Grade+6

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Hatchet Sign of the Beaver The Cay Maniac Magee My Side of the Mountain Caddie Woodlawn Letters From Rifka Night of the Twisters Pictures of Hollis Woods Island of the Blue Dolphins || Develop a love of reading
 * Teachers****:** (Gina Breuklander, Rose Dredge, Tamara Gass, Katy O'Kief)
 * Textbook:** (Macmillan/McGraw Hill, Treasures, 2011) (Junior Great Books) (Novels used but not limited to based on differentiated instruction - Hatchet, Sign of the Beaver, The Cay, Maniac Magee, My Side of the Mountain, Caddie Woodlawn, Letters From Rifka, Night of the Twisters, Pictures of Hollis Woods, Number the Stars, Island of the Blue Dolphins, Bridge To Terabitihia)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1. || __Novels__

Improve vocabulary, and comprehension

Read independently, small group, and full group to improve fluency

Recognize use and type of figurative language

Construct a graph to monitor Brian's fear level

Reflecting on reading using summarizing, predicting, connecting, and visualizing

Compare and contrast book with movie

Glean exposure to different cultures

Have a choice in reading a book that more closely relates to their interest

Reinforce reading skills and strategies - predicting, visualizing, summarizing, making connections, questioning, inferring, comprehension, and figurative language

Students will read fluently with: accuracy appropriate pace phrasing expression

Students will build: conversational vocabulary academic vocabulary content specific grade-level vocabulary conversational vocabulary

Students will construct meaning by: applying prior knowledge using text information monitoring comprehension || **Speaking/Listening** LA 6.3.1 Speaking: Students will develop, apply, and refine speaking skills and strategies to communicate key ideas in a variety of situations. LA 6.3.1.b Demonstrate and adjust speaking techniques (e.g., appropriate eye contact, pacing, nonverbal cues, word choice) for a variety of purposes and situations, including interpreting text. LA 6.3.1.d Convey a perspective with clear reasoning and support. LA 6.3.1.e Ask pertinent questions to acquire or confirm information. LA 6.3.1.f Address alternative or opposing perspectives when appropriate to the mode of speaking. LA 6.3.2 Listening: Students will develop and demonstrate active listening skills across a variety of situations. LA 6.3.2.a Utilize active and attentive listening skills (e.g., eye contact, nonverbal cues, taking notes, summarizing, questioning) for multiple situations and modalities. LA 6.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills. LA 6.3.3.a Apply appropriate social etiquette and practice social protocols when communicating. LA 6.3.3.b Demonstrate awareness of and sensitivity to the appropriate use of words (e.g., stereotypes, connotations, subtleties of language) in conversation. LA 6.3.3.c Apply conversation strategies to recognize, consider, and explain new information presented by others in relationship to one's own ideas LA 6.3.3.d Listen, ask probing questions, summarize, and explain information being communicated and consider its contribution to a topic, text, or issue under study. LA 6.3.3.e Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly and persuasively express one's own views while respecting diverse perspectives.

