GREENWOOD PUBLIC SCHOOL DISTRICT · GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade ... Lesson 1,...

GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade

ENGLISH LANGUAGE ARTS Pacing Guide

2016 - 2017

*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.

FIRST NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.

Ongoing standards should be taught each nine weeks.

Week

Instructional Period Academic Focus

Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing Standards

Text Focus

Extended

Supporting

Date Days

Session 1

Week

1-2

Session

1

Aug.

4

7-22

12

Days

First Day of School Procedures RL6.2- Determine a

theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions of judgments.

RI6.2- Determine a

central idea of a text

and how it is conveyed

through particular

details; provide a

summary of the text

distinct from personal

opinions or judgments

W.6.1 Write arguments

to support claims with cl

ear reasons and relevan

t evidence.

RL6.1- Cite textual

evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions)

RL6.5 Analyze how a

particular sentence,

chapter, scene, or stanza

fits into the overall

structure of a text and

contributes to the

development -

RL6.10 - By the end of

the year, read and

comprehend literature,

including stories, dramas,

and poems, in the grades

6-8 text complexity band

proficiently, with

scaffolding as needed at

the high end of the range.

RI6.1- Cite textual

evidence to support

analysis of what the text

says explicitly as well as

inferences drawn from the

text

L6.1a Ensure that pronouns are i

n the proper case (subjecti

ve, objective, possessive)

. L.6.1b Use intensive pro

nouns (e.g., myself, oursel

ves)

L6.4a - Use context (e.g., the over

all meaning of a sentence

or paragraph; a word’s pos

ition or function in a sente

nce) as a clue to the mean

ing of a word or phrase.

SL.6.1a Come to discus

sions prepared, having re

ad or studied required mat

erial; explicitly draw on th

at preparation by referring

to evidence on the topic, t

ext, or issue to probe and r

eflect on ideas under discu

ssion.

SL.6.1b Follow rules for c

ollegial discussions, set sp

ecific goals and deadlines,

W.6.4 Produce clear and co

herent writing in which the d

evelopment, organization, a

nd style are appropriate to t

ask, purpose, and audience.

(Gradespecific expectation

s for writing types are define

d in standards 1–3 above.)

W.6.5

With some guidance and su

pport from peers and adults,

develop and strengthen wri

ting as needed by planning,

revising, editing, rewriting, o

r trying a new approach. (E

diting for conventions should

demonstrate command of

Language standards 1–

3 up to and including grade

6.)

W.6.6 Use technology, inclu

ding the Internet, to produce

and publish writing as well

as to interact and collaborat

e with others; demonstrate s

ufficient command of keybo

arding skills.

W.6.10 -

Write routinely over extende

d time frames (time for rese

Week 1

Old Yeller (Basal)

High Plains Childhood

(Basal, Literary)

A Best Friend (Basal,)

A Dog’s Life (Basal,

Information)

Week 2

Saving the Past (Basal,

Informational)

Linda and Val (Basal,

Literary)



2016 - 2017


RI6.5- Analyze how a

particular scene, paragraph, chapter, or section, fits into the overall structure of a text and contributes to the development of the ideas.

RI6.10 By the end of the

year, read and comprehend literary nonfiction, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

-

and define individual role

s as needed.

SL.6.1c Pose and respon

d to specific questions with

elaboration and detail by

making comments that co

ntribute to the topic, text, o

r issue under discussion.

SL.6.1d

Review the key ideas expr

essed and demonstrate un

derstanquestions with elab

oration and detail by maki

ng comments that contribu

te to the topic, text, or issu

e under discussion.

SL.6.1d


essed and demonstrate

understanding of

multiple perspectives th

rough reflection and par

aphrasing.

SL6.2 - Interpret information prese

nted in diverse media and

formats (e.g., visually, qua

ntitatively, orally) and expl

ain how it contributes to a t

opic, text, or issue under s

tudy.

arch, reflection, and revisio

n) and shorter time frames (

a single sitting or a day or tw

o) for a range of discipline‐specific tasks, purposes, an

d audiences.

Ready Reading Lessons Alignment: Lesson 1, Lesson2, Lesson 8 and 9

Ready Writing Standards Lesson Alignment: Lesson(s) 1, 3, 5, 9, 16, 18, 19



2016 - 2017


Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L6.1a-Lessons L1-L3 (Language Handbook) Lesson 7 and

Lesson 16 L.6.4a-Lesson L11

*****Remediation may vary*********

Week


Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing Standards

Text Focus

Extended

Supporting

Date Days

Week 3

& 4

Session

2

Aug.

23-

Sept. 7

10

Days

RL6.2- Determine a


RI6.2- Determine a



through particular

details; provide a

summary of the text



W.6.1 Write arguments

to support claims with cl

ear reasons and relevan

t evidence.

RL6.1- Cite textual

evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions) RL.6.3 -

how the characters respon

d or change as the plot mo

ves toward a resolution.

RL6.5 Analyze how a





contributes to the

development -


the year, read and





proficiently, with



L.6.1c Recognize and

correct inappropriate sh

ifts in pronoun number

and person.

L.6.1d Recognize and

correct vague pronouns

(i.e., ones with unclear

or ambiguous anteced

ents).

L.6.4b

Use common, grade‐

appropriate Greek or L

atin affixes and roots as

clues to the meaning

of a word (e.g., audienc

e, auditory, audible

*SL.6.1a Come to discu

ssions prepared, having r

ead or studied required m

aterial; explicitly draw on t

hat preparation by referrin

g to evidence on the topic,

text, or issue to probe an

d reflect on ideas under di

scussion.


