Curriculum Map 6th Grade English/Language Arts 75 minutes ...€¦ · respond to works of literature. Standard 4: Writing develops the skills of informational, argumentative, and

Curriculum Map

6th Grade English/Language Arts

75 minutes per day / 180 days per year

Mrs. Cristy Clemson and Mrs. Katelynn Miller

6th Grade English/Language Arts uses the Pearson ReadingStreet series. The series is broken

into six individual units each focused around an essential question and common topic. Each unit

is broken into five stories each with an essential question relating to the unit question and an

optional review section. Each story focuses on comprehension, fluency, writing, conventions,

vocabulary, spelling, and listening/speaking. In addition to the series’ materials (textbooks,

workbooks, leveled readers, flipcharts, Sleuth magazine), we also utilize Pearson’s online

system called Pearson Realize, and upload supplemental materials using GoogleClassroom.

Subject: ELA (Regular) - 6th Grade

Reading Units: 6.1 Loyalty and Respect 6.2 Space and Time 6.3 Challenges and Obstacles 6.4 Explorers, Pioneers, and Discoverers 6.5 Resources 6.6 Exploring Cultures

Timeframe: 180 days

The ELA five standard categories are designed to provide a Pre K–12 continuum to reflect the demands of a college- and career-ready graduate. Standard 1: Foundational Skills begin at prekindergarten and focus on early childhood, with some standards reflected through Grade 5. These foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text, both literary and informational, across disciplines. Standard 2: Reading Informational Text enables students to read, understand, and respond to informational text. Standard 3: Reading Literature enables students to read, understand, and respond to works of literature. Standard 4: Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence- based analysis of text and research. Standard 5: Speaking and Listening focuses students on communication skills that enable critical listening and effective presentation of ideas. Assessments:

Foundational Standards (Found in Every Unit): Range of Reading Informational CC.1.2.6.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Craft and Structure/ Text Structure CC.1.3.6.E Analyze how the structure of a text contributes to the development of theme, setting, and plot.

Sources of Information CC.1.3.6.G Compare and contrast the experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching.

Range of Reading Literature CC.1.3.6.K Read and comprehend literary fiction on grade level, reading independently and proficiently

Writing CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CC.1.4.6.U Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Beginning of year baseline test (Diagnostic) Weekly Tests

● Online Book Story Test ● Online CCR Test ● Grammar Skills Test ● Spelling Test ● TDA or Short Response Writing Assessment

Unit/Benchmark Tests CDT Tests End of the Year Test

CC.1.4.6.V Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CC.1.4.6.W 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.

CC.1.4.6.X 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.

Speaking and Listening CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly

CC.1.5.6.B Delineate a speaker’s argument and specific claims by identifying specific reasons and evidence and recognize arguments or claims not supported by factual evidence.

CC.1.5.6.C 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.

CC.1.5.6.D 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.

CC.1.5.6.E Adapt speech to a variety of contexts and tasks.

CC.1.5.6.F Include multimedia components and visual displays in presentations to clarify information.

CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content.

Standard Weekly Story Lesson Plan Format: Days 1-2:

● Topic Opener and Big Question Video/ Family Times Handout ● Concept Talk and Concept Talk Video ● Content Knowledge ● Build Oral Language (Using Amazing Words) ● Teacher Read Aloud (Using Amazing Words) ● Text Based Comprehension Introduce Selection Vocabulary ● Research and Inquiry (Step 1 and 2);

1. Identify and Focus Topic 2. Navigate and Search

● Spelling Pretest ● Conventions Introduction ● Mini-Lesson: Writer’s Craft and Structure ● Daily Fix-It ● Reader’s and Writer’s Notebook Work ● Word Analysis Work ● Literary Terms: ● Vocabulary Skill Work ● Introduce Main Selection

Day 3:

● Continue 2nd Read of Main Selection/ Access Text Using Close Reading Strategies ● Think Critically Questions ● Fluency Work- Appropriate Expression ● Research and Study Skills ● Research and Inquiry (Step 3)

