GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

NOTE WRITING STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

W610 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

6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines

6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing

6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs

L61 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a Ensure that pronouns are in the proper case (subjective objective possessive) b Use intensive pronouns (eg myself ourselves) c Recognize and correct inappropriate shifts in pronoun number and person d Recognize and correct vague pronouns (ie ones with unclear or ambiguous antecedents) e Recognize variations from standard English in their own and othersrsquo writing and speaking and identify and use strategies to improve expression in

conventional language

L62 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use punctuation (commas parentheses dashes) to set off nonrestrictiveparenthetical elements b Spell correctly

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

6-46 Edit for the correct use of written Standard American English including bull punctuation bull semi colon bull commas to enclose appositives and bull commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)

6-47 Spell correctly using Standard American English

SL61 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 othersrsquo ideas and expressing their own clearly a 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 b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL64 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

NOTE VOCABULARY STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

RL64 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

RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

6-33 Interpret the meaning of idioms and euphemisms encountered in texts

6-34 Distinguish between the denotation and the connotation of a given word

6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)

DATES TAUGHT

INDICATORS LESSONS DAYS RESOURCES

FIRST NINE WEEKS RL610 By the end of the year read and comprehend literature including stories dramas and poems in the grades 6ndash8 text complexity band proficiently with

scaffolding as needed at the high end of the range RI610 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the

high end of the range

6-11 Analyze literary texts to draw conclusions and make inferences

SL FL LG

Daily

Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906

ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson imageslesson1005organizerpdf

Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze

Reading A-Zcom

6-12 Differentiate among the first-person limited omniscient (third person) and omniscient (third person) points of view

SL 2

bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm

bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23

bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text

RL62 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

SL FL LG

3

Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf

bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf

bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf

6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts

SL FL 3

bull ToneAttitude Words httpwwwmshoguecomAPtonehtm

bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94

bull Understanding Flashback Lesson Plan httpwwwlocalschooldirectorycomlesson-plansid348

6-16 Comparecontrast main ideas within and across literary texts

FL

1

bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf bull Here and There Graphic Organizer

httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf

bull Reading A-Zcom

6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration) SL FL 2

bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf

bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907

bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf

6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts

1

bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml

bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme

bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem

6-110 Predict events in literary texts on the

basis of cause and effect relationships

1 bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through

Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965

6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics

SL FL 2

bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125

bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror

bull Elements of Myths httpartsedgekennedy-centerorgcontent2232

6-25 Interpret information that text elements (for example print styles and chapter headings) provide to the reader

SL FL 1

bull Big Fox Graphic Organizer httpteachingtodayglencoecomuserfilesfileBIG20FOX20graphic20organizerpdf

bull Nonfiction Text httpteachingtodayglencoecomlessonplansnonfiction-text-features

bull ORGANIZATIONAL FEATURES OF NONFICTION TEXTS httpwwwreadwritethinkorglesson_imageslesson413featurespdf

bull Reading A-Zcom

6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)

SL FL 3

bull Definition of Metaphormdashwwwmerriamwebstercom httpwwwreadwritethinkorglesson_imageslesson975Defnmetaphorpdf

bull Songs with Metaphor httpwwwreadwritethinkorglesson_imageslesson975SongswithMetaphorpdf

bull Five Senses Organizers for Generating SimilesMetaphors httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf

6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text

RL62 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

SL FL LG

bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf

bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf

bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf

bull Reading A-Zcom

6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts

SL FL 3

bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts

as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94

bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics

SL FL 1

bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125

bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror

bull Elements of Myths httpartsedgekennedy-centerorgcontent2232

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

SL FL LG

daily

bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html

bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html

bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml

6-34 Distinguish between the denotation

and the connotation of a given word SL daily

bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm

bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm

6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing

SL 2

bull Sentence Structure httpwwwtowsoneduowssentencestructhtm bull Sentence Variety

httpgrammarccccommneteduGRAMMARsentenceshtm bull The Structure of a Sentence

httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

SL 2

bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml

bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision

bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270

6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)

SL FL 2

bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf

bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786

bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing

6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines SL FL 2

bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301

bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874

bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml

6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs

SL FL 3

bull Empowering Writers - Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of 2)

Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2

bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtmlPre-writing and writing the five-par

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-44 Use grammatical conventions of written Standard American English including bull main and subordinate clauses bull indefinite pronouns bull pronoun-antecedent agreement

and bull consistent verb tenses

(See Instructional Appendix Composite Writing Matrix) SL61 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 othersrsquo ideas and expressing their own clearly a 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

b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed

c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion

d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL 3

bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm

bull The Main Clause httpwwwchompchompcomtermsmainclausehtm bull Using Indefinite Pronouns Skill Sheet

httpenglishpluscomgrammar00000027htm

6-47 Spell correctly using Standard

American English SL daily

bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm

bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf

6-52 Create narratives that have a fully

developed plot and a consistent point of view

SL 1 Empowering Writers - Narrative

ADMINISTER FALL COMMON ASSESSMENT

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

NOTE WRITING STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

W610 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

6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines

6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing

6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs

L61 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a Ensure that pronouns are in the proper case (subjective objective possessive) b Use intensive pronouns (eg myself ourselves) c Recognize and correct inappropriate shifts in pronoun number and person d Recognize and correct vague pronouns (ie ones with unclear or ambiguous antecedents) e Recognize variations from standard English in their own and othersrsquo writing and speaking and identify and use strategies to improve expression in

conventional language

L62 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use punctuation (commas parentheses dashes) to set off nonrestrictiveparenthetical elements b Spell correctly

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

6-46 Edit for the correct use of written Standard American English including bull punctuation bull semi colon bull commas to enclose appositives and bull commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)

6-47 Spell correctly using Standard American English

SL61 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 othersrsquo ideas and expressing their own clearly a 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 b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL64 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

NOTE VOCABULARY STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

RL64 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

RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

6-33 Interpret the meaning of idioms and euphemisms encountered in texts

6-34 Distinguish between the denotation and the connotation of a given word

6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)