LA 6.1.4.a Use reading strategies to persevere through text of increasing length and/or complexity. LA 6.1.5.a Apply knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words across content areas. LA 6.1.5.b Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine meaning of unknown words. LA 6.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. LA 6.1.5.d Identify and use semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies, synonyms, antonyms) to determine the meaning of words, aid in comprehension, and improve writing. LA 6.1.5.e Verify meaning and pronunciation of words or phrases using reference materials. LA 6.1.6.a Analyze text to determine author’s purpose(s) and describe how author’s perspective influences text. LA 6.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot, conflict, point of view, theme). LA 6.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms, analogy, tone, mood). LA 6.1.6.d Summarize and analyze a literary text and/or media, using key details to explain the theme. LA 6.1.6.e Summarize and analyze an informational text and/or media, using supporting details to explain the main idea. LA 6.1.6.f Apply knowledge of text features to locate information and explain how the information contributes to an understanding of print and digital text. LA 6.1.6.g Use textual evidence to compare and contrast the characteristics that distinguish a variety of literary and informational texts. LA 6.1.6.h Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in literary and informational texts, citing textual evidence to develop a regional, national, and international multicultural perspective. LA 6.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions and support answers with explicit evidence from the text or additional sources. LA 6.1.6.j Apply knowledge of organizational patterns to comprehend informational text (e.g., sequence/chronological, description, cause and effect, compare/contrast, fact/opinion). LA 6.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or research. LA 6.1.6.l Build background knowledge and activate prior knowledge to clarify text, deepen understanding, and make text-to-self, text-to-text, and text-to-world connections while reading complex text. LA 6.1.6.m Self-monitor comprehension and independently apply appropriate strategies to understand text. LA 6.1.6.n Make and confirm/modify predictions and inferences with text evidence while previewing and reading literary, informational, digital text, and/or media. LA 6.1.6.o Demonstrate an understanding of complex text using textual evidence via multiple mediums (e.g., writing, artistic representation, video, other media). LA 6.1.6.p Analyze the extent to which a filmed or live production of a story, drama, or poem resembles or differs from the text or script. || 20-25 days per book || Literary terms and vocabulary related to the content of the books. || Text and film || Notes, discussion, group work and study guides
 * LA 6.1.3 Word Analysis: ** Students will use phonetic analysis to read and write grade-level text.LA 6.1.3.a Know and apply phonetic and structural analysis (e.g., Greek and Latin roots and affixes, multi-syllable words) when reading, writing, and spelling grade-level text.
 * LA 6.1.4 Fluency: ** Students will develop accuracy, phrasing, and expression while reading a variety of grade-level print/digital text to support comprehension.
 * LA 6.1.5 Vocabulary: ** Students will build and use conversational, academic, and content-specific grade-level vocabulary.
 * LA 6.1.6 Comprehension: ** Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text.

Quick Reads

Standardized Test Prep Activities || Online Assessment-

Discussion

Tests ||  ||   || Monitor Comprehension Analyze Summarize Identify -Plot -Mood -Tone -Main Idea -Cause & Effect Recognize Context Clues Make Inferences Make general- izations Identify problem & solutions and sequence Analyze story/ text structure Characterization Evaluate Identify persuasion Make judgements Author's Purpose / Perspective Fact & Opinion Compare & Contrast Locate Theme Describe
 * 2. || MacMillian McGraw Hill Treasures Literature Series || //Skills Identified From Book://

Students will read fluently with: accuracy appropriate pace phrasing expression

Students will build: conversational vocabulary academic vocabulary content specific grade-level vocabulary conversational vocabulary

Students will construct meaning by: applying prior knowledge using text information monitoring comprehension || **// (Please see Speaking/Listening Standards above) //**

LA 6.1.4.a Use reading strategies to persevere through text of increasing length and/or complexity. LA 6.1.5.a Apply knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words across content areas. LA 6.1.5.b Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine meaning of unknown words. LA 6.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. LA 6.1.5.d Identify and use semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies, synonyms, antonyms) to determine the meaning of words, aid in comprehension, and improve writing. LA 6.1.5.e Verify meaning and pronunciation of words or phrases using reference materials. LA 6.1.6.a Analyze text to determine author’s purpose(s) and describe how author’s perspective influences text. LA 6.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot, conflict, point of view, theme). LA 6.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms, analogy, tone, mood). LA 6.1.6.d Summarize and analyze a literary text and/or media, using key details to explain the theme. LA 6.1.6.e Summarize and analyze an informational text and/or media, using supporting details to explain the main idea. LA 6.1.6.f Apply knowledge of text features to locate information and explain how the information contributes to an understanding of print and digital text. LA 6.1.6.g Use textual evidence to compare and contrast the characteristics that distinguish a variety of literary and informational texts. LA 6.1.6.h Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in literary and informational texts, citing textual evidence to develop a regional, national, and international multicultural perspective. LA 6.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions and support answers with explicit evidence from the text or additional sources. LA 6.1.6.j Apply knowledge of organizational patterns to comprehend informational text (e.g., sequence/chronological, description, cause and effect, compare/contrast, fact/opinion). LA 6.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or research. LA 6.1.6.l Build background knowledge and activate prior knowledge to clarify text, deepen understanding, and make text-to-self, text-to-text, and text-to-world connections while reading complex text. LA 6.1.6.m Self-monitor comprehension and independently apply appropriate strategies to understand text. LA 6.1.6.n Make and confirm/modify predictions and inferences with text evidence while previewing and reading literary, informational, digital text, and/or media. LA 6.1.6.o Demonstrate an understanding of complex text using textual evidence via multiple mediums (e.g., writing, artistic representation, video, other media). LA 6.1.6.p Analyze the extent to which a filmed or live production of a story, drama, or poem resembles or differs from the text or script. || 3-5 days per story || content vocabulary included for each story-context clues -multiple meaning words -roots and word parts -idioms, -dictionary and thesaurus skills -analogies -word relationships = =
 * LA 6.1.3 Word Analysis: ** Students will use phonetic analysis to read and write grade-level text.LA 6.1.3.a Know and apply phonetic and structural analysis (e.g., Greek and Latin roots and affixes, multi-syllable words) when reading, writing, and spelling grade-level text.
 * LA 6.1.4 Fluency: ** Students will develop accuracy, phrasing, and expression while reading a variety of grade-level print/digital text to support comprehension.
 * LA 6.1.5 Vocabulary: ** Students will build and use conversational, academic, and content-specific grade-level vocabulary.
 * LA 6.1.6 Comprehension: ** Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text.