W.6.4 Produce clear and

coherent writing in which

the development, organiz

ation, and style are appro

priate to task, purpose, an

d audience. (Gradespecifi

c expectations for writing

types are defined in stand

ards 1–3 above.)

W.6.5

With some guidance and

support from peers and a

dults, develop and streng

then writing as needed by

planning, revising, editing

, rewriting, or trying a ne

w approach. (Editing for c

onventions should demon

strate command of Lang

uage standards 1–

3 up to and including grad

e 6.)

W.6.6 Use technology, in

cluding the Internet, to pr

oduce and publish writing

as well as to interact and

collaborate with others; d

emonstrate sufficient com

Week 3

Mother Fletcher’s Gift

(Basal)

Linda and Val (Basal,

Literary)

Saving the Past (Basal,

Informational)

Week 4

Viva New Jersey (Basal,

Literary)

This New Town (Basal,

Literary)

The Traveler (Basal,

Literary)

Visiting Another Country

( Basal)

Suggested Texts

Informational Text



2016 - 2017


RI.6.1- Cite textual

evidence to support




text Describe how the plot of a

literary text unfolds in a ser

ies of episodes as well as

RI.6.3 - Analyze in detail how a ke

y individual, event, or idea

is introduced, illustrated, a

nd elaborated in a text (e.g

., through examples or ane

cdotes).

RI.6.5- Analyze how a




-




s as needed.







SL.6.1d




oration and detail by maki

ng comments that contribu

te to the topic, text, or issu

e under discussion.

SL.6.1d



understanding of



aphrasing.

SL.6.4 -

present claims and findi

ngs, sequencing ideas l

ogically and using perti

nent descriptions, facts

, and details to accentu

ate main ideas or them

es; use appropriate ey

e contact, adequate vol

ume, and clear pronunc

iation

mand of keyboarding skill

s.

W.6.10 -

Write routinely over exten

ded 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.

The Dust Bowl Migration:

Poverty Stories

Literary Text “Leaving

the Dust Bowl,” Bob

Bradshaw



2016 - 2017


Ready Reading Lessons Alignment: Lesson 1, Lesson 2, Lesson 8, and 9

Ready Writing Lessons Alignment: : Lesson(s) 1, 3, 5, 9, 16, 18, 19

Ready Language Handbook Alignment 9 back of READY Teacher’s Resource Book):Lesson 5 L.6.1c, Lesson L5, Lesson 5 L6.1d, Lesson 12 L.6.4b


Week


Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing Standards

Text Focus

Extended

Supporting

Date Days

Week 5

& 6

Session

3

Sept. 8-

20

9

Days RL6.2- Determine a theme

or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions of judgments.

RI6.2- Determine a central

idea of a text and how it is

conveyed through particular

details; provide a summary of

the text distinct from personal


W.6.3

Write narratives to devel

op real or imagined exp

eriences or events using

effective technique, rele

vant descriptive details,

and well‐structured event seque

nces.

RL6.1- Cite textual

evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions) RL.6.3 -




RL6.5 Analyze how a





contributes to the

development -


the year, read and





proficiently, with

L.6.1e

Recognize variations fr

om standard English in

their own and others'wri

ting and speaking, and i

dentify and use strategi

es to improve expressio

n in conventional langu

age.*

L.6.2a se punctuation (co

mmas, parentheses, dash

es) to set off nonrestrictiv

e/

parenthetical elements.*

L.6.2b Spell correctly.

*SL.6.1a Come to discus

sions prepared, having re

ad or studied required mat

erial; explicitly draw on th

at preparation by referring

to evidence on the topic, t

ext, or issue to probe and r


coherent writing in which t

he development, organiza

tion, and style are approp

riate to task, purpose, and

audience. (Gradespecific

expectations for writing ty

pes are defined in standar

ds 1–3 above.)

W.6.5

With some guidance and

support from peers and a

dults, develop and writing

as needed by planning, r

evising, editing, rewriting,

or trying a new approach.

(Editing for conventions s

hould demonstrate comm

and of Language standar

ds 1–

3 up to and including grad

e 6.)

W.6.6 Use technology, in

cluding the Internet, to pr

oduce and publish writing


collaborate with others; d

emonstrate sufficient com

Week 5

Give the Oceans a Break!

(Basalz0

The Amazing Amazon

(Basal, Informational)

Saving the Rain Forests


Drip Dry (Basal,

Informational)

Week 6

Hachiko (Basal, Literary)

Dogs Versus Cats (Basal,

Literary)

Jack to the Rescue


They’ve Got Personality

(Basal)



2016 - 2017





evidence to support







RI.6.3 - Analyze in detail how a ke





cdotes).





eflect on ideas under discu

ssion.





s as needed.







SL.6.1d




oration and detail by mak

ing comments that contrib

ute to the topic, text, or iss

ue under discussion.

SL.6.1d



understanding of



aphrasing.

mand of keyboarding skill

s.

W.6.10 -

Write routinely over exten

ded time frames (time for


revision) and shorter time

frames (a single sitting or

a day or two) for a range

of discipline‐specific tasks, purposes,

and audiences.

Suggested Text

Informational Text

Narrative of the Life of

Frederick Douglass, an

American Slave by

Frederick Douglass

Words We Live By: Your

annotated Guide to the

Constitution by Linda R.