DATES TAUGHT

INDICATORS LESSONS DAYS RESOURCES

SECOND NINE WEEKS RL610 By the end of the year read and comprehend literature including stories dramas and poems in the grades 6ndash8 text complexity band proficiently with

scaffolding as needed at the high end of the range RI610 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the

high end of the range

6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view

SL FL LG

1

bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6- 12ReadingReading20StrategiesRAFThtm bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales

6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration) SL FL 3

bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf

bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907

bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text

RL62 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

SL FL LG 2

bull Identifying Character Traits httpwwwreadwritethinkorglesson_imageslesson175RWT186-1pdf

bull How and Why Characters Change Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson858changepdf

bull Defining Characterization httpwwwreadwritethinkorglesson_imageslesson800Characterizationpdf

bull Reading A-Zcom

6-110 Predict events in literary texts on the basis of cause and effect relationships

1

bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965

bull RESPONSE JOURNAL FORM FOR PREDICTING

6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts

SL FL 3

bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts

as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94

bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348

6-21 Analyze central ideas within and across informational texts

RI67 Integrate information presented in

different media or formats (eg visually quantitatively)as well as in words to develop a coherent understanding of a topic or issue

SL FL LG 1

bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf

bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277

bull Reading A-Zcom

6-22 Analyze informational texts to draw conclusions and make inferences

RI67 Integrate information presented in different media or formats (eg visually quantitatively)as well as in words to develop a coherent understanding of a topic or issue

SL FL LG 1

bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf

bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf

bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf

bull Reading A-Zcom

6-23 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions SL FL LG 3

bull Bias httpfswebbainbridgeedutstricklandeducationhandoutsbiashtm

bull Reading Between the Lines httpwwwnationalgeographiccomxpeditionslessons18g912readingnewshtml

6-28 Predict events in informational texts

on the basis of cause-and-effect relationships

LG 2

bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925

bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf

bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

SL LG daily

bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253

bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm

bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399

6-33 Interpret the meaning of idioms and euphemisms encountered in texts

2

bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254

bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-

Lessonshtml

6-34 Distinguish between the denotation and the connotation of a given word

SL daily

bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm

bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm

6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)

daily

6-21 Analyze central ideas within and across informational texts

RI67 Integrate information presented in different media or formats (eg visually quantitatively)as well as in words to develop a coherent understanding of a topic or issue

SL FL LG 2

bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf

bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277

bull Reading A-Zcom

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)

SL FL 3

bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml

bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37

6-27 Interpret information from functional

text features (for example tables of contents and glossaries)

SL FL 1

bull Nonfiction Text Features httpwwwforkswedneteduelementaryTeachersLewisvlwebtextfeatureshtm

bull Text Features wwwcgrove417orgcghsKASLHandoutsText_Featuresppt

bull Text Features httpciaindianaedufilesITRI_3_TFpdf bull Language Arts Skills Assorted PowerPoints

httpwwwmcek12tnnetenglishpowerpointshtm

6-31 Use context clues (for example those that provide an example a definition or statement) to generate the meanings of unfamiliar and multiple-meaning words

SL FL LG daily

bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html

bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html

bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

SL 3

bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml

bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision

bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270

bull Empowering Writers Narrative or Expository

6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines

SL FL 2

bull Introduction to Prewriting (Invention) httpowlenglishpurdueeduowlresource67301

bull Teaching About Story Structure Using Fairy Tales httpwwwreadwritethinkorglessonslesson_viewaspid=874

bull English Works httpdeptsgallaudeteduenglishworkswritingprewritequesthtml

6-42 Use complete sentences in a variety

of types (including simple compound and complex sentences) in writing

SL daily

bull Sentence Structure httpwwwtowsoneduowssentencestructhtm bull Sentence Variety

httpgrammarccccommneteduGRAMMARsentenceshtm bull The Structure of a Sentence

httpwwwuottawacaacademicartswritcenthypergrammarsntstrcthtml

6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs

SL FL 3

bull Empowering Writers Narrative or Expository bull Expository Writing The Five-Paragraph Essay Lesson Plan 2(of 2)

Prewriting and Writing the Five Paragraph Essay httpteachingtodayglencoecomlessonplansexpository-writing-the-five-paragraph-essay-lesson-plan-2-of-2

bull Guidelines for Writing a Multiple Paragraph Research Essay httpwwwsomersk12nyusSISMAINwritingessayguidehtml

sitory Writing The Five Paragraph Essay Lesson Plan 2 (of Pre-writing and writing the five-p

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses (See Instructional Appendix Composite Writing Matrix)

SL61 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 othersrsquo ideas and expressing their own clearly

a 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

b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed

c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion

d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL 3

The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm

The Main Clause httpwwwchompchompcomtermsmainclausehtm

Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

SL 3

bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml

bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision

bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270

bull Empowering Writers Narrative or Expository

6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)

SL FL 2

bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf

bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786

bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing

6-47 Spell correctly using Standard American English

SL daily

bull Spelling Activities httpwwwshuntingtonk12nyusschoolscountrywoodSimmonsspellingactivitieshtm

bull Spelling Ideas httpwwwmsrossbeccomspelling_practicepdf

6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)

1

bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml

bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme

bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-51 Create informational pieces (for example brochures pamphlets and reports) that use language appropriate for the specific audience

SL FL 1

bull Literacy Writing Non Fiction Text httpwwwteachingideascoukenglishcontents06writingnonfictionhtm

bull National Writing Project Featured Resources httpwwwnwporgcspublicprintresource_topicnonfiction

bull Creating a Pamphlet httpwwwlearningtogiveorglessonsunit115lesson5html

bull Seven Steps to Creating a Pamphlet httpwwwarticlesbasecomprinting-articles7-easy-steps-to-create-a-pamphlet-955386html

bull How to Make Brochures on Microsoft Word httpwwwehowcomhow_4811535_brochures-microsoft-wordhtml

ADMINISTER WINTER COMMON ASSESSMENT

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

NOTE WRITING STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

W610 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

6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines

6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing

6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs

L61 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a Ensure that pronouns are in the proper case (subjective objective possessive) b Use intensive pronouns (eg myself ourselves) c Recognize and correct inappropriate shifts in pronoun number and person d Recognize and correct vague pronouns (ie ones with unclear or ambiguous antecedents) e Recognize variations from standard English in their own and othersrsquo writing and speaking and identify and use strategies to improve expression in

conventional language

L62 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use punctuation (commas parentheses dashes) to set off nonrestrictiveparenthetical elements b Spell correctly