Greek and Latin Roots

synonyms, antonyms, figurative language terms and examples such as idioms, word parts - bases, affixes, roots, analogies, homophones, context clues || Macmillan/McGraw Hill Treasures 2011 Practice Books A,B, & O used for differentiating ability level Various internet sites Read-Aloud Anthology ||  || End of Unit Assessment Informal Teacher Assessment Classroom Discussion ||  ||   ||
 * 3. || Junior Great Books stories we may cover:

Jack & the Bean Stalk

A Game of Catch

Through the Tunnel

Raymond's Run

My Greatest Ambition

Chura and Marwe

Gaston || Reinforce reading skills and strategies - predicting, visualizing, summarizing, making connections, questioning, inferring, comprehension, fluency and figurative language Improve interpretive reading skills

Think critically to analyze the story

Use and improve discussion and communication skills

Students will read fluently with: accuracy appropriate pace phrasing expression

Students will build: conversational vocabulary academic vocabulary content specific grade-level vocabulary conversational vocabulary

Students will construct meaning by: applying prior knowledge using text information monitoring comprehension || **// (Please see Speaking/Listening Standards above) //**

LA 6.1.4.a Use reading strategies to persevere through text of increasing length and/or complexity. LA 6.1.5.a Apply knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words across content areas. LA 6.1.5.b Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine meaning of unknown words. LA 6.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. LA 6.1.5.d Identify and use semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies, synonyms, antonyms) to determine the meaning of words, aid in comprehension, and improve writing. LA 6.1.5.e Verify meaning and pronunciation of words or phrases using reference materials. LA 6.1.6.a Analyze text to determine author’s purpose(s) and describe how author’s perspective influences text. LA 6.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot, conflict, point of view, theme). LA 6.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms, analogy, tone, mood). LA 6.1.6.d Summarize and analyze a literary text and/or media, using key details to explain the theme.
 * LA 6.1.3 Word Analysis: ** Students will use phonetic analysis to read and write grade-level text.LA 6.1.3.a Know and apply phonetic and structural analysis (e.g., Greek and Latin roots and affixes, multi-syllable words) when reading, writing, and spelling grade-level text.
 * LA 6.1.4 Fluency: ** Students will develop accuracy, phrasing, and expression while reading a variety of grade-level print/digital text to support comprehension.
 * LA 6.1.5 Vocabulary: ** Students will build and use conversational, academic, and content-specific grade-level vocabulary.
 * LA 6.1.6 Comprehension: ** Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text.

LA 6.1.6.e Summarize and analyze an informational text and/or media, using supporting details to explain the main idea.

LA 6.1.6.f Apply knowledge of text features to locate information and explain how the information contributes to an understanding of print and digital text. LA 6.1.6.g Use textual evidence to compare and contrast the characteristics that distinguish a variety of literary and informational texts. LA 6.1.6.h Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in literary and informational texts, citing textual evidence to develop a regional, national, and international multicultural perspective. LA 6.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions and support answers with explicit evidence from the text or additional sources. LA 6.1.6.j Apply knowledge of organizational patterns to comprehend informational text (e.g., sequence/chronological, description, cause and effect, compare/contrast, fact/opinion). LA 6.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or research. LA 6.1.6.l Build background knowledge and activate prior knowledge to clarify text, deepen understanding, and make text-to-self, text-to-text, and text-to-world connections while reading complex text. LA 6.1.6.m Self-monitor comprehension and independently apply appropriate strategies to understand text. LA 6.1.6.n Make and confirm/modify predictions and inferences with text evidence while previewing and reading literary, informational, digital text, and/or media. LA 6.1.6.o Demonstrate an understanding of complex text using textual evidence via multiple mediums (e.g., writing, artistic representation, video, other media). LA 6.1.6.p Analyze the extent to which a filmed or live production of a story, drama, or poem resembles or differs from the text or script. || approx. 5 days / story || Literary terms and those related to the content of the stories || Junior Great Books Text || Notes, discussion, group work and study guides

