at the high 1, 4, 13, 14, 51‐64

Reading: Informational Text

--Key Ideas and Details

RI.6.1. Cite textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

2, 101, 102, 104, 105, 106, 107

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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. 101, 102, 104, 105, 106, 107

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). 105, 106, 107-- Craft and Structure

RI.6.4. Determine the meaning of words and phrases as they are used

in a text, including figurative, connotative, and technical meanings.

105, 106, 107

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. 105, 106, 107

RI.6.6. Determine an author’s point of view or purpose in a text and

explain how it is conveyed in the text.

100, 101, 105, 106, 107-- Integration of Knowledge and Ideas

RI.6.7. Integrate information presented in different media or formats

(e.g., visually, quantitatively) as well as in words to develop a coherent

understanding of a topic or issue. 104, 105, 106, 107

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. 104,

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). 51, 104-- Range of Reading and Level of Text Complexity

RI.6.10. By the end of the year, read and comprehend literary

nonfiction in the grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

2, 100, 101, 102, 104, 105, 106, 107

Writing

--Text Types and Purposes

W.6.1. Write arguments to support claims with clear reasons and

relevant evidence.

Introduce claim(s) and organize the reasons and evidence clearly.

69, 142, 143, 144

Support claim(s) with clear reasons and relevant evidence, using

credible sources and demonstrating an understanding of the topic or

t t69, 142, 143, 144

Use words, phrases, and clauses to clarify the relationships among

claim(s) and reasons. 143, 144

Establish and maintain a formal style.

143, 144

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Provide a concluding statement or section that follows from the

argument presented. 69, 143, 144

W.6.2. Write informative/explanatory texts to examine a topic and

convey ideas, concepts, and information through the selection,

Introduce a topic; organize ideas, concepts, and information, using

strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts,

tables), and multimedia when useful to aiding comprehension.

22, 33‐36, 72, 73, 108‐110, 114, 142

Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples. 2, 34, 36, 72, 73, 109, 110, 114, 142

Use appropriate transitions to clarify the relationships among ideas

and concepts. 34, 36, 110, 114, 142

Use precise language and domain‐specific vocabulary to inform about

or explain the topic. 34, 36, 72, 73, 110, 114, 142

Establish and maintain a formal style.

34, 36, 72, 73, 110, 114, 142

Provide a concluding statement or section that follows from the

information or explanation presented.34, 36, 72, 73, 110, 114, 142

W.6.3. Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well‐

structured event sequences.

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. 162‐164

Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters.

162‐164

Use a variety of transition words, phrases, and clauses to convey

sequence and signal shifts from one time frame or setting to another.162-164

Use precise words and phrases, relevant descriptive details, and

sensory language to convey experiences and events.

162‐164

Provide a conclusion that follows from the narrated experiences or

events.

163, 164-- Production and Distribution of Writing

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.)3, 34, 37, 52, 53, 69‐75, 110, 114, 142,

163‐165

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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. 38‐40, 74, 75, 113, 114, 143, 144, 165,

166

W.6.6. Use technology, including the Internet, to produce and publish

writing as well as to interact and collaborate with others; demonstrate

sufficient command of keyboarding skills to type a minimum of three

pages in a single sitting.

16, 102‐105-- Research to Build and Present Knowledge

W.6.7. Conduct short research projects to answer a question, drawing

on several sources and refocusing the inquiry when appropriate. 16, 102‐107

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 102‐107, 111, 112

W.6.9. Draw evidence from literary or informational texts to support

analysis, reflection, and research.

Apply grade 6 Reading standards to literature (e.g., “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”).22, 36, 69, 142

Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).101, 102

-- Range of Writing

W.6.10. Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a

day or two) for a range of discipline‐specific tasks, purposes, and

audiences.

15, 17‐20, 25, 29, 32, 52‐64, 100, 101,

103, 118, 119, 121‐140, 142, 143, 145‐

158, 160, 161

Speaking and Listening

--Comprehension and Collaboration

SL.6.1. Engage effectively 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.

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 21, 141, 159

Follow rules for collegial discussions, set specific goals and deadlines,

and define individual roles as needed. 167, 168,

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Pose and respond to specific questions with elaboration and detail by

making comments that contribute to the topic, text, or issue under

discussion. 21, 141, 169

Review the key ideas expressed and demonstrate understanding of

multiple perspectives through reflection and paraphrasing. 171,

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. 67, 68, 69, 167

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. 168, 172--Presentation of Knowledge and Ideas

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. 169‐176, 179, 180

SL.6.5.. Include multimedia components (e.g., graphics, images, music,

sound) and visual displays in presentations to clarify information.

16, 177‐180

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate.

159, 171‐176, 179, 180

Language

--Conventions of Standard English

L.6.1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

Ensure that pronouns are in the proper case (subjective, objective,

possessive). 81, 84‐89

Use intensive pronouns (e.g., myself, ourselves ).

36, 41, 84, 85, 89,

Recognize and correct inappropriate shifts in pronoun number and

person.*

87‐89

Recognize and correct vague pronouns (i.e., ones with unclear or

ambiguous antecedents).*82, 83, 86, 89

Recognize variations from standard English in their own and others'

writing and speaking, and identify and use strategies to improve

expression in conventional language.* 82, 83, 86‐89, 176

L.6.2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements.*36, 72‐75, 131, 165

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Spell correctly.

36, 72‐75, 165--Knowledge of Language

L.6.3. Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

Vary sentence patterns for meaning, reader/listener interest, and

style.* 36, 72‐75, 165

Maintain consistency in style and tone.*

36, 72‐75, 165,--Vocabulary Acquisition and Use

L.6.4. Determine or clarify the meaning of unknown and multiple‐

meaning words and phrases based on grade 6 reading and content,

choosing flexibly from a range of strategies.