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

6-46 Edit for the correct use of written Standard American English including bull punctuation bull semi colon bull commas to enclose appositives and bull commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)

6-47 Spell correctly using Standard American English

SL61 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 othersrsquo ideas and expressing their own clearly a 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 b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL64 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

NOTE VOCABULARY STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

RL64 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

RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

6-33 Interpret the meaning of idioms and euphemisms encountered in texts

6-34 Distinguish between the denotation and the connotation of a given word

6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)

DATES TAUGHT

INDICATORS LESSONS DAYS RESOURCES

THIRD NINE WEEKS RL610 By the end of the year read and comprehend literature including stories dramas and poems in the grades 6ndash8 text complexity band proficiently with

scaffolding as needed at the high end of the range RI610 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the

high end of the range

6-19 Analyze works of fiction (including legends and myths)and works of nonfiction (including speeches and personal essays) by characteristics

SL FL 2

bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125

bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror

bull Elements of Myths httpartsedgekennedy-centerorgcontent2232

6-21 Analyze central ideas within and across informational texts

RI67 Integrate information presented in different media or formats (eg visually quantitatively)as well as in words to develop a coherent understanding of a topic or issue

SL FL LG 1

bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf

bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277

6-22 Analyze informational texts to draw conclusions and make inferences

RI67 Integrate information presented in different media or formats (eg visually quantitatively)as well as in words to develop a coherent understanding of a topic or issue

SL FL LG DAILY

bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf

bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf

bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf

bull Reading A-Zcom

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-28 Predict events in informational texts on the basis of cause-and-effect relationships

LG 1

bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925

bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf

bull Cause and Effect Graphic Organizer

httpwwwreadwritethinkorglesson_imageslesson1035causepdf

bull Reading A-Zcom

6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts

SL LG 2

bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf

bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf

bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm

6-33 Interpret the meaning of idioms and

euphemisms encountered in texts 1

6-34 Distinguish between the denotation

and the connotation of a given word SL DAILY

bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm

bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm

6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)

SL61 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 othersrsquo ideas and expressing their own clearly

a 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

b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed

c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion

d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL

2

bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm

bull The Main Clause httpwwwchompchompcomtermsmainclausehtm

bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

SL

bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml

bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision

bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270

bull Empowering Writers Narrative or Expository

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-28 Predict events in informational texts on the basis of cause-and-effect relationships

LG 1

bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925

bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf

bull Cause and Effect Graphic Organizer

httpwwwreadwritethinkorglesson_imageslesson1035causepdf

bull Reading A-Zcom

6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts

SL LG 2

bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf

bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf

bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm

6-33 Interpret the meaning of idioms and

euphemisms encountered in texts 1

6-34 Distinguish between the denotation

and the connotation of a given word SL DAILY

bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm

bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm

6-44 Use grammatical conventions of written Standard American English including main and subordinate clauses indefinite pronouns pronoun-antecedent agreement and consistent verb tenses(See Instructional Appendix Composite Writing Matrix)

SL61 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 othersrsquo ideas and expressing their own clearly

a 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

b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed

c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion

d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL

2

bull The Subordinate Clause httpwwwchompchompcomtermssubordinateclausehtm

bull The Main Clause httpwwwchompchompcomtermsmainclausehtm

bull Using Indefinite Pronouns Skill Sheet httpenglishpluscomgrammar00000027htm

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

SL

bull Revising Drafts httpwwwuncedudeptswcwebhandoutsrevisionhtml

bull National Writing Project httpwwwnwporgcspublicprintresource_topicrevision

bull Revising in the Writing Process httpwwwreadingrocketsorgarticle270

bull Empowering Writers Narrative or Expository

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-46 Edit for the correct use of written Standard American English including punctuation semicolon commas to enclose appositives and commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)

SL FL 1

bull Peer Editing Checklist httpgohrwcomresourcesgo_ssteacher99toolkitTOOLKT17pdf

bull Peer Editing with Perfection Effective Strategies httpwwwreadwritethinkorglessonslesson_viewaspid=786

bull Daily Paragraph Editing Activity httpteachers-subject-guidessuite101comarticlecfmdaily_paragraph_editing

6-11 Analyze literary texts to draw conclusions and make inferences

SL FL LG daily

bull Author Study Improving Reading Comprehension Using Inference and Comparison httpwwwreadwritethinkorglessonslesson_viewaspid=906

bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf

bull Make Inferences and Analyze Comprehension Lessons httptreasuresmacmillanmhcomnationalfamiliesbuilding-reading-writing-skillsadditional-comprehension-lessons-for-floridamake-inferences-and-analyze

6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view

SL 1

bull RAFT Role Audience Format Topic After Reading Strategy httpwwwgreecek12nyusinstructionELA6-12ReadingReading20StrategiesRAFThtm

bull The Big Bad Wolf Analyzing Point of View in Texts Lesson Plan

bull httpwwwreadwritethinkorglessonslesson_viewaspid=23 bull Explore Point of View in Fairy TalesmdashActivity

httpwwwreadwritethinkorgbeyondtheclassroomsummergrades6_8FairyTales

6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts

SL FL 2

bull ToneAttitude Words httpwwwmshoguecomAPtonehtm bull Writing a Flashback and Flash-Forward Stories Using Movies and Texts

as Models httpwwwreadwritethinkorglessonslesson_viewaspid=94

bull Understanding Flashback Lesson Planhttpwwwlocalschooldirectorycomlesson-plansid348

6-16 Comparecontrast main ideas within and across literary texts

FL 1

bull Compare and Contrast httpwwwwhootieowlcompdfCINDPlot-amp-Main-Ideapdf

bull Here and There Graphic Organizer httpteacherscholasticcomscholasticnewsindepthiraq_newteacherimagesIRAQ_p01pdf

bull Reading A-Zcom

6-19 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics

SL FL 1

bull Greek Mythology Cultures and Art httpartsedgekennedy-centerorgcontent2125

bull Look in the Mythic Mirror httpartsedgekennedy-centerorgcontent3341mythicmirror

bull Elements of Myths httpartsedgekennedy-centerorgcontent2232

6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)