Monk

www.corestandards.ora/

AppendixB

Literary Text

The Grapes of Wrath,

Steinbeck

http://www.corestandards.ora/AppendixB

http://www.corestandards.ora/AppendixB



2016 - 2017


Ready Reading Lessons Alignment: Lesson 1, Lesson 2, Lesson 8, Lesson 9

READY Writing Alignment: W.6.3 Lessons 3, 4, 6, 13, 14, 15, 17

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons: L7, L.6.2.a Lesson L8, L.6.2.b ---


Week


Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing Standards

Text Focus

Extended

Supporting

Date Days

Week

7 & 8

Session

4

Sept 21

October

17

15

Days RL6.2- Determine a


RI6.2- Determine a



through particular

details; provide a

summary of the text



W.6.3

Write narratives to dev

elop real or imagined e

xperiences or events u

sing effective techniqu

e, relevant descriptive

details, and well‐

RL6.1- Cite textual

evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions) RL.6.3 –




RL6.5 Analyze how a





contributes to the

development –

RL6.10 – By the end of

the year, read and





proficiently, with

L.6.3a Vary sentence patterns f

or meaning, reader/listen

er interest, and style.*

L.6.3b Maintain consiste

ncy in style and tone.*

*SL.6.1a Come to disc

ussions prepared, havin

g read or studied require

material; explicitly draw

on that preparation by ref

erring to evidence on the

topic, text, or issue to pr

obe and reflect on ideas

under discussion.

SL.6.1b Follow rules for

collegial discussions, set

specific goals and deadli

nes, and define individu

al roles as needed.

SL.6.1c Pose and respo

nd to specific questions

with elaboration and deta

W.6.4 Produce clear and c

oherent writing in which the

development, organization

, and style are appropriate

to task, purpose, and audi

ence. (Gradespecific expe

ctations for writing types ar

e defined in standards 1–

3 above.)

W.6.5

With some guidance and s

upport from peers and adul

ts, develop and strengthen

writing as needed by planni

ng, revising, editing, rewriti

ng, or trying a new approa

ch. (Editing for conventions

should demonstrate comm

and ofInLanguage standar

ds 1–

3 up to and including grade

6.)

W.6.6 Use technology, incl

uding the Internet, to produ

ce and publish writing as w

ell as to interact and collab

Week 7 & 8

Song to Mother (Basal)

Louisa Jones Sings a

Praise to Caesar, (Basal)

Those Winter Sundays

(Basal)

Grandma (Basal)

Suggested Texts

Informational Text

United States Preamble

and First Amendment to

the United States

Constitution

“Drought, American

Experience,

www.pbs.org/wgbh/ameri

http://www.pbs.org/wgbh/americanexperience;features/timeline/dustbowl



2016 - 2017


structured event sequ

ences. scaffolding as needed at



evidence to support







RI.6.3 – Analyze in detail how a ke





cdotes).




year, read and comprehend literary nonfiction, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of thet range

il by making comments t

hat contribute to the topic

, text, or issue under dis

cussion.

SL.6.1d

Review the key ideas ex

pressed and demonstrat

e understanquestions wit

h elaboration and detail

by making comments th

at contribute to the topic,

text, or issue under disc

ussion.

SL.6.1d

Review the key ideas ex

pressed and demonstrat

e understanding of

multiple perspectives t

hrough reflection and

paraphrasing.

orate with others; demonstr

ate sufficient command of

keyboarding skills.

W.6.10 –

Write routinely over extend

ed time frames (time for re

search, reflection, and revi

sion) and shorter time fram

es (a single sitting or a day

or two) for a range of disci

pline‐specific tasks, purposes, a

nd audiences.

canexperience;features/ti

meline/dustbowl

Obama Signs the

Recovery Act,

http://www.history.com/s

peeches/obama-sign-

recovery-act#obama-

signs-recovery –act

Narrative of the Life of

Frederick Douglass, an

American Slave by

Frederick Douglass

Words We live By: Your

Annotated Guide to the

Constitution by Linda R.

Monk,

www.corestandards.org/

AppendixB



http://www.corestandards.org/AppendixB

http://www.corestandards.org/AppendixB



2016 - 2017


Week

9

Oct. 17 5

days

Review

9 Weeks Assessment

Ready Reading Lessons Alignment: RL6.2, RI.6.2 Lesson 1 Lesson 2, Lesson 8, Lesson 9

Ready Writing Alignment: W.6.3 Lessons 3, 4, 6, 13-15, 17

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.3a Lessons 9, L.6.3a Lesson L9


(Focus and Ongoing Standards are highlighted in this pacing guide).

Second NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards. Ongoing standards should be taught each nine weeks.

Week


Standards

Reading

Ongoing

Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing Standards

Text Focus

Extended

Supporting

Date Days

Session 1

Weeks 1-2

October

18-Nov. 2

12

days

RL.6.3 Describe how a particular story or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and time. RL.6.5 Analyze how a particular sentence, chapter, scene, or a fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL6.1- Cite textual

evidence to support

analysis of what the

text says explicitly as

well as inferences

drawn from the text

(draw conclusions)

RL.6.4 Determine

the meaning of word

s and phrases as they

L.6.3aVary sentence patt

erns for meaning, reader

/listener interest, and sty

le.*

L.6.3b Maintain consiste

ncy in style and tone.*

L. 6.5 a. Interpret

figures of speech (e.g.

W.6.7-

Conduct short research proj

ects to answer a question, d

rawing on several sources a

nd refocusing the inquiry w

hen appropriate.

W.6.8 Gather relevant infor

mation from multiple print

and digital sources; assess t

he credibility of each source

; and quote or paraphrase t

he data and conclusions of o

“Goodbye

to the

Moon”

“Egypt”

“Bud, Not

Buddy”



2016 - 2017


RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4 Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6 Determine an author’s point of view or

purpose in a text

W.6.2 Write informative/explanatory texts to

examine a topic and convey ideas, concepts, and

information through the selection, organization,

and analysis of relevant content.