3. Analyze Information ● Conventions work ● Spelling Work ● Mini- Lesson: Writer’s Craft and Structure

Day 4:

● Paired Selection Passage and Skill Work (Reading and Writing Across Texts) ● Monitor Progress and Differentiate Reteaching (Small Group Time/Center Work) ● Monitor Fluency Progress ● Vocabulary Skill ● Research and Inquiry (Step 4)

4. Synthesize ● Conventions work ● Spelling work ● Mini-Lesson: Writer’s Craft and Structure ● Independent Reading and Writing

Day 5:

● Review both Amazing words and Story Vocabulary/ Formative Assessment ● Text-Based Comprehension Work ● Vocabulary Skill Work ● Word Analysis ● Literary Terms ● Monitor Progress and Differentiate Reteaching (Small Group Time/Center Work) ● Independent Reading and Writing

Day 6: ● Assessment Day

○ Online Book Story Test ○ Online CCR Test ○ TDA or Short Response Writing

Day 7:

● Assessment Day ○ Spelling Test ○ Grammar Skills Test

All Tiered Work: (see below)

Tiered Work For On-Level/Enrichment (Advanced): 1. Enrichment Worksheet to Extend Amazing Words 2. Advanced Leveled Reader 4. Independent Reading 5. Inquiry Project 6. Technology Center: Khan Academy and Language, Grammar, and Spelling Games (online)

Tiered Work for Strategic Intervention (Below Level) 1. Sleuth Book 2. Reteach to Build Understanding 3. Reread and/or Differentiate Vocabulary (SI) or (OL) groups 4. Strategic Intervention (SI) or On-Level (OL) Leveled Reader 5. Independent Reading 6. Technology Center: Khan Academy and Language, Grammar, and Spelling Games (online)

● Additional ELL Support: Modified Read Aloud and ELL Support lessons on Pearson Realize

Subject: ELA (Regular) - 6th Grade

Unit 6.1 Loyalty and Respect

Timeframe: 7 days per story/ 5 stories Plus Unit Review and Tests= Approximately 40 days

Standard(s): Comprehension CC.1.3.6.H Compare and contrast texts in the same genre on their approaches to similar themes and topics as well as additional literary elements. CC.1.2.6.E Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/solution). CC.1.3.6.A Determine a theme of a text from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC.1.3.6.C Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. CC.1.4.6.B Identify and introduce the topic clearly. CC.1.4.6.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.

Vocabulary CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade- level text, including interpretation of figurative language. CC.1.3.6.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.2.6.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Writing and Conventions CC.1.4.6.F Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.2.6.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. CC.1.4.6.K Write with an awareness of style. * Use sentences of varying length. * Expand, combine,and reduce sentences for meaning, reader/listener interest, and style.

Objective(s): Using the springboard of the Unit Title “Loyalty and Respect” the students will read various texts and encounter multiple genres. The students will incorporate the common core standards for English Language Arts including Reading/Literature and Foundational Skills, Writing, Speaking and Listening, and Language.

Lesson Titles: Story 1: Old Yeller Story 2: Mother Fletcher’s Gift Story 3: Viva New Jersey Story 4: Saving the Rainforest Story 5: Hachiko Optional (4 or 5 Day) : Unit Review

Assessments: Topic Readiness (Diagnostic) Lesson Quizzes (Formative) Student Monitoring (Formative) Khan Academy (Summative) Topic/Story and Skill Assessments (Summative)

Notes: Following this document are the individual weekly story plans.

Unit 6.1 Story 1- Old Yeller Main Selection (Genre: Historical Fiction) Additional Texts for the week:

● “Munchkin” (Teacher Read Aloud) ● “High Plains Childhood” ● “A Best Friend” ● “A Dog’s Life” (Genre: Expository Text)

Timeline: (5-7 days)

Essential Question(s): How can we help protect those we love? Knowledge Goals: Students will understand that protecting those we love involves:

● Overcoming fears ● Saving someone’s life ● Being a hero or heroine ● Anticipating danger

Eligible Content: Comprehension E06.A-C.3.1 Demonstrate understanding of connections within, between, and/or among texts.