1

bull 1Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml

bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme

bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem

6-110 Predict events in literary texts on the basis of cause and effect relationships

1

bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965

6-21 Analyze central ideas within and across informational texts

RI67 Integrate information presented in different media or formats (eg visually quantitatively)as well as in words to develop a coherent understanding of a topic or issue

SL FL LG 1

bull Newspaper Article Summary Questions httpwwwreadwritethinkorglesson_imageslesson929summarypdf

bull Scaling Back to Essentials Scaffolding Summarization with Fishbone Mapping httpwwwreadwritethinkorglessonslesson_viewaspid=277

bull Reading A-Zcom

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-22 Analyze informational texts to draw conclusions and make inferences

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

SL FL LG daily

bull ORGANIZER FOR INFERRING httpwwwreadwritethinkorglesson_imageslesson1005organizerpdf

bull Making Inferences httpwwwreadingladycommosaictoolsMakingInferencesGraphicOrganizerbyKendrapdf

bull Making an Inference httpwwwenglishcompanioncompdfDocsactivenotespdf

bull Reading A-Zcom

6-28 Predict events in informational texts on the basis of cause--and-effect relationships

LG 1

bull Exploring Cause and Effect Using Expository Text about Natural Disasters httpwwwreadwritethinkorglessonslesson_viewaspid=925

bull Cause and Effect Questioning Frames httpreadwritethinkorglesson_imageslesson965questioningpdf

bull Cause and Effect Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson1035causepdf

bull Reading A-Zcom

6-29 Identify propaganda techniques (including testimonials and bandwagon) in informational texts

SL LG 1

bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf

bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf

bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm

6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience

SL FL 2

6-33 Interpret the meaning of idioms and euphemisms encountered in texts

1

bull Figurative Language Teaching Idioms httpwwwreadwritethinkorglessonslesson_viewaspid=254

bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-

Lessonshtml

6-34 Distinguish between the denotation and the connotation of a given word

SL DAILY

bull Loaded Words Using Denotation and Connotation httpwwwnpsgovarchivemanzed_loaded_words_deno_conohtm

bull Secondary LESSON PLAN Loaded Words httpwwwnpsgovarchivemanzed_loaded_words_planhtm

6-61 Clarify and refine a research topic W67 Conduct short research projects to

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

1

bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm

bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-good-way-

to-get-started

6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration)

SL FL 3

bull Suggested Books with Figurative Language Similes Metaphors and Personification httpwwwreadwritethinkorglesson_imageslesson115Suggested_Books_with_Figurative_Languagepdf

bull Lonely as a Cloud Using Poetry to Understand Similes httpwwwreadwritethinkorglessonslesson_viewaspid=907

bull Simile Poem Brainstorm Graphic Organizer httpwwwreadwritethinkorglesson_imageslesson907brainstormpdf

6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)

FL LG

6-24 Create responses to informational texts through a variety of methods (for example drawings written works oral and auditory presentations discussions and media productions)

1

bull Profundity- Reading Informational Text in Depth httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject (rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7

bull Wolves Comprehending informational texts httpwwwlearnncorglppages3080

6-26 Interpret information from graphic features (for example illustrations graphs charts maps diagrams and graphic organizers)

SL FL 1

bull Getting the Picture Communicating Data Visually httpwwwlearnerorginteractivesdailymathgetpicturehtml

bull Whatrsquos in a Graph httpwwwsciencenetlinkscomlessonsphpDocID=37

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-29 Identify propaganda techniques

(including testimonials and bandwagon) in informational texts

SL LG 1

bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf

bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf

bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

SL FL LG daily

bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html

bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html

bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

SL LG daily

bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253

bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm

bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399

6-61 Clarify and refine a research topic W67 Conduct short research projects to

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

2

bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm

bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-good-way-

to-get-started

6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others

SL

bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1

bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited

bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701

6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose

FL

bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school

bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries

bull Complete sentence using correct vocabulary word - select easy medium or hard

bull Context Clues - define the bold word in the reading selection

6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations

bull Approaching the Speaking Situation - Audience Occasion Purpose bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions can be

found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in a

presentation bull Oral Presentation Rubric - use this to help evaluate presentation skills

6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations

1

bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation

bull Five main types of organizers - links showing examples of many types bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place

6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information

W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate

3

ADMINISTER SPRING COMMON ASSESSMENT

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-29 Identify propaganda techniques

(including testimonials and bandwagon) in informational texts

SL LG 1

bull Analyzing Propaganda in Print Ads and Commercials httpwwwreadwritethinkorglesson_imageslesson405AnalyzingPropagandainPrintAdspdf

bull Propaganda Techniques Used in Online Political Ads httpwwwreadwritethinkorglesson_imageslesson405PropagandaUsedOnlinepdf

bull Bandwagon httppanintrasuntcnjeduJPEYoungbandwagonhtm

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

SL FL LG daily

bull Context Clues 1 wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html

bull Context Clues 2 wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html

bull Context Clues that Define wAudio httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

SL LG daily

bull Flip-a-Chip Examining Affixes and Roots to Build Vocabulary httpwwwreadwritethinkorglessonslesson_viewaspid=253

bull Greek and Latin Root Words httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm

bull You Cant Spell the Word Prefix Without a Prefix httpwwwreadwritethinkorglessonslesson_viewaspid=399

6-61 Clarify and refine a research topic W67 Conduct short research projects to

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

2

bull Narrowing the Topic httpwwwkernhighorgdistrictinstructInformationLiteracyDev_Nrw_Topicnarrowing_topichtm

bull The Big Six httpwwwbig6comkids7-12htm bull Big6 Kids httpwwwbig6comkidssite20020213big6-a-good-way-

to-get-started

6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others

SL

bull Research and Documentation Online httpwwwbedfordstmartinscomonlinecite5html1

bull Assembling a List of Works Cited I your Paper httplibrarydukeeduresearchcitingworkscited

bull Purdue Online Writing Lab httpowlenglishpurdueeduowlresource55701

6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose

FL

bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school

bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries

bull Complete sentence using correct vocabulary word - select easy medium or hard

bull Context Clues - define the bold word in the reading selection

6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations

bull Approaching the Speaking Situation - Audience Occasion Purpose bull Delivering your talk - three key aspects to consider bull Helpful Hints for Presenters - [16 slides] many good suggestions can be

found in this PowerPoint show by Silvi Marina bull Oral Presentation Skills Body language - using body language in a

presentation bull Oral Presentation Rubric - use this to help evaluate presentation skills