Standardized Test Prep Activities || Formal & Informal Class Monitoring Discussion Writing Activity Possible Quiz ||  ||   || Details Understanding Sequence Recognizing Cause & Effect Comparing & Contrasting Making Predictions Finding Word Meaning in Context Drawing Conclusions & Making Inferences Distinguishing Between Fact & Opinion Identifying Author's Purpose Interpreting Figurative Language Summarizing || LA 6.1.5.b Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine meaning of unknown words.
 * 4. || S.T.A.R.S. || Finding Main IdeaRecalling Facts &

LA 6.1.5.d Identify and use semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies, synonyms, antonyms) to determine the meaning of words, aid in comprehension, and improve writing.


 * LA 6.1.6 Comprehension: ** Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text.

LA 6.1.6.a Analyze text to determine author’s purpose(s) and describe how author’s perspective influences text.

LA 6.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms, analogy, tone, mood). LA 6.1.6.e Summarize and analyze an informational text and/or media, using supporting details to explain the main idea. LA 6.1.6.j Apply knowledge of organizational patterns to comprehend informational text (e.g., sequence/chronological, description, cause and effect, compare/contrast, fact/opinion). LA 6.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or research.

LA 6.1.6.m Self-monitor comprehension and independently apply appropriate strategies to understand text. || Approx. 20 days || Words in Context || S.T.A.R.S. Workbook || Discussion Class Instruction Workbook pages || Intermittent quizzes and final test ||  ||   ||
 * 5. || Student Choice Books || Students are given time each day for "Free Reading" in which they choose the book and the projects and /or assessment.

Students will read fluently with: accuracy appropriate pace phrasing expression

Students will build: conversational vocabulary academic vocabulary content specific grade-level vocabulary conversational vocabulary

Students will construct meaning by: applying prior knowledge using text information monitoring comprehension || ** LA 6.1.3 Word Analysis: ** Students will use phonetic analysis to read and write grade-level text.LA 6.1.3.a Know and apply phonetic and structural analysis (e.g., Greek and Latin roots and affixes, multi-syllable words) when reading, writing, and spelling grade-level text. LA 6.1.4.a Use reading strategies to persevere through text of increasing length and/or complexity. LA 6.1.5.a Apply knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words across content areas. LA 6.1.5.b Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine meaning of unknown words. LA 6.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations. LA 6.1.5.d Identify and use semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies, synonyms, antonyms) to determine the meaning of words, aid in comprehension, and improve writing. LA 6.1.5.e Verify meaning and pronunciation of words or phrases using reference materials. LA 6.1.6.a Analyze text to determine author’s purpose(s) and describe how author’s perspective influences text. LA 6.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot, conflict, point of view, theme). LA 6.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms, analogy, tone, mood). LA 6.1.6.d Summarize and analyze a literary text and/or media, using key details to explain the theme. LA 6.1.6.e Summarize and analyze an informational text and/or media, using supporting details to explain the main idea. LA 6.1.6.f Apply knowledge of text features to locate information and explain how the information contributes to an understanding of print and digital text. LA 6.1.6.g Use textual evidence to compare and contrast the characteristics that distinguish a variety of literary and informational texts. LA 6.1.6.h Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in literary and informational texts, citing textual evidence to develop a regional, national, and international multicultural perspective. LA 6.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions and support answers with explicit evidence from the text or additional sources. LA 6.1.6.j Apply knowledge of organizational patterns to comprehend informational text (e.g., sequence/chronological, description, cause and effect, compare/contrast, fact/opinion). LA 6.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or research. LA 6.1.6.l Build background knowledge and activate prior knowledge to clarify text, deepen understanding, and make text-to-self, text-to-text, and text-to-world connections while reading complex text. LA 6.1.6.m Self-monitor comprehension and independently apply appropriate strategies to understand text. LA 6.1.6.n Make and confirm/modify predictions and inferences with text evidence while previewing and reading literary, informational, digital text, and/or media. LA 6.1.6.o Demonstrate an understanding of complex text using textual evidence via multiple mediums (e.g., writing, artistic representation, video, other media). LA 6.1.6.p Analyze the extent to which a filmed or live production of a story, drama, or poem resembles or differs from the text or script. || Ongoing throughout the year. || Terms related to the content of the stories || Individual choice books || Project list given quarterly || Points awarded for project completion ||  ||   ||
 * LA 6.1.4 Fluency: ** Students will develop accuracy, phrasing, and expression while reading a variety of grade-level print/digital text to support comprehension.
 * LA 6.1.5 Vocabulary: ** Students will build and use conversational, academic, and content-specific grade-level vocabulary.
 * LA 6.1.6 Comprehension: ** Students will construct meaning by using prior knowledge and text information while reading grade-level literary and informational text.
 * Obj || Unit || The Learner will || Standard || Days || Vocabulary || Resources || Student Learning Act. || Assessment ||  ||   ||
 * 1 || Vocabulary/Spelling || infer the meaning of words by considering two sentences and choose a brief definition