W.6.3 Write narratives to develop real or

imagined experiences or events using effective

technique, relevant descriptive details, and well-

structured even sequences.

are used in a text, in

cluding figurative

and connotative

meanings; analyze

the impact of a

specific word choice

on meaning and tone

.

RL.6.6 Explain how

an author develops

the point of view of

the narrator or

speaker in a text.

RL6.10 – By the end

of the year, read and

comprehend

literature, including

stories, dramas, and

poems, in the grades

6-8 text complexity

band proficiently,

with scaffolding as

needed at the high

end of the range.


evidence to support



well as inferences

drawn from the text

RI.6.4 Determine the

meaning of words an

d phrases as they are

used in a text,

including figurative,

connotative, and

technical meanings.

personification) in

context.

L. 6.5 b. Use the

relationship between

particular words (e.g.,

cause/effect,

part/whole,

item/category) to

better understand

each of the words.

*SL.6.1a Come to discus

sions prepared, having

read or studied require

material; explicitly draw

on that preparation by re

ferring to evidence on

the topic, text, or issue t

o probe and reflect on

ideas under discussion.



specific goals and dead-

lines, and define in-

dividual roles as needed.


d to specific questions wi

th elaboration and detail

by making comments th

at contribute to the topic

, text, or issue under

discussion.

SL.6.1d

Review the key ideas ex-

thers while avoiding plagiari

sm and providing basic bibli

ographic information for so

urces.

W.6.9 Draw evidence from l

iterary or informational text

s to support analysis, reflect

ion, and research.

W.6.10 –

Write routinely over extend

ed time frames (time for res

earch, reflection, and revisi

on) and shorter time frames

(a single sitting or a day or t

wo) for a range of discipline

‐

specific tasks, purposes, and

audiences.



2016 - 2017


RI.6.6 Determine an

author’s point of

view or purpose in a

text and explain how

it is

RI6.10 By the end of

the year, read and

comprehend literary

nonfiction, in the

grades 6-8 text

complexity band

proficiently, with

scaffolding as

needed at the high

end of the range.

pressed and demon-

strate understanding

of multiple per-

spectives through re-

flection and para-

phrasing.

SL.6.2

Interpret information

presented in diverse

media and formats

(e.g., visually,

quantitatively, orally,

and explain how it

contributes to a topic,

text, or issue under

study.

Ready Reading Lessons Alignment: RL6.3 Lesson 6 & 7, RI.6.3 Lesson 4, RL6.5 Lesson 15 & 16, RI.6.5 Lesson 11, RI.6.6 Lesson 12,

Ready Writing Alignment: W6.2, W.6.3 Lessons 1, 3, 4, 5, 6, 9-12, 13-15, 19, 20

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.3a Lessons 9, L.6.5a Lesson L15, L.6.3.b Lesson L10, L.6.5b

Lesson L16, Lesson 10


Session

Weeks 3-4

Nov.3

-Nov. 17

RL.6.3 –how the characters respond or change as

the plot moves toward a resolution

RI.6.3 – Analyze in detail how a key individual,

event, or idea is introduced, illustrated, and

elaborated in a text (e.g., through examples or

anecdotes).

RL.6.6 Explain how an author develops the point

of view of the narrator or speaker in a text.

RI6.1- Cite textual

evidence to support



well as inferences

drawn from the text

(draw conclusions)

L.6.4a Use context (e.g.,

the overall meaning of a

sentence or paragraph; a

word’s position or

function in a sentence) as

a clue to the meaning of

a word or phrase

L.6.4b Use common,

grade‐appropriate Greek

W6.2 Write

informative/explanatory

texts to examine a topic and

convey ideas, concepts, and

information through the

selection, organization,

analysis of relevant content.

“Hatchet”

“When

Marian

Sings”

“Bud, Not

Buddy”



2016 - 2017


RI.6.6 Determine an author’s point of view or

purpose in a text and explain how it is conveyed in

the text.

W.6.2

Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information

through the selection, organization, and analysis

of relevant content.

RI.6.6 Determine an

author’s point of



it is conveyed in the

text.



comprehend




6-8 text complexity

band proficiently,

with scaffolding as

needed at the high

end of the range.


the year, read and

comprehend literary

nonfiction, in the

grades 6-8 text

complexity band

proficiently, with

scaffolding as

needed at the high

end of the range.

or Latin affixes and roots

as clues to the meaning

of a word (e.g., audience,

auditory, audible).

L.6.5a. Interpret figures

of speech (e.g.,

personification) in

context.

L.6.5b Use the

relationship between

particular words (e.g.,

cause/effect,

part/whole,

item/category) to better

understand each of the

words.

*SL.6.1a Come to

discussions prepared,

having read or studied

require material;

explicitly draw on that

preparation by referring

to evidence on the topic,

text, or issue to probe

and reflect on ideas

under discussion.



specific goals and

deadlines, and define

individual roles as

needed.

SL.6.1c Pose and

respond to specific

questions with


making comments that

contribute to the topic,

W.6.7 Conduct short

research projects to answer

a question, drawing on

several sources and

refocusing the inquiry when

appropriate.

W.6.8 Gather relevant

information from multiple

print and digital sources;

assess the credibility of each

source; and quote or

paraphrase the data and

conclusions of others while

avoiding plagiarism and

providing basic

bibliographic information

for sources.

W.6.9 Draw evidence from

literary or informational

texts to support analysis,

reflection, and research.

W.6.10 –Write routinely

over extended time frames

(time for research,

reflection, and revision) and

shorter time frames (a

single sitting or a day or

two) for a range of

discipline‐specific tasks,

purposes, and audiences.