6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations

1

bull Creating a Multimedia Presentation - Follow the steps to make your multimedia presentation

bull Five main types of organizers - links showing examples of many types bull Graphic Organizers - from Enchanted Learning bull Graphic Organizers from Education Place

6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information

W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate

3

ADMINISTER SPRING COMMON ASSESSMENT

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

NOTE WRITING STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

W610 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

6-41 Organize written works using prewriting techniques discussions graphic organizers models and outlines

6-42 Use complete sentences in a variety of types (including simple compound and complex sentences) in writing

6-43 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs

L61 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a Ensure that pronouns are in the proper case (subjective objective possessive) b Use intensive pronouns (eg myself ourselves) c Recognize and correct inappropriate shifts in pronoun number and person d Recognize and correct vague pronouns (ie ones with unclear or ambiguous antecedents) e Recognize variations from standard English in their own and othersrsquo writing and speaking and identify and use strategies to improve expression in

conventional language

L62 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use punctuation (commas parentheses dashes) to set off nonrestrictiveparenthetical elements b Spell correctly

6-45 Revise writing to improve clarity tone voice content and the development of ideas (See Instructional Appendix Composite Writing Matrix)

6-46 Edit for the correct use of written Standard American English including bull punctuation bull semi colon bull commas to enclose appositives and bull commas to separate introductory clauses and phrases (See Instructional Appendix Composite Writing Matrix)

6-47 Spell correctly using Standard American English

SL61 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 othersrsquo ideas and expressing their own clearly a 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 b Follow rules for collegial discussions set specific goals and deadlines and define individual roles as needed c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic text or issue under discussion d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

SL62 Interpret information presented in diverse media and formats (eg visually quantitatively orally) and explain how it contributes to a topic text or issue under study

SL64 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

NOTE VOCABULARY STANDARDSINDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD

RL64 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

RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

6-33 Interpret the meaning of idioms and euphemisms encountered in texts

6-34 Distinguish between the denotation and the connotation of a given word

6-35 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix Greek and Latin Roots and Affixes)

DATES TAUGHT

INDICATORS LESSONS DAYS RESOURCES

FOURTH NINE WEEKS RL610 By the end of the year read and comprehend literature including stories dramas and poems in the grades 6ndash8 text complexity band proficiently with

scaffolding as needed at the high end of the range RI610 By the end of the year read and comprehend literary nonfiction in the grades 6ndash8 text complexity band proficiently with scaffolding as needed at the

high end of the range

6-11 Analyze literary texts to draw

conclusions and make inferences SL FL

LG

REV

IEW A

S NEC

ESSAR

Y

bull Drawing Conclusions PowerPoint wwwmrscarosclasscomDrawing20Conclusionsppt

bull Inference and Drawing Conclusions ( 31 slide presentation) wwwreadingladycommosaictoolsPowerPointsInference20-20Conclusion20-207ppt

bull Inference Inference Equations (Rules of Inference) httpwwwcriticalreadingcominference_equationshtm

bull Reading A-Zcom

6-12 Differentiate among the first-person limited-omniscient (third person) and omniscient (third person) points of view

SL

REV

IEW A

S NEC

ESSAR

Y

bull Whatrsquos The Point A Lesson on Point of View httpwwwlearnncorglppages2846

bull Authorrsquos Purpose and Point of View Pretest httpwebarchiveorgweb20070427173901httpunx1shsuedu~txcaePowerpointsprepostestauthorpovpretesthtml

bull Authorrsquos Purpose and Point of View Posttest httpwwwshsuedu~txcaePowerpointsprepostestauthorpovpostesthtml

bull Interactive Quiz utilizing Point of View httpwwwcitycolcombasic_skillsQuizzesPurposepurpose1htm

bull The Big Bad Wolf Analyzing Point of View in Texts httpwwwreadwritethinkorgclassroom-resourceslesson-planswolf-analyzing-point-view-23html

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

bull Brainpop Point of View httpwwwbrainpopcomenglishseeall

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-13 Interpret devices of figurative language (including simile metaphor personification and hyperbole) and sound devices (including onomatopoeia and alliteration

SL FL

REV

IEW A

S NEC

ESSAR

Y

bull 1 Figurative versus Literal (54 slide presentation) Includes types of figurative language slides wwwccsk12inusCreeksideTeamsTeachersBLoyFigurative_Language_PPppt

bull Do you know your similes - drag the nouns to complete a Simile (Refresh the page to get a new set)

bull Simile lesson - with a printable quiz bull A Fun Way to Teach Similes - a lesson idea from Bruce Lansky bull Five Senses Organizers for Generating SimilesMetaphors

httpwwwreadwritethinkorglesson_imageslesson9935Sensespdf bull Dancing Minds and Shouting Smiles Teaching Personification Through

Poetry httpwwwreadwritethinkorglessonslesson_viewaspid=860

bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm

bull Personification Lesson Plans and Resources httpvolwebutkeduSchoolsbedfordharrisms7lessonhtm

bull Hyperbole Lesson Plan and Resources httpvolwebutkeduSchoolsbedfordharrisms10lessonhtm

bull httpwwwreadwritethinkorglesson_imageslesson849booklistpdf

bull Practicing onomatopoeia alliteration rhyme simile and metaphor bull Word Play 1 | Word Play 2 | Word Play 3 | Word Play 4 | Word Play 5 |

Word Play bull Alliteration Booklist

httpwwwreadwritethinkorglessonslesson_viewaspid=909 bull Alliteration in Headline Poems

httpwwwreadwritethinkorglessonslesson_viewaspid=81 bull Teaching Idioms Lesson Plan

httpwwwreadwritethinkorgclassroom-resourceslesson-plansfigurative-language-teaching-idioms-254html

bull Idioms - Explanations for common idioms

6-14 Analyze an authorrsquos development of characters setting and conflict in a given literary text