Vocabulary E06.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Writing and Conventions E06.D.1.2.5 Spell grade-appropriate words correctly. E06.B-K.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text.

Objective(s): This week the students will read, write, and talk about helping to protect those we love to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:

1. Develop academic vocabulary unique to the various texts they will encounter this week.

2. Identify a story’s setting and plot. 3. Read aloud with appropriate

expression. 4. Distinguish between synonym

meanings. 5. Identify and Spell words that end in -ed

and -ing. 6. Identify subjects and predicates. 7. Write a personal narrative.

Resources/Materials: Pearson Reading Street Series Textbook, 6th Grade Vocabulary Cards/ Amazing Word Cards Readers and Writers Notebook Daily Fix-Its Leveled Readers Sleuth Books Independent Journal Notebooks (1 per student) iPad (1 per student) *Pearson Realize Link

● Independent Novel- Student selected (fiction)

Story Skill Vocabulary: Setting, plot, visualize, synonyms, historical fiction, subjects, predicates Selection Vocabulary: Speckled, lunging, nub, slung, romping, rowdy Amazing Words: Rescue, hero, imperative, instinctive, maternal, saved, coordinating, intervene, shielding, humanitarian

Assessments: Online Book Test Online CCR Test Grammar Skills Test Spelling Test TDA or Short Response Writing (Varies from story to story)

Unit 6.1 Story 2- Mother Fletcher’s Gift Main Selection (Genre: Realistic Fiction) Additional Texts for the week:

● “Both Sides of the Fence” (Teacher Read Aloud) ● “Linda and Val” ● “Saving the Past” ● “The Harlem Renaissance” (Genre: Expository Text)

Essential Question(s): Why should we care about people we don’t know? Knowledge Goals: Students will understand that caring about people we don’t know involves:

● Being empathetic ● Doing things you might not want to do ● Caring about people other than yourself

Eligible Content: Comprehension E06.B-C.2.1.2 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information and text features in two or more texts. E06.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

E06.A-K.1.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Vocabulary

Writing and Conventions E06.D.1.2.5 Spell grade-appropriate words correctly. E06.B-K.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text. E06.A-K.1.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. E06.D.2.1.1 Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. E06.D.2.1.2 Choose words and phrases to convey ideas precisely.* E06.D.2.1.3 Choose punctuation for effect. E06.D.2.1.4 Choose words and phrases for effect.

Objective(s): This week the students will read, write, and talk about caring about people we don’t know to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify a story’s characters and theme. 3. Read aloud with appropriate

expression. 4. Distinguish between Greek and Latin

roots. 5. Identify and Spell words with short

vowel patterns. 6. Identify and use common and proper

nouns. 7. Write a thank-you letter.

Resources/Materials: Pearson Reading Street Series, 6th Grade Vocabulary Cards/ Amazing Word Cards Readers and Writers Notebook Daily Fix-Its Leveled Readers Sleuth Books Independent Journal Notebooks (1 Per student) IPad (1 Per Student) *Pearson Realize Link * Khan Academy Site


Story Skill Vocabulary: Character, theme, inferring, common nouns, proper nouns, capitalization, greek and latin roots Selection Vocabulary: Apparently, flimsy, incident, survive, fixtures, subscribe Amazing Words: Neighbor, bounty, participation, residential, kinship, benefitted, mayor, diversification, urbanization, unity


Unit 6.1 Story 3- Viva New Jersey Main Selection (Genre: Realistic Fiction) Additional Texts for the week:

● “Hope/Liberty” (Teacher Read Aloud) ● “This New Town” ● “The Traveler” ● “Visiting Another Country” (Genre: E-Mail)

Essential Question(s): How do we learn to connect with others in a new place? Knowledge Goals: Students will understand that connecting with others means:

● Leaving their comfort zone ● Being open to making new friends ● Being kind and empathetic

Eligible Content: Comprehension E06.A-K.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text. E06.A-K.1.1.3 Compare and contrast two or more characters, settings, or events in a story, drama, or poem, drawing on specific details in the text (e.g., how characters interact).

