Quarter 1 Core Content Process Skills/ Activities CCS Integration Evaluation/ Assessments Writing ADVANCED Main Text: Good Habits, Great Readers Grade 6 Unit 5: Great Readers Read to Learn *Locate Facts and Information *Make Inferences From Nonfiction *Identify and Use Text Features *Identify and Use Text Structure *Summarize Non- Fiction (see READY book opinion lessons for practice of paraphrasing) -Establish Reading Habits -Establish Daily 5 Routine -Predict Information Using the Cover and Contents Page -Identify Information From Text Features -Locate Information Using Boldfaced Words and a Glossary -Develop Inferences From a Stated Fact -Use Prior Knowledge to Make Inferences -Evaluate Inferences -Identify Facts From Visuals -Infer Using Visuals -Evaluate Visuals -Identify Text Structure -Link Text Structure and Author s Purpose -Identify Multiple Text Structures -Ask Questions About the Author -Evaluate the Authenticity of Information -Evaluate the Clarity of Information 6.RI.1 6.RI.4 6.RI.5 6.RI.7 6.RI.8 6.RI.9 6.RI.10 6.RL.4 6.L.2 6.L.3 6.L.5 6.L.6 6.W.1.ae 6.W.2.a-f 6.W.3.a 6.W.3.b 6.W.3.c 6.W.3.d 6.W.3.e 6.W.4 6.W.5 6.W.6 6.W.7 6.W.8 6.W.10 6.SL.1 6.SL.6 -Figurative Language (similes, metaphors, hyperbole, personification, alliteration, idiom, allusion, onomatopoeia) -Subject-Verb Agreement -Pronouns and Antecedents -Administer DRA (Level 60: Froggy and Princess) -Administer Discovery -WTW Inventory -Unit 5 Assessments Weeks 1-5 (black binder) -Writing Rubrics -Bio-Poem -Figurative Language Review -GHGR Lesson 8: Fantasy (Student Model Piece, Pre-writing, Editing/Proofreading, Publishing/Presenting with and without technology) -GHGR Lesson 12: Research Reports (Student Model Piece, Pre-writing, Editing/Proofreading, Publishing/Presenting with and without technology)
Quarter 2 Core Content Process Skills/ Activities CCS Integration Evaluation/ Assessments Writing ADVANCED Main Text: Good Habits, Great Readers Grade 6 Unit 4: Great Readers Use What They Know *Understand Story Elements *Understand and Analyze Characters *Understand Setting and Plot *Understand and Analyze Theme Unit 7:Great Readers Think Critically About Books *Question the Commonplace in a Text *Consider the Role of the Author -Preview a Text -Identify Story Elements -Identify Point of View -Understand a Character s Purpose -Analyze a Character s Dialogue and Actions -Understand How Characters Develop -Identify the Setting -Explore Relationships Between Setting and Characters -Identify and Keeping Track of the Plot -Relate to Characters and Events -Identify Theme -Relate to Theme -Question the Archetype of Heroes and Villains -Consider the Role of Gender -Consider the Role of Wealth and Class -Evaluate Author s Sources of Information -Recognize Characters Represent the Author s Message 6.RL.1 6.RL.2 6.RL.3 6.RL.4 6.RL.5 6.RL.6 6.RL.7 6.RL.9 6.RL.10 5.RF 4a c 6.W.1 6.W.2 6.W.4 6.W.5 6.W.6 6.W.7 6.W.8 6.W.10 6.L.1a-e 6.L.6 6.SL.1 6.SL.2 6.SL.3 6.SL.4 6.SL.5 6.SL.6 -Pronouns and Antecedents -Verb Tense -Unit 4 & 7 Assessments (black binder) -Writing Rubrics -GHGR Lesson 12 (continued): Research Reports (Student Model Piece, Pre-writing, Editing/Proofreading Publishing/ Presenting with and without technology) -READY BOOK: Writing an Opinion Speech (Student Model Piece, Pre-writing, Editing/Proofreading Publishing/ Presenting with and without technology)
*Seek Alternate Perspectives *Think Critically -Consider the Author s Motives -Identify Other Perspectives on a Topic -Consider Historical and Cultural Influences on a Text -Compare Perspectives Between Texts -Recognize Bias -Recognize What Might Be Missing From a Text -Make and Support Value Judgments