identify the words meaning and deepen knowledge of a word

apply their understanding of a word in five different words in context passages

use and spell High Frequency word correctly in their writing || **LA 6.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.**


 * LA 6.1.5.a Determine the meaning of words through structural analysis, using knowledge of**
 * Greek, Latin, and Anglo Saxon roots, prefixes, and suffixes to understand complex words,**
 * including words in science, mathematics, and social studies**


 * LA 6.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations**


 * LA 6.1.5.c Select and apply knowledge of context clues (e.g., word, phrase, sentence, and** **paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, index,** **tables, maps, charts) to determine meaning of unknown words in a variety of text structures**


 * LA 6.1.5.d Identify semantic relationships (e.g., metaphors, similes, idioms, analogies,****comparisons)**


 * LA 6.1.5.e Determine**
 * meaning using print and digital reference materials (e.g., dictionary,****thesaurus glossary)** || 1 lesson weekly, Unit review after 5 weeks

Quarters 1- 4 Monday and Friday

Weekly word list of 18 words || 10 new words per lesson weekly/ for 30 weeks

inference analogies context synonym antonym prefix suffix

Spelling 5 new word each week for 30 weeks

Mastery Review of 18 words each week || Student workbook Groundwork for Better Vocabulary, [|www.townsendpress.co] Rebecca Sitton || Daily assignments Related Word Activities [|www.townsendpress.com] || Weekly Mastery Review and Related Word Activities Unit Pretest and Post test ||  ||   || Mark Punctuation, Edit Mechanics, Improve Spelling, Use the Right word,
 * 2 || Writing || Revise and Edit

Sentence Basics, Problems, and Variety,

Parts of Speech

will apply their knowledge of writing through Thank you letters, Friendly letters, Business letters, Addressing Envelopes, Poetry- Simile-Metaphors