Vocabulary E06.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Writing and Conventions E06.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.* E06.D.1.2.5 Spell grade-appropriate words correctly. E06.B-K.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text.

Objective(s): This week the students will read, write, and talk about how to learn to connect with others in a new place. In order to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals, students will:


2. Understand comparing and contrasting and summarizing.

3. Read aloud at an appropriate rate. 4. Distinguish between unfamiliar words. 5. Identify and spell words that have

vowel sounds with “r.” 6. Identify and use regular and irregular

plural nouns. 7. Write a poem.



Story Skill Vocabulary: Compare, contrast, summarize, regular and irregular plural nouns, context clues Selection Vocabulary: Corridors, menacing, pleas, destination, mongrel, groping, persistent Amazing Words: Enormous, recuperation, comradeship, amend, variation, administrations, imminent, transition, transform, alteration

Assessments:Online Book Test Online CCR Test Grammar Skills Test Spelling Test TDA or Short Response Writing (Varies from story to story)

Unit 6.1 Story 4- Saving the Rainforests Main Selection (Genre: Expository Text) Additional Texts for the week:

● “One Day in the Prairie” (Teacher Read Aloud) ● “Give the Oceans a Break” ● “The Amazing Amazon” ● “Drip Dry?” (Genre: Persuasive Text)

Essential Question(s): Why is it important to care about nature? Knowledge Goals: Students will understand that caring about nature includes:

● Recycling ● Being aware of our carbon footprint ● Caring about plants and animals

Eligible Content: Comprehension E06.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. E06.E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.

Vocabulary E06.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.


Objective(s): This week the students will read, write, and talk about caring about nature. To gain a deeper understanding of this topic, and to achieve this week’s knowledge goals, the students will:


2. Identify facts and opinions and important ideas in a story.

3. Read aloud with appropriate expression.

4. Determine the meaning of words ending in -ed and -s.

5. Identify and spell words with difficult spellings.

6. Identify possessive nouns. 7. Write a problem-solution essay.

Resources/Materials: Pearson Reading Street Series, 6th Grade Vocabulary Cards/ Amazing Word Cards Readers and Writers Notebook Daily Fix-Its Leveled Readers Sleuth Books Independent Journal Notebooks (1 Per student) IPad (1 Per Student) *Pearson Realize Link


Story Skill Vocabulary: Fact, opinion, important ideas, word structure, possessive nouns Selection Vocabulary: Basin, evaporates, exported, tropics, recycled, erosion, equator, industrial, charities Amazing Words: Ominous, funnel, buffets, organisms, consumption, billowing, bellowing, species, biodiversity, desalination


Unit 6.1 Story 5- Hachiko Main Selection (Genre: Historical Fiction) Additional Texts for the week:

● “An Unforgettable Friend” (Teacher Read Aloud) ● “Dogs Versus Cats” ● “Jack to the Rescue” ● “They’ve Got Personality” (Genre: Narrative Nonfiction)

Essential Question(s): What is the bond between animals and humans? Knowledge Goals: Students will understand that the bond between animals and humans deals with:

● Loyalty to each other ● Empathy ● Taking care of an animal’s basic needs

Eligible Content: Comprehension E06.B-C.2.1.2 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information and text features in two or more texts.

Vocabulary E06.A-V.4.1.1 (Literature) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. E06.B-V.4.1.1 (Informational) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.


Objective(s): This week the students will read, write, and talk about the bond between animals and humans to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify fact and opinion in a story and use questioning techniques.