Quarter 3 Core Content Process Skills/ Activities CCS Integration Evaluation/ Assessments Writing ADVANCED Main Text: Prentice Hall Literature Grade 6 -Intro Unit 1 Big Question: How do we decide what is true? -Intro Unit Form Using Literary Analysis Workshop -Intro Focused CCS Standards with Close Reading of Exemplar Text -Greyling and My Heart is in the Highlands -Stray -The Drive-In Movies -Reading for Information: Animaland and Rescuers to Carry Oxygen Masks for Pets -Compare:Why Monkeys Live in Trees and The Case of the Monkeys That Fell -Themes in Fiction -Central Idea in Nonfiction -Test Practice: Make Predictions -Plot -Narrator and Point of View -Analyze Structural Features -Comparing Fiction and Nonfiction -Test Practice: Fact and Opinion -Author s Perspective -Tone -Make and Support Assertions -Comparing Symbolism -Vocabulary Workshop: Using a Dictionary and Thesaurus -Communications RL. 6.1 RL. 6.2 RL. 6.3 RL. 6.4 RL. 6.6 RL. 6.9 RL. 6.10 RI. 6.1 RI. 6.2 RI. 6.5 RI. 6.6 RI. 6.7 RI. 6.8 RI. 6.10 W.6.1.b W.6.2 W.6.2.a W.6.2.b W.6.2.d W.6.2.e W.6.2.f W.6.3 W.6.3.a W.6.3.b W.6.3.c W.6.3.d W.6.4 W.6.5 W.6.6 W.6.7 W.6.9.a W.6.9.b W.6.10 -Common Nouns -Proper Nouns -Singular Nouns -Plural Nouns -Pronouns -Selection Tests A (including essay component) -Benchmark 1 -Benchmark 2 -Writing Workshop Rubrics -Unit 1 Performance Tasks (optional) -Descriptive Essay (Student Model Piece, Pre-writing, Writer s Toolbox Lesson: Creating Vivid Descriptions, Editing/Proofreading, Publishing/Presenting with and without technology) -Autobiographical Narrative (Student Model Piece, Pre-writing, Writer s Toolbox Lesson: Revising for Pronoun- Antecedent Agreement, Editing/Proofreading, Publishing/Presenting (with and without technology)
From the Trees -My Papa, Mark Twain -Names/Nombres -Reading for Information: The Caribbean and Florida Keys Brochure -The Sound of Summer Running Workshop: Following Oral Directions SL.6.1 SL.6.1.c SL.6.1.d SL.6.4 SL.6.5 SL.6.6 L.6.1 L.6.1.a L.6.1.b L.6.1.c L.6.1.d L.6.2 L.6.2.b L.6.3.a L.6.3.b L.6.4 L.6.4.b L.6.4.c L.6.5.c L.6.6
Quarter 4 Core Content Process Skills/ Activities CCS Integration Evaluation/ Assessments Writing ADVANCED Main Text: Prentice Hall Literature Grade 6 -Intro Unit 2 Big Question: Is Conflict Always Bad? -Intro Unit Form Using Literary Analysis Workshop -Introduce Focused CCS Standards with Close Reading of Exemplar Text -The Old Grandfather and His Little Grandson and The Wounded Wolf -Literature in Context: Pet Precautions -The Tail -Zlateh the -Test Practice: Writing for Assessment -Making Inferences -Test Practice: Writing for Assessment - Drawing Conclusions -Structure and Plot Characterization -Comparing Literary Works -Make Inferences -Conflict and Resolution -Use Text Aids and Features -Compare Characters Motives -Draw Conclusions -Theme -Setting RL. 6.1 RL. 6.2 RL. 6.3 RL. 6.5 RL. 6.10 RI. 6.1 RI. 6.3 RI. 6.10 W.6.1.a W.6.3 W.6.3.a W.6.3.e W.6.4 W.6.9.a W.6.10 W.6.9 SL.6.1 SL.6.1.c SL.6.2 SL.6.3 L.6.1 L.6.4b L.6.6 -Action Verbs and Linking Verbs -Principal Parts of Verbs -Simple Verb Tenses -Perfect Tenses of Verbs -Correcting Errors with Verbs -Selection Tests A (including essay component) -Benchmark 3 -Benchmark 4 -Writing Workshop Rubrics -Unit 2 Performance Tasks (optional) -Writing an Argument (Student Model Piece, Prewriting, Writer s Toolbox Lesson: Correcting Errors with Verbs Editing/Proofreading, Publishing/ Presenting with and without technology) -Narrative Text: Short Story (Student Model Piece, Prewriting, Writer s Toolbox Strategy: Revising to Maintain Verb Tense Drafting/Revising Strategies Editing/Proofreading Publishing/ Presenting with and
Goat without technology) Literature in Context: Home on the Range -Reading for Information: The Seven Wonders of the World and Art, Architecture, and Learning in Egypt -Comparing Literary Works: Becky and the Wheels-and- Brake Boys and The Southpaw -The Circuit -The King of Mazy May -Reading for Information: Race to the End of the Earth and Gold Rush: The Journey by Land
-The Fun They Had and Feathered Friend