2016 - 2017


text, or issue under

discussion.

.

SL.6.1d Review the key

ideas expressed and

demonstrate

understanding of

multiple perspectives

through reflection and

paraphrasing.

SL.6.2

Interpret information

presented in diverse

media and formats (e.g.,

visually, quantitatively,

orally) and explain how it

contributes to a topic,

text, or issue

under study.

SL.6.5 Include

multimedia components

(e.g., graphics, images,

music, sound) and visual

displays in presentations

to clarify information.

Ready Reading Lessons Alignment: RL6.3 Lesson 6 & 7, RI.6.3 Lesson 4, RL6.6 Lesson 17,, RI.6.6 Lesson 12

Ready Writing Alignment: W6.2 Lesson 1, 5, 9-12, 19, 20

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.4a Lessons L11, L.6.4b Lesson L12,


Session 3

Weeks 5-6

Nov 27-

Dec 14

RL.6.3 –how the characters respond or

change as the plot moves toward a

resolution

RL6.1- Cite textual

evidence to support



well as inferences

L.6.4c –consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

W6.3- write narratives to

develop real or imagined

experiences or events using

effective techniques,

relevant descriptive details,

“Learning to

Swim”



2016 - 2017


RI.6.3 – Analyze in detail how a key

individual, event, or idea is introduced,

illustrated, and elaborated in a text (e.g.,

through examples or anecdotes).

RL.6.6 Explain how an author develops the

point of view of the narrator or speaker in a

text.

RI.6.6 Determine an author’s point of view

or purpose in a text and explain how it is

conveyed in the text.

W.6.3 Write narratives to develop real or

imagined experiences or events using

effective technique, relevant descriptive

details, and well-structured even sequences.

drawn from the text

(draw conclusions)

RI.6.6 Determine an

author’s point of



it is conveyed in the

text.



comprehend




6-8 text complexity

band proficiently,

with scaffolding as

needed at the high

end of the range.


the year, read and

comprehend literary

nonfiction, in the

grades 6-8 text

complexity band

proficiently, with

scaffolding as

needed at the high

end of the range.

RL6.5 Analyze how a


paragraph, chapter,

or stanza fits into the

overall structure of a

text and contributes

to the development

pronunciation of a word or determine or clarify its precise meaning or its parts of speech L.6.4d – verify the preliminary determinations of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in dictionary) SL.6.1A– come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL6.1B- follow rule for collegial discussions, set specific goals and deadlines, and define individual roles as needed SL6.1C- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, txt, or issue under discussion. SL6.1D- review the key ideas expressed and demonstrate understanding of multiple perspective through reflection and paraphrasing

and well structured event

sequences

W6.5- with some guidance

and support from peers and

adults, develop and

strengthen writing as

needed by planning,

revising, editing, rewriting,

or trying a new approach

W6.6- use technology,

including internet, to

produce and publish writing


collaborate with others;

demonstrate sufficient

command of keyboarding

skills

W6.10- write routinely over

extended time frames (time

for research, reflections,

and revision) and shorter

time frames (a single sitting

or a day or two) for a range

of discipline-specific task,


“Juan

Verdades:

The Man

Who

Couldn’t

Tell a Lie”

“Bud, Not

Buddy”



2016 - 2017


of the theme,

setting, or plot.

RI6.5 Analyze how a


paragraph, chapter,

or section fits into

the overall structure

of a text and

contributes to the

development of the

ideas.

Ready Reading Lessons Alignment: RL6.3 Lesson 6 & 7, RI.6.3 Lesson 4, RL6.6 Lesson 17, RI.6.6 Lesson 12,

Ready Writing Alignment: W.6.3 Lessons 3, 4, 6, 13-15, 17,

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.4c Lessons L13, L14, L.6.4d---,


Session 4

Weeks 7-8

Dec.15th-

Dec 20th

RL.6.5 Analyze how a particular sentence, chapter, scene, or a fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured even sequences.

RL.6.3 Describe how a particular story or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RL.6.6 Explain how an author develops

L.6.5

Demonstrate

understanding of

figurative language, word

relationships, and

nuances in word

meanings.

L.6.5c-

Distinguish among the co

nnotations (associations)

of words with similar den

otations (definitions) (e.g

., stingy, scrimping, econ

omical, unwasteful,

thrifty).

L.6.6 Acquire and use acc

urately grade‐

appropriate general acad

W.6.5 With some

guidance and support

from peers and adults,

develop and strengthen

writing as needed by

planning, revising,

editing, rewriting, or

trying a new approach.

W.6.6 Using technology,

including the internet, to

produce and publish

writing as well as to

interact and collaborate

with others;

demonstrate sufficient

“Morning

Traffic

“Bud, Not

Buddy”



2016 - 2017


the point of view of the narrator or speaker in a text. RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.



comprehend




6-8 text complexity

band proficiently,

with scaffolding as

needed at the high

end of the range.


the year, read and

comprehend literary

nonfiction, in the

grades 6-8 text

complexity band

proficiently, with

scaffolding as

needed at the high

end of the range.

emic and domain‐

specific words and phras

es; gather vocabulary kno

wledge when considering

a word or phrase import

ant to comprehension or

expression. SL.6.1a Come to discussi

ons prepared, having rea

d or studied required mat

erial; explicitly draw on t

hat preparation by referri

ng to evidence on the top

ic, text, or issue to probe

and reflect on ideas und

er discussion. SL.6.1b Fo

llow rules for collegial dis

cussions, set specific goal

s and deadlines, and defi

ne individual roles as nee

ded. SL.6.1c Pose and re

spond to specific questio

ns with elaboration and d

etail by making commen

ts that contribute to the t

opic, text, or issue under

discussion. SL.6.1d

Review the key ideas exp

ressed and demonstrate

understanding of

multiple perspectives thr

ough reflection and para

phrasing.

command of

keyboarding skills.