3. Identify suffixes -ly and -ous. 4. Identify and spell plural and possessive

nouns. 5. Read aloud using punctuation cues to

guide appropriate phrasing. 6. Identify subject/object pronouns,

pronouns and antecedents, and possessive pronouns.

7. Write a journal entry.



Unit Skill Vocabulary: Fact, opinion, questioning, word structure, subject pronouns, object pronouns, antecedents, possessive pronouns Selection Vocabulary: Ruff, nudge, stooped, fixed, quietly, furious, morsel, vigil Amazing Words: Dependable, conscientious, notable, advocate, symmetry, dedication, substantial, commitment, uncompromising, salvation


Unit Review: Timeline: 4- 5 days

1. Choose content to review based on progress monitoring. 2. Focus on target skills and use a flexible plan to adjust instruction. 3. Provide opportunities for interacting with texts to model text in the Reader’s and Writer’s Notebook.

Subject: ELA Regular) - 6th Grade

Unit 6.2 Space and Time

Timeframe: 7 days per story/ 5 stories Plus Unit Review and Tests= Approximately 40 days

Standard(s): Comprehension CC.1.3.6.H Compare and contrast texts in the same genre on their approaches to similar themes and topics as well as additional literary elements. CC.1.2.6.E Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/solution). CC.1.3.6.A Determine a theme of a text from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC.1.3.6.C Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. CC.1.4.6.B Identify and introduce the topic clearly. CC.1.4.6.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.

Vocabulary CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade- level text, including interpretation of figurative language. CC.1.3.6.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.2.6.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Writing and Conventions CC.1.4.6.F Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.2.6.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. CC.1.4.6.K Write with an awareness of style. * Use sentences of varying length. * Expand, combine,and reduce sentences for meaning, reader/listener interest, and style.

Objective(s): Using the springboard of the Unit Title “Space and Time” the students will read various texts and encounter multiple genres. The students will incorporate the common core standards for English Language Arts including Reading/Literature and Foundational Skills, Writing, Speaking and Listening, and Language.

Lesson Titles: Story 1: The Universe Story 2: The Emperor’s Silent Army Story 3: Stones, Bones, and Petroglyphs Story 4: Goodbye to the Moon Story 5: Egypt Optional (4 or 5 Day) : Unit Review

Assessments: Topic Readiness (Diagnostic) Lesson Quizzes (Formative) Student Monitoring (Formative) Khan Academy (Summative) Topic/Story and Skill Assessments (Summative)

Notes: Following this document are the individual weekly story plans.

Unit 6.2 Story 1- The Universe Main Selection (Genre: Expository Text) Additional Texts for the week:

● “The Five ‘Wanderers’ of the Ancient Skies” (Teacher Read Aloud) ● “The Telescope” ● “The Birth and Death of Stars” ● “Creating a World Like Ours” (Genre: Expository Text)


Essential Question(s): Why is it important to know about the universe? Knowledge Goals: Students will understand that understanding the universe includes:

● Understanding the solar system ● Understanding the complexity of the universe




Objective(s): This week the students will read, write, and talk about understanding the universe to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify a story’s main idea and details. 3. Read aloud with appropriate

expression. 4. Distinguish between Greek and Latin

roots. 5. Identify and spell words that have

multiple syllables. 6. Identify indefinite and reflexive

pronouns. 7. Write a movie review.


● Independent Novel- Student selected (nonfiction)

Story Skill Vocabulary: Main idea, details, monitor, clarify, voice, multisyllabic words, indefinite pronouns, reflexive pronouns Selection Vocabulary: Astronomers, collide, galaxy, compact, participles, collapse Amazing Words: Intrigued, orb, observatories, quasars, aurora borealis, celestial, constellations, black hole, cosmic, nebula


Unit 6.2 Story 2- The Emperor’s Silent Army Main Selection (Genre: Expository Text) Additional Texts for the week:

● “Discovery!” (Teacher Read Aloud) ● “Artifacts” ● “Discovering Artifacts” ● “The Taj Mahal” (Genre: Narrative Nonfiction)

Essential Question(s): What can we learn about the past by examining its relics? Knowledge Goals: Students will understand that learning about the past by examining its relics involves:

● Paleontology ● Archaeology


c. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

d. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).