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. 20, 51, 53‐66

Use common, grade‐appropriate Greek or Latin affixes and roots as

clues to the meaning of a word (e.g., audience, auditory, audible ).

17, 27

Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a

word or determine or clarify its precise meaning or its part of speech.27, 28, 51, 53‐66

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).17, 20

L.6.5. Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

Interpret figures of speech (e.g., personification) in context.

21, 24, 32

Use the relationship between particular words (e.g., cause/effect,

part/whole, item/category) to better understand each of the words.

15,

Distinguish among the connotations (associations) of words with

similar denotations (definitions) (e.g., stingy, scrimping, economical,

unwasteful, thrifty ). 28,

L.6.6. Acquire and use accurately grade‐appropriate general academic

and domain‐specific words and phrases; gather vocabulary knowledge

when considering a word or phrase important to comprehension or 51, 53‐66, 115‐118, 121‐123, 131‐136

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STUDENT MANUAL LANGUAGE ARTS—LESSON 177—1

Lesson 177The Visual Aid

What makes an effective visual aid? What might be a good choice for your particular speech?

You should have your informative speech prepared and ready to be presented. In this Lesson, you will learn how to create a visual aid that you will use to supplement your informative speech. It is important to select a visual aid that will add to your informative speech, but not take away from the words and message you are presenting. There are several possibilities that you could choose:

Slideshow presentation—You want would to use slideshow software to create a slide show illustrating your main points of your speech, but it would not be a good idea to write the entire speech on the slides of the show. You could also use this slide show to present digital images, charts, tables, or other illustrations in color and clearly so that your audience can see what you are talking about from a different vantage point.

Story board—You could create a story board using a science fair-like presentation board in which you map out chronologically the main points of your speech as well as pictures and images that correspond to your topic. The main purpose of a story board is to give your audience an overview of your presentation.

Poster—Depending upon your topic, you may choose to simply use some form of artwork to create a poster illustrating either your topic in general or again, the main points that you cover in your speech. A poster should be colorful, pleasing to the eye, creative, and include pictures that attract the audience to your presentation.

Movie clip—If you have the resources, you may be able to show a movie or television clip related to your topic, although the clip should be short, and you should make sure to reference the clip immediately after showing it so that you prove its relevance to your audience.

The possibilities for visual aids are many, but it is important to follow several guidelines when using them:

Always use images that are understandable and visible to everyone watching you—images in a slideshow presentation should be large and obvious. You might use smaller images on a poster or story board, however, because the audience members would most likely come up to view these visual aids after a presentation has been made.

Make sure that every image or piece of information is specifically about your subject area and what you talk about in the speech.

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Use visual aids in moderation. The visual aid should not attract your audience’s eyes away from you or their attention away from what you are speaking about. The aid should help reinforce your topic clearly.

Create your own visual aid for your presentation. You should begin by drawing or sketching out what you would like the visual aid to look like. You should also use the time to search the Internet for pictures to use on the visual aid. Be creative but neat, and remember to only include your thesis and main points on the visual aid… not every little detail or example that you will present. You want audience members to become interested in what you will be saying from the visual aid, but not to get every piece of information from the visual aid. They will not effectively listen to your presentation if this occurs.

Lesson Wrap-Up: You should work on your visual aid during the remainder of the time period, and will be given the time in Lesson 178 to do so as well.SAMPLE

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Lesson 178The Visual Aid

What would be a dynamite visual aid to go along with my speech?

In the last Lesson, you began working on your visual aid for your informative speech. You should use this Lesson to finish and polish this visual aid so that is it complete by the end of the Lesson.

Lesson Wrap-Up: Review the components of a good presentation with your instructor—as you will be giving an oral presentation to conclude this exercise, you will want to be sure that you have everything ready to go.

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Lesson 179Speech Practice

What are you the most confident about when it comes to presenting your speech? What are you most nervous about?

The next Lesson is the final Lesson of 6th grade Language Arts which you will give your oral presentation reflecting back upon what you have learned this year. You will need much practice to be confident in your ability to give this presentation, so this class period is designed to give you the time to complete this preparation.

You should practice using your visual aid with the informative speech that you are giving, and if you need a computer or overhead projector, make sure that it is working. Refer back to the Lesson notes on “Speaking and Listening” for reminders of the guidelines for the oral presentation, as well as tips on how to be an effective speaker. The guidelines for oral presentations are given in Lesson 169.

Lesson Wrap-Up: You will want to practice your oral presentation by speaking it aloud. Practicing in front of a mirror or a friend or family member is a good idea. It will help you grow comfortable with your material and the situation.

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Lesson 180The Final Oral Presentation

In this Lesson, you will be giving your final oral presentation. This consists of an informative speech with the topic: “My 6th Grade Year in Language Arts.” The speech should answer the following questions:

What do you feel is the most important Language Arts concept you learned this year and why?

What do you believe was your best piece of writing and why?

How do you feel you have grown as a student and why?

Hopefully this speech will have given you the opportunity to reflect back upon all you have read, written, and learned throughout this year to see that you have grown much as a student and in your knowledge of the English Language Arts. Remember to smile, to do your best, and to look your audience members in the eye.

Lesson Wrap-Up: Practice giving a “30 second pitch” of the speech you have given.

SAMPLE

10-15





6th Grade Homeschool Curriculum - Sixth Grade Reading / Language Arts - Best Homeschool Curriculum -...

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Transcript of 6th Grade Homeschool Curriculum - Sixth Grade Reading / Language Arts - Best Homeschool Curriculum -...