W.6.10 Write routinely

over extended time

frames (time for


revision) and shorter

time frames (a single

sitting or a day or two)

for a range of discipline-

specific tasks, purposes,

and audiences.

Ready Reading Lessons Alignment: RL6.5 Lesson 15,16, RI.6.5 Lesson 11

Ready Writing Alignment: W.6.3 Lessons 3, 4, 6, 13-15, 17



2016 - 2017


Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.5a Lesson L15, L.6.5c Lesson L17


Third NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.


Week


Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing

Standards

Text Focus

Extended

Supporting

Date Days

Session

Weeks

1-2

Jan. 5-20

11 days

RI.6.6 Determine an author’s view or

purpose in a text and explain how it is

conveyed in the text

RL.6.2 Determine a theme or central

idea of a text and how it is conveyed

through particular details; provide a

summary of the text distinct from

personal opinions of judgements.

RL.6.3 Describe how a particular

story’s or drama’s plot unfolds in a

series of episodes as well as how the

characters respond or change as the

plot moves toward the resolution

(conflict/resolution)

RL.6.4 Determine the meaning of

words and phrases as they are used

in a text, including figurative and

connotative meanings; analyze the

impact of specific word choice on

meaning and tone (imagery,

visualize)

RL.6.7 Compare and contrast the

experience of reading a story, drama,

or poem listening to or viewing and

audio, video, or live version of the

RL.6.5 Analyze how a particular

sentence, chapter, scene, or stanza

fits into the overall structure of a text

and contributes to the development of

the theme, setting, or plot.

RL.6.9 Compare and contrast texts in

different forms or genres in terms of

their approaches to similar themes

and topics.

RL.6.10 By the end of the year, read

and comprehend literature, including

stories, dramas, and poems, in the

grades 6-8 text complexity band

proficiently, with scaffolding as

needed at the high end of the range.




RI.6.10 By the end of the year, read

and comprehend literary nonfiction, in

the grades 6-8 text complexity band



L.6.1.e Recognize variations

from standard English in their

own and others’ writing and

speaking, and identify and use

strategies to improve

expression in conventional

language

L.6.4.b Consult reference

materials, both print and digital,

to find the pronunciation of a

word or determine or clarify its

precise meaning or its part of

speech.

SL.6.1 Engage effectively in a

range of collaborative

discussions with diverse

partners on grade 6 topics,

texts, and issues, building on

others’ ideas and expressing

their own clearly

SL.6.2 Interpret information

presented in diverse media and

formats and explain how it

contributes to a topic, text, or

issue under study



the development,

organization, and style are

appropriate to task,

purpose, and audience.

W.6.5 With some guidance

and support from peers

and adults, develop


needed by planning,

revising, editing,

ting as well as to interact

and collaborate with

others; demonstrate

sufficient command of

keyboarding skills to type

a minimum of three pages

in a single sitting.

W.6.10 Write routinely over

extended time frames and



two) for a range of

Unit 3 –

“Juan Verdades: The Man

Who Couldn’t Tell a Lie”

420a-447q

Unit 3- Week 5

Morning Traffic

448a – 479q

Drama

NEWS ELA

Questar

MDE testlests



2016 - 2017


text, including contrasting what they

“see” and “hear” when reading the

text to what they perceive when they

listen or watch.


and comprehend literature including




needed at the high end of the range..

to convey experiences and events

precisely.

L.6.1.b Use intensive pronouns

L.6.1 Demonstrate command of the

conventions of standard English

grammar and usage when writing or

speaking

L.6.1.b.1 Identify and demonstrate

proper use of intensive pronouns

SL.6.3 Delineate a speaker’s

argument and specific claims,

distinguishing claims, that are

supported by reasons and

evidence from claims that are

not.

SL.6.4 Present claims and

findings sequencing ideas

logically and using pertinent

descriptions, facts, and details

to accentuate main ideas or

themes; use appropriate eye

contact, adequate volume, and

clear pronunciation.

SL.6.6 Adapt speech to a

variety of contexts and tasks

demonstrating command of

formal English when indicated

or appropriated.

discipline specific tasks,


Ready Reading Lessons Alignment: RI.6.6 Lesson 12, RL.6.2 Lesson 8, 9, RL.6.3 Lesson 6, 7, RL.6.4, Lesson 13, 14, RL.6.7 -----, RL6.10 Lesson ALL

Ready Writing Alignment: W6.4 Lessons 4-7, 10-13,15, 18, 19, W.6.5----, W.6.10 ----

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons L7, L.6.4.b Lesson L12


Session

Weeks 3-

4

Jan. 23-

Feb. 3

10 days

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and conative meanings; analyze the impact of a specific word choice on meaning and tone (analogies, imagery) RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza














language



the development,






Unit 3

Morning Traffic

448a – 479q

Drama



2016 - 2017


fits into the overall structure of a text and contributes to the development of the theme, setting, or plot RL.6.9.2 Compare and contrast texts with similar themes and topics in different genres RI.6.2 Determine a central idea of a

text and how it is conveyed through

particular details; provide a summary

of the text distinct from personal


RI.6.4 Determine the meaning of


in the text, including figurative

language, connotative, and technical

meanings (similes, metaphors)

RI.6.5 Analyze how a particular

scene, paragraph, chapter, or section,



the ideas.





and comprehend literary nonfiction in





speaking (adverbs/negatives)

L.6.4 Determine or clarify the

meaning of unknown and multiple

meaning words and phrases based

on grade 6 reading and content

L.6.4.a Use context as a clue to

determine the meaning of a word or

phrase.