RL62 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

SL FL LG

REV

IEW A

S NEC

ESSAR

Y

bull Picture Books that Illustrate Well Developed Settings httpwwwreadwritethinkorglesson_imageslesson107107BookListpdf

bull Using Picture Books to Teach Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802UsingPictureBookspdf

bull Suggested Literature for Teaching Plot Conflict httpwwwreadwritethinkorglesson_imageslesson802Booklistpdf

bull Before During and After Comprehension Reading Strategies Library and Graphic Organizers httpwwwadlitorgstrategy_library

bull Responding to Literature Character Analysis with Graphic Organizers httpwww2scholasticcombrowseunitplanjspid=18

bull Literature Story Elements Hands on Materials and Activities to Help Students Understand Story Elements httpethemesmissourieduthemes1129

bull Conflicts in Literature PowerPoint (31 slides) httphpmshpisdorgPortals1TeachersWeitmanConflictppt

bull Literary Terms PowerPoint wwwclintwebnetctwlittermspptppt bull Story Elements Guide

httphrsbstaffednetnscaengramjaelementshtml bull Interactive Elements of Story Cinderella

httpwwwlearnerorginteractivesstoryconflicthtml

6-16 Comparecontrast main ideas within

and across literary texts FL

REV

IEW A

S NEC

ESSAR

Y

bull Interactive Reading Strategies Notebook httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm

bull Compare and Contrast PowerPoint httplanguageartspppstcomcompare-contrasthtml

bull Hershey and Mars Compare and Contrast Lesson Plan httpwwwfloridatechnetorgGEDLessonPlansLanguageArtsReadingReadingLesson17pdf

bull Compare and Contrast Chart Graphic Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson275compcon_chartpdf

6-17 Create responses to literary texts through a variety of methods (for example written works oral and auditory presentations discussions media productions and the visual and performing arts)

REV

IEW A

S NEC

ESSAR

Y

bull Whorsquos Going to Teach Our Class A Poetry Webquest httpcuipuchicagoedu~jlemonwebquesthtml

bull An Overview of Poetry - a comprehensive show on the topic of rhythm and rhyme

bull Analyzing Poetry Tips - The elements of analyzing poetry listed at this site will help you identify the meaning through its parts and give a sense of interpreting a poem

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-18 Understand the characteristics of poetry (including stanza rhyme scheme repetition and refrain) and drama (including stage directions and the use of monologues)

FL LG

REV

IEW A

S NEC

ESSAR

Y

bull April is Poetry Month Lessons Activities and Links httpwwweducationworldcoma_specialpoetrymonthshtml

bull Characteristics of Poetry Flowchart wwwmelodyshawcomCharacteristicsofPoetrydoc

bull Poetry PowerPoint (21 slide presentation) wwwteacherwebcomIAHarlanCommunityHighSchoolTaraLansmanPoetryPowerPoint

bull Rhyme Scheme in Poetry httpteachlingwwuedunode69 bull Having Fun with Dr Seuss---Rhyme Scheme Webquest

httpquestgardencom56888071107120528processhtm bull Putting Together a Poetry Notebook

httpwwwlessonplanspagecomLAArtCICreatingAPoetryNotebook68htm

bull Poetry Terms and Techniques ESLELA (77 slide presentation) httpwwwslidesharenetjapaspanglishpoetry-terms

6-110 Predict events in literary texts on the

basis of cause and effect relationships

REV

IEW A

S N

ECESSA

RY

bull Slipping Sliding Tumbling Reinforcing Cause and Effect Through Diamante Poems httpwwwreadwritethinkorglessonslesson_viewaspid=965 RESPONSE JOURNAL FORM FOR PREDICTING

6-22 Analyze informational texts to draw conclusions and make inferences

RI67 Integrate information presented in different media or formats (eg visually quantitatively)as well as in words to develop a coherent understanding of a topic or issue

SL FL LG

REV

IEW A

S NEC

ESSAR

Y

bull Making Informational Text Accessible wwwreadingrecoveryorgpdfconferencesnc06handoutsbeeler_preconferencepdf

bull Setting a Purpose for Reading Using Informational Text httpwwwuenorgLessonplanpreviewcgiLPid=13688

bull Profundity Reading Informational Text In Depth

bull httpwwwriderigovinstructioncurriculumrhodeislandRhodeIslandProject(rnukco454nhhejnqts3vaizm)LessonPlanStartaspxLessonPlanID=121ampGrade=7

bull Resources for Implicitly and Explicitly Instructing Students on

Informational Text Drawing Conclusions httpwwwintegratingstandardscomstandardsreadingstandard3_benchmark2_grade6_contenthtml

bull Author Study Improving Reading Comprehension Using Inference and Comparison - students review several texts by one illustratorauthor and practice making inferences about that author which they check against the authors biography

bull Drawing Conclusions - Read the story and select the letter of the correct

response bull Reading A-Zcom bull Drawing Inferences - how to be a critical reader

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-15 Interpret the effect of the authorrsquos craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts

SL FL

REV

IEW A

S NEC

ESSAR

Y

bull Understanding Flashback httpwwwlocalschooldirectorycomlesson-plansid348

bull If You Had Paid Attention to the Clues You Would Have Known Something Bad Was Going to Happen httpwwwlessonplanspagecomLAForeshadowingAndItsContributionToAStorysPlot68htm

bull Foreshadowing Graphic Organizer httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesforeshadowing_chartpdf

bull Foreshadowing A Mini-Lesson httpwwwlearnerorglibrariesmakingmeaningmakingmeaningsupport4shadowpdf

bull Irony Sign httpwwwkimskorner4teachertalkcomreadingliteratureliterary_elements_devicesironypdf

bull Allusion in Poetry and Poetry httpwwwworsleyschoolnetsocialartsallusionpage

bull Playing Detective A Foreshadowing Lesson httpwwwbeaconlearningcentercomLessons11612htm

bull Craft Mini-Lessons (Varied Subjects) httpfacultyrcoeappstateedusmithtwRE_3150_webCraft_MinilessonsCraft_lessonshtm

bull Flashback and Foreshadowing PowerPoint wwwesuedu~bsockmanPPTForeshampFlashbackppt

bull Flashback and Foreshadow Video (62 seconds) httpteachertubecomviewVideophpvideo_id=35653amptitle=Flashback_and_Foreshadowing

bull Literary Devices Flashback Foreshadow Irony Symbolism httphrsbstaffednetnscaengramjalitdevichtml

bull Plot Structure A Literary Elements Mini-Lesson httpwwwreadwritethinkorgclassroom-resourceslesson-plansplot-structure-literary-elements-904html

bull Literary Terms Jeopardy (56 slide presentation) wwwjc-schoolsnettutorialsliterary-termsppt

bull The Literary Element of Theme httpwwwreadwritethinkorgfilesresourceslesson_imageslesson800themepdf

bull Blending Multiple Genres in Theme Baskets httpwwwreadwritethinkorgfilesresourceslesson_imageslesson305EJ0922Blendingpdf