Writing paragraph summaries and paragraphs that Compare and/or Contrast

Narrative || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Grade 6 Writing <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2 Students will learn and apply writing skills and strategies to <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">communicate. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">conventions appropriate for grade level. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.1.a Use pre-writing activities and inquiry tools, using available technology, to generate and <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">organize information, guide writing, answer questions <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.1.b Generate a draft by:-Selecting and organizing ideas relevant to topic, purpose, and genre <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> -Composing paragraphs with simple, compound, and complex sentences, avoiding fragments and run-ons of varying length and complexity <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> -Concluding with detailed summary linked to the purpose of the composition <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Gradev6 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">choice, voice) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.1.d Provide oral, written, and/or electronic feedback to other writers; utilize others’ <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">feedback to improve own writing <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">punctuation) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.1.f Publish a legible document (e.g., report, podcast, web page, PowerPoint) that applies <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">formatting techniques to aid comprehension (e.g., differing fonts, title page, highlighting, <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">spacing) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">genres. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.2.a Write in a selected genre considering purpose (e.g., inform, entertain, persuade, <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">instruct) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.2.b Write to a specified audience considering interests, background knowledge, and <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">expectations (e.g., known or unknown individual, business, organization, cyber audience) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.2.c Write considering typical characteristics of the selected genre (e.g., biography, report, <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">business memo, poem, essay, email, podcast) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.2.d Select and apply an organizational structure appropriate to the task (e.g., <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">chronological order, cause and effect, compare and contrast) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.2.2.e Analyze models and examples (own and others’) of various genres in order to create a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">similar piece || Quarter 1-4 Tuesday - Thursday || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">prewrite <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">plan <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">draft <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">revise <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">edit <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">publish <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">homonyms <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">simple <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">compound <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">complex <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">simile <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">metaphor <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">summary <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">compare <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">contrast || Write Source Skills Book English Essentials Short journal online w Angel Write Source Text Book Computer program - Write Source Groundwork for Better Vocabulary Journal || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Skills Book Computer Activities <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Rebecca Sitton Spelling High Frequency words 121- 150 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Mug Shot Sentences and Paragraphs Thursday

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">DVD - Grammar <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">English Essentials Short Form <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">English Essentials <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">__<span style="background-color: transparent; color: #551a8b; font-family: serif; font-size: 16px; text-align: start; vertical-align: baseline;">[|www.townsendpress.com] __ || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Pretest,Midterm, Post test on Elements of Writing- <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Rubric - six traits <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">MAPS Testing <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Angel - Journal ||  ||   || Study skills || demonstrate reciprocal communication
 * 3 || Communication

demonstrate follow Directions || Speaking and Listening <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3 Students will learn and apply speaking and listening skills and strategies <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">to communicate. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.1 Speaking Skills: Students will develop and apply speaking skills to communicate key <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">ideas in a variety of situations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.1.a Communicate ideas and information in a manner appropriate for the purpose and <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">setting <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.1.c Utilize available media to enhance communication <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">variety of situations. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., video, <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">audio, distance, one-to-one, group) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.2.b Listen, ask questions to clarify, and take notes to ensure accuracy of information <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.2.c Listen to, analyze, and evaluate message, purpose, and perspective of information <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">being communicated <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills. || Daily || reciprocal listening communication audience || Write Source Text Listen while others are talking, have the floor, eye contact, tone, on topic non-verbal cue whether working with a partner, in a group or in class discussion

Interact and collaborate by asking questions and contributing ideas in a variety of ways

Projects, Field Trip || Meet and Greet Daily partners/group rubric Note Taking/Listening Skills Activities Skype, IMovie, Gmail Power Point Checklist listening skills

Raising Hand and wait to be called on ||  ||   ||   ||
 * 4 || Multiple Literacies || demonstrate ethical use of information by citing sources

practice sharing safe and appropriate information online

summarize and communicate information through text, visual, and digital means || Grade 6 Multiple Literacies <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4 Students will identify, locate, and evaluate information. <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">information in a variety of media and formats (textual, visual, and digital). <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1.a Select and use multiple resources to generate and answer questions and establish <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">validity of information (e.g., print, subscription databases, web resources) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1.b Demonstrate ethical and legal use of information by citing sources using a prescribed <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">format (e.g., citation of information used) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1.c Practice safe and ethical behaviors when communicating and interacting with others <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">(e.g., safe information to share online, appropriate language use, utilize appropriate sites and <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">materials, respect diverse perspectives) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1.d Engage in activities with learners from a variety of cultures through electronic means <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">(e.g., podcasts, video chats, distance learning) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1.e While reading, listening, and viewing, evaluate the message for bias, commercialism <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">and hidden agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1.f Gather and share information and opinions as a result of communication with others <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">(e.g., video/audio chat, interview, podcast, multi-media presentations) <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">LA 6.4.1.g Use social networks and information tools to gather and share information (e.g., social <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">bookmarking, online collaborative tools) || Year long || appropriate ethical synthesize database plagiarism || Videos, Media, [|www.townsendpress.com] Write Skills Web resources Skype Email <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">IMovie, Angel, Internet <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Cite Resources <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Online Write Source Narrative Writing <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Compare/Contrast <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Summaries <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Two Page Report || Rubric/Checklist Safe information sharing online, appropriate language use, interacting with others, respect for others opinions ||  ||   ||   ||