W.6.3.a Engage and orient the reader

by establishing a context and

introducing a narrator and/or

characters; organize an event


and topics.




















speech.







their own clearly





issue under study






not.













or appropriated.

and adults, develop


needed by planning,

revising, editing,



others; demonstrate









two) for a range of



READWORKS

NEWSELA

Questar

MDE testlests

Review ELA Standards

from Unit 3 Weeks 1 -5

Unit 3 – Week 6

Interactive Review

Challenges and

Obstacles

IR1-IR60

Reading Poetry

480-483a Questar

MDE testlests



2016 - 2017


sequence that unfolds naturally and

logically

W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

Ready Reading Lessons Alignment: RL6.4 Lesson 13, 14, RL.6.5 Lesson 15, 16, RL.6.9.2 Lesson 20, RI.6.2 Lessons 1, 2, RI.6.4 Lesson 10, RI.6.5 Lesson 11, RI.6.6

Lesson 12, RI.6.10----

Ready Writing Alignment: W.6.3a Lessons ---,W.6.3d ---

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1--- , L.6.4a-d


Session

Weeks

5-6

Feb. 6-17

10 days





the ideas.







RI.6.1 Cite textual evidence to

support analysis of what the text says

explicitly as well as inferences drawn

from the text

RI.6.3 Analyze in detail how a key

individual, event, or idea is

introduced, illustrated, and elaborated

in a text.















and topics.





















language






speech.







their own clearly





issue under study



the development,






and adults, develop


needed by planning,

revising, editing,



others; demonstrate









two) for a range of



Unit 4 – Week 2

“The Chimpanzees I

Love: Saving Their

World and Ours”

50a-81q

Expository Text

Unit 4 Week 3

“Black Frontiers”

82a-109q

Expository Text



2016 - 2017





speaking (prepositions/prepositional

phrases)





L.6.4.c Consult reference materials,

both print and digital, to find the

pronunciation of a word or determine

or clarify its precise meaning of a

word or phrase




speaking (interjections/ tag

questions)

L.6.2.a.1 Review correct usage of

commas

L.6.3 Use knowledge of language and

its conventions when writing,

speaking, reading, or listening



phrase.

L.6.4.c.1 Refer to reference materials

both print and digital to find the

pronunciation, meaning and/or part of

speec






logically

W.6.3.c Use a variety of transition

words, phrases, and clauses to

convey sequence and signal shifts

from one time frame or setting to

another






not.













or appropriated.

.



2016 - 2017


W.6.3.d Use precise words and

phrases, relevant descriptive details,

and sensory language to convey

experiences and events

W.6.4 Produce clear and coherent

writing in which the development,


appropriate to task, purpose, and

audience.

W.6.2.b Develop the topic with

relevant facts, definitions, concrete

details, quotations, or other

information and examples

W.6.3.b.Use narrative techniques to

address the prompt and provide

effective and comprehensive

development of narrative elements

Ready Reading Lessons Alignment: RI.6.5 Lesson 11, RI.6.6 Lesson 12, RI.6.10---, RI.6.3 Lesson 4, RI.6.10---,

Ready Writing Alignment: W.6.3.a-d Lessons 3, 4, 6, 13-15, 17, W.6.4 Lessons 4-7, 10-13, 15, 18, 19, W.6.2b----, W.6.3.b Lessons 7, 8

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.3a Lessons 9, L.6.5a Lesson L15, L.6.3.b Lesson L10, L.6.5b Lesson L16,

Lesson 10


Session

Weeks 7-8

Feb.23

Mar. 21

14 days

RL6.1. Cite textual evidence to



from the text (draw conclusions)





plot moves toward the resolution.






needed at the high end of the range









and topics.













language






speech.





the development,






and adults, develop


needed by planning,

revising, editing,



Unit 4 – Week 4

“Deep-Sea Danger”

110a-141q

Drama READWORKS

NEWSELA

Questar

MDE testlests

Unit 4 – Week 5



2016 - 2017









meanings (shades of meaning;

hyperbole)





the ideas.







speaking

L.2.a.3 Differentiate between

nonrestrictive and parenthetical

elements (commas, colons,

parenthesis)



phrase.




speech




speaking (compound, complex,

fragments, run-on sentences,

types of sentences)



phrase.









L.6.1.e Recognize variations from

standard English in their own and

others’ writing and speaking, and

identify and use strategies to improve

expression in conventional language

L.6.4.b Consult reference materials,

both print and digital, to find the

pronunciation of a word or determine

or clarify its precise meaning or its

part of speech.





their own clearly





issue under study



distinguishing claims that are



not.













or appropriated.

.

others; demonstrate









two) for a range of



“Inventing the Future: A

Photobiography of Thomas

Alva Edison”

142-175q

Biography



2016 - 2017


L.6.4.b Use common, grade-

appropriate Greek or Latin affixes and

roots as clues to the meaning of a

word




speech

.6.3.a Engage and orient the reader





logically

W.6.3.b.Use narrative techniques to

address the prompt and provide

effective and comprehensive

development of narrative elements





audience

W.6.2.a Introduce a topic; organize

ideas, concepts, and information

using strategies such as definition,

classification, comparison/contrast,

and cause/effect; include formatting

(e.g. headings), graphics, and

multimedia when useful to aiding

comprehension.