6-23 Summarize author bias based on the

omission of relevant facts and statements of unsupported opinions

SL FL LG

REV

IEW A

S N

ECESSA

RY

6-29 Identify propaganda techniques

(including testimonials and bandwagon) in informational texts

SL LG

REV

IEW A

S NEC

ESSAR

Y

bull Informational Text and Propaganda PowerPoint httpwwwproprofscomquiz-schoolstoryphptitle=informational-text

bull Propaganda Techniques Defined httpmasongmuedu~amcdonalPropaganda20Techniqueshtml

bull Propaganda Techniques Video httpwwwauthorstreamcomPresentationmmaguire-313238-propaganda-techniques-Entertainment-ppt-powerpoint

bull Propaganda PowerPoint httpwwwslidesharenetmabb16propaganda-advertising-strategies

bull Propaganda Technique Videos

httpwwwteachertubecommembersviewVideophpvideo_id=77112amptitle=Propaganda___Card_Stacking

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-31 Use context clues (for example those that provide an example a definition or restatement) to generate the meanings of unfamiliar and multiple-meaning words

SL FL LG

REV

IEW A

S NEC

ESSAR

Y

bull Context Clues and Multiple Meaning Words Interactive Games httpwwwtoonuniversitycomflashasperr=191

bull Learn New Words Using Context Clues httpwwwlearnncorglppages3971

bull Mesmerizing Context Clue Riddles httpwwwokaloosak12flustechnologywowlessonshongyeemultiplemeaningwordshtm

bull Context is KeymdashTV411 Interactive Vocabulary Activity httpwwwtv411orglessonscfmvocabularycfmstr=vocabularyampnum=11ampact=3ampque=1

bull How to Use Context Clues to Find the Meanings of Unfamiliar Words httpwwwehowcomhow_4516738_use-context-clues-meaning-wordhtml

bull Context Clue PowerPoint wAudio httpwwwshsuedu~txcaePowerpointscontectclues1html

bull Context Clue PowerPoint II wAudio httpwwwshsuedu~txcaePowerpointsContextClues2html

bull Context Clue PowerPoint wDenotations httpwwwshsuedu~txcaePowerpointsContext-Clues-that-Definehtml

6-32 Analyze the meaning of words by using Greek and Latin roots and affixes within texts (See Instructional Appendix Greek and Latin Roots and Affixes)

SL LG

REV

IEW A

S NEC

ESSAR

Y

bull Rooting Onersquos Way to Meaning httpwwwvisualthesauruscomcmlessons1124

bull Greek and Latin Root Words and Meanings httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm

bull Vocabulary Instruction Teacher Sitemdash51 Slide presentation wwwfcrrorgsciencepdfkosanovichpowerpointvocabulary_pineviewppt

bull Common Prefixes Suffixes and Root Words httpswwwmsuedu~defores1grerootsgre_rts_afx2htm

bull Root Word Dictionary httpwwwmacroevolutionnetroot-word-dictionaryhtml

bull Word Root Quick Directory httpwwwespindleorgrootshtml bull Roots amp Prefixes - Test your knowledge of the meanings of Latin and

Greek roots and prefixes Quiz quiz bull Strategic Vocabulary Instruction Using Greek and Latin Roots

httpinterventionschoolspecialtycomproductsdetailscfmseriesonly=2252M

bull A Word Game Using Greek and Latin Roots httpwwwreadwritethinkorgclassroom-resourceslesson-plansimprove-comprehension-word-game-1042html

bull Word Parts - This section will help you review and strengthen your knowledge of root words prefixes and suffixes For each topic exercises are grouped into beginner intermediate and advanced levels Determine your level of knowledge and then select an exercise from the lists below The 87 exercises are grouped into beginner intermediate and advanced levels

6-33 Interpret the meaning of idioms and

euphemisms encountered in texts

bull Eye on Idioms httpwwwreadwritethinkorgmaterialsidioms bull Euphemism Lessons httpwwwyourdictionarycomeslEuphemism-

Lessonshtml bull Idiom Lesson Plan

httpvolwebutkeduSchoolsbedfordharrisms6lessonhtm bull httpwwwnpsgovarchivemanzed_loaded_words_planhtm bull Euphemism Lesson Plan

httpwwwedureforgVirtualLessonsLanguage_ArtsVocabularyVOC0003html

6-53 Create written descriptions using

precise language and vivid details

REV

IEW A

S NEC

ESSAR

Y

bull Vivid Details wwwlebanonk12ohussndbfiles008161Vivid_Verbsppt

bull Descriptive Prompts httpwwwuenorgLessonplanpreviewcgiLPid=13900

bull Vivid Specific Images httpwwwaseanmusiccomwords-vivid-specific-imageshtml

bull Powerful Writing Description in Creating Monster Trading Cards httpwwwreadwritethinkorgclassroom-resourceslesson-planspowerful-writing-description-creating-134html

bull Writing with Vivid Verbs httpwwwk12academicscomlesson-planswriting-vivid-verbs

bull Brainstorm This httpwwwbeaconlearningcentercomLessons2352htm

bull Child Labor in South Carolinas httpwwwteachingushistoryorgLessonPlanChildLaborintheCarolinashtml

bull Precise Language Using Specific Words to Convey Exact Images and Feelings httpwwwpassleonk12flusAll20Books2c20Eng20II20SB20Unit2022091-112pdf

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-54 Create persuasive writings (for example print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience

SL FL

REV

IEW A

S N

ECESSA

RY

6-61 Clarify and refine a research topic W67 Conduct short research projects to

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

REV

IEW A

S NEC

ESSAR

Y

bull Selecting and Refining a Research Topic httppeoplewcsuedureitzjrestopichtml

bull Refining a Topic httplibrarydukeeduservicesinstructionlibraryguiderefininghtml

bull Research Survival Guide - how to identify keywords to search your topic and the types of information sources you can use for your topic

bull Ways to Narrow Down a Topic - suggestions for narrowing a topic including the SOCRAPR method

6-62 Use direct quotations paraphrasing and summaries to incorporate into written oral auditory or visual works the information gathered from a variety of research sources

W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate

REV

IEW A

S NEC

ESSAR

Y

bull Exploring Plagiarism Copyright and Paraphrasing httpwwwreadwritethinkorgclassroom-resourceslesson-plansexploring-plagiarism-copyright-paraphrasing-1062html

bull Summarization PowerPoint httpwwwshsuedu~txcaePowerpointssummarizationhtml

bull Summarizing httpwwwshsuedu~txcaePowerpoints5thTAASSummarizing12html

bull Paraphrase Craze - Well thought out lesson with lots of chances to practice If you want to get rid of the horrible background in IE go to Tools Internet Options click on Accessibility at the bottom of the General tab and click Ignore Colors Ahhh much better

bull Paraphrase Practice Worksheet - two paragraphs to read and paraphrase on paper

bull Paraphrase Self Test - Type something in the first box as the base text Next type your paraphrase of the first text As you type you will see an evaluation below the second box indicating overlapping language

bull Paraphrase Write it in Your Own Words - six steps to effective paraphrasing plus some examples of good (and bad) paraphrasing

bull Paraphrasing Exercise - [not interactive] five paragraphs to read and paraphrase on your own paper [ Possible Answers here ]

bull Quoting Paraphrasing and Summarizing - defines each and then tells why and how to use each

bull Paraphrasing and Summarizing httpfacultymckendreeeduwriting_handoutsparaphrasehtm

6-63 Use a standardized system of documentation (for example a list of sources with full publication information and the use of in-text citations) to properly credit the work of others

SL

REV

IEW A

S NEC

ESSAR

Y

bull Internet Citation Checklist httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983checklistpdf

bull Internet Documentation Form httpwwwreadwritethinkorgfilesresourceslesson_imageslesson133Internet_Documentation_Formpdf

bull Internet Citation Organizer httpwwwreadwritethinkorgfilesresourceslesson_imageslesson983organizer-formpdf

bull Citation Machine - an interactive Web tool designed to assist teachers in modeling the proper use of information property (Students are welcome to use this as well)

bull Citing Sources - Guide to Library Research - Documentation Guidelines Citing Sources Within Your Paper

bull EasyBib - free automatic bibliography composer bull Welcome to Purdue OWL

httpowlenglishpurdueeduworkshopshypertextResearchWcriticalhtml

bull The ABCs of Web Site Evaluation (presented by Kathy Schrock) - Evaluation of Web sites is an important skill to learn in this age of digital and information literacy Students and teachers need practice in critically examining sites to determine authority authenticity and applicability to purpose This site provides that practice

bull Electronic Text - requires students to use sources to find information before taking a short quiz

bull Evaluation of information sources from the web - critically evaluate a Web page for authenticity applicability authorship bias and usability

bull Evaluating Web Pages - Techniques to Apply amp Questions to Ask bull The Good The Bad amp The Ugly - or Why Its a Good Idea to Evaluate

Web Sources bull Quality Information Check List -a resource to help young people

evaluate the information they find on the Internet bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Skim Scan and Scroll

httpwwwreadwritethinkorglessonslesson_viewaspid=155 bull Choosing the Best Print Resources

httpwwwreadwritethinkorgmaterialshints-on-printindexhtml

GRADE 6 - ENGLISH LANGUAGE ARTS INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)

PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE copy - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012

SL ndash STRATEGY LESSON FL ndash FUNDAMENTAL LESSON LG ndash DISTRICT LESSON GUIDE

6-64 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose

FL

bull Academic Vocabulary - [10 subjects to select] Knowing the meanings of course-specific words will help you more fully comprehend the material you are learning and will later be tested on These academic vocabulary exercises will introduce you to some of the key terms that you may find helpful in everyday life and in the workplace after school

bull Building Vocabulary Making Multigenre Glossaries Based on Student Inquiry - students make their own glossaries

bull Complete sentence using correct vocabulary word - select easy medium or hard

bull Context Clues - define the bold word in the reading selection

6-65 Use appropriate organizational strategies to prepare written works oral and auditory presentations and visual presentations

6-66 Select appropriate graphics in print or electronic form to support written works oral presentations and visual presentations

6-67 Use a variety of print and electronic reference materials

W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate

FL

bull SCDISCUS--South Carolinas Virtual Library bull Research Building Blocks Examining Electronic Sources

httpwwwreadwritethinkorglessonslesson_viewaspid=149 bull Research Building Blocks Skim Scan and Scroll

httpwwwreadwritethinkorglessonslesson_viewaspid=155 bull Choosing the Best Print Resources

httpwwwreadwritethinkorgmaterialshints-on-printindexhtml bull Electronic Text - requires students to use sources to find information

before taking a short quiz bull Citing Sources - Guide to Library Research - Documentation Guidelines

Citing Sources Within Your Paper bull EasyBib - free automatic bibliography composer

6-68 Design and carry out research projects by selecting a topic constructing inquiry questions accessing resources and selecting and organizing information

W67 Conduct short research projects to

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

Miscellaneous Support Sites

bull Still More Novel Ideas httpwwwteachersdeskorgnovels2html bull Lights Camera Action Interviewing Book Characters

httpwwwreadwritethinkorgclassroom-resourceslesson-planslights-camera-action-interviewing-140html

bull Oral Presentation Rubric httpwwwreadwritethinkorgfilesresourceslesson_imageslesson416OralRubricpdf

bull Adolescent Literature wwwaditorg bull Interactive Reading Strategies Notebook

httpwwwgreecek12nyusinstructionELA6-12ReadingReading20Strategiesinteractivenotebookhtm