W.6.2.b Develop the topic with

relevant facts, definitions, concrete

details, quotations, or other

information and examples





audience.

W.6.5 With some guidance and

support from peers and adults



2016 - 2017


develop and strengthen writing as

needed by planning, revising,

editing, rewriting, or trying a new

approach

Ready Reading Lessons Alignment: RL6.1 Lesson 5, RI.6.3 Lesson 6, 7, RL.6.10----, RI.6.6 Lesson 12, RI.6.4 Lesson 10, RI.6.5 Lesson 11, RI6.6 Lesson 12

Ready Writing Alignment: W.6.3.b Lesson 7, 8, W.b.4 Lessons 4-7, 10-13, 15, 18, 19, W.6.2.a Lesson 4, 6. 2.b---, W.6.5---

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1---, L.6.2.a Lesson L8, L6.4a Lesson 11, L6.4b Lesson 12, L.6.4c.1 Lesson L13,

L14, 6.3.a Lesson L9,




2016 - 2017


Fourth NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.


Week


Standards

Reading

Ongoing Standards

Language/Speaking-

Listening

Ongoing Standards

Writing

Ongoing

Standards

Text Focus

Extended

Supporting

Date Days

Session

Weeks

1-2

Mar.22-

Apr. 4

9 days















meaning and tone (idioms/jargons)














the ideas

RI.6.8 Trace and evaluate the

argument and specific claims in a









and topics.





















language






speech.

*L.6.6 Acquire and use

accurately grade appropriate

general academic and domain

specific word and phrases;

gather vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression

.6.1 Engage effectively in a






their own clearly






the development,






and adults, develop


needed by planning,



W.6.6 Use technology,

including the Internet, to

produce and publish



with others; demonstrate









two) for a range of



Unit 5 – Week 1

“The View from

Saturday”

182a-213q

Humorous Fiction

READWORKS

NEWSELA

Questar

MDE testlests

Unit 5 – Week 2

“Harvesting Hope: The

Story of Cesar Chavez”

214a-239q

Biography



2016 - 2017


text, distinguishing claims that are

supported by reasons and evidence

from claims that are not





issue under study






not.













or appropriated.

Ready Reading Lessons Alignment: RL6.1 Lesson 5, RL..6.3 Lesson 6,7, RL6.4 Lesson 13, 14, RL.6.10----, RI.6.6 Lesson 12, RI.6.5 Lesson 11, RI.6.8 Lesson 18, RI.6.10--

Ready Writing Alignment: W6.4 Lesson 4-7, 10-13, 15, 18, 19, W.6.5 -----, W.6.6 Lesson 15, W.6.10-----

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons L7, L.6.4.b Lesson L12, L.6.6---,L.6.1----


Session

Weeks

3-4

April 5-18

9 days






















and topics.











language







the development,






and adults, develop


needed by planning,



Unit 5 – Week 3

“The River That Went to

the Sky: A Story from

Malawi”

240a-263q

Myth

NEWSELA



2016 - 2017



meaning and tone (alliteration,

onomatopoeia)





















speech.







phrase important to








their own clearly





issue under study






not.













or appropriated.



produce and publish












two) for a range of



Questar

MDE testlests



2016 - 2017


Session

Weeks

5-6

April

19-May 1

9 days




RL.6.2 Determine a theme or central

idea of a text and how it is conveyed

through particular details; provide a

summary of the text distinct from

personal opinions of judgements.





plot moves toward the resolution

(conflict/resolution)






meaning and tone (imagery,

visualize)









and topics.





















language






speech.







phrase important to








their own clearly





issue under study






not.






the development,






and adults, develop


needed by planning,





produce and publish












two) for a range of



Reading Street

READWORKS

NEWSELA

Questar

MDE testlests



2016 - 2017







SL.6.6 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriated.

Ready Reading Lessons Alignment: RL.6.4 Lesson 13, 14, RI.6.6 Lesson 12, RL..6.2 Lesson 8, 9, RL.6.3 Lesson 6, 7, RL.6.4 Lesson 13, 14

Ready Writing Alignment: W6.4 Lesson 4-7, 10-13, 15, 18, 19, W.6.5 -----

Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons L7, L.6.4.b Lesson L12, L.6.6---,


Session

Weeks 7-8

May 2-8

5 days

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and conative meanings; analyze the impact of a specific word choice on meaning and tone (analogies, imagery) RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot RL.6.9.2 Compare and contrast texts with similar themes and topics in different genres RI.6.2 Determine a central idea of a

text and how it is conveyed through

particular details; provide a summary

of the text distinct from personal






meanings (similes, metaphors)









and topics.





















language






speech.







phrase important to







the development,






and adults, develop


needed by planning,





produce and publish








Reading Street

READWORKS

NEWSELA

Questar

MDE testlests



2016 - 2017






the ideas.










speaking (adverbs/negatives)







phrase.






logically

W.6.3.d Use precise words and

phrases, relevant descriptive details,

and sensory language to convey

experiences and events




their own clearly





issue under study






not.













or appropriated.





two) for a range of



Ready Reading Lessons Alignment: RL.6.5 Lesson 15, 16, RL.6.9.2 Lesson 20, RI.6.2 Lesson 1, 2, RI.6.4 Lesson 10, RI.6.5 Lesson 11, RI.6.6 Lesson 12, RI.6.10-----

Ready Writing Alignment: W6.43.a Lesson 3, 4, 6, 13-15, 17 W.6.3d---

eady Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1----, L.6.4b Lesson L7-L14, L.6.4.a Lesson L11




2016 - 2017


GREENWOOD PUBLIC SCHOOL DISTRICT · GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade ... Lesson 1,...

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