Vocabulary


Objective(s): This week the students will read, write, and talk about learning about the past by examining its relics to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify a story’s main idea and details and use background knowledge.


4. Distinguish between suffixes and study word structure.

5. Identify and spell words with Latin roots.

6. Identify and use contractions and negatives.

7. Write a mystery story.



Story Skill Vocabulary: Main idea, details, background knowledge, Latin roots, accuracy, focus/ideas, mystery, contractions, negatives Selection Vocabulary: Approximately, mechanical, superstitious, watchfully, divine, pottery, terra cotta, excavated, restore Amazing Words: Paleontologists, explanation, penetrated, tomb, vestige, quarry, formation, extraction, replica, craftsmen


Unit 6.2 Story 3- Stones, Bones, and Petroglyphs Main Selection (Genre: Website) Additional Texts for the week:

● “Traditional Pueblo Life” (Teacher Read Aloud) ● “In One Place or On The Move” ● “A Door into the Past” ● “Adobe Homes” (Genre: E-Mail)

Essential Question(s): Why is it important to learn about America’s past? Knowledge Goals: Students will understand that understanding America’s past means:

● Studying American history ● Studying American wars ● Studying Native Americans




Objective(s): This week the students will read, write, and talk about learning about America’s past. In order to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals, students will:


2. Understand graphic sources and text structure.

3. Read aloud at an appropriate rate. 4. Distinguish between unknown words. 5. Identify and spell words that have final

syllable patterns. 6. Identify and understand action and

linking verbs. 7. Write a poem.



Story Skill Vocabulary: Graphic sources, text structure, appropriate phrasing and punctuation cues, sentences, poems, action verbs, linking verbs, unknown words, dictionary, glossary, final syllable patterns Selection Vocabulary: Alcoves, decades, obsidian, prehistoric, pueblo, trowels Amazing Words: Archaeologist, mesas, anthropologist, potsherds, dwelling, preserved, irrigate, inquisitive, earthenware, reconstruction


Unit 6.2 Story 4- Goodbye to the Moon Main Selection (Genre: Science Fiction) Additional Texts for the week:

● “Space Settlement” (Teacher Read Aloud) ● “My Siblings” ● “Lunar Love Affair” ● “Zoo” (Genre: Science Fiction)

Essential Question(s): How can a focus on the future help us imagine new possibilities? Knowledge Goals: Students will understand that focusing on the future includes:

● Recycling ● Being aware of our carbon footprint ● Caring about the environment




Objective(s): This week the students will read, write, and talk about focusing on the future. To gain a deeper understanding of this topic, and to achieve this week’s knowledge goals, the students will:


2. Identify compare and contrast and story structure.


4. Determine the meaning of unfamiliar words.

5. Identify and spell words with the schwa sound.

6. Identify subject-verb agreement. 7. Write a fantasy story.



Story Skill Vocabulary: Compare, contrast, story structure, expression, word choice, fantasy, subject-verb agreement, schwa Selection Vocabulary: Waning, combustion, dingy, traversed, waft, negotiate Amazing Words: Vastness, hub, habitation, hydroponic, ecology-conscious, weightlessly, perpetual, infinity, speculation, reusable energy


Unit 6.2 Story 5- Egypt Main Selection (Genre: Expository Text) Additional Texts for the week:

● “The Boy King” (Teacher Read Aloud) ● “The Land of Egypt” ● “The Pharaohs of Egypt” ● “The Rosetta Stone” (Genre: Expository Text)

Essential Question(s): Why is it important to understand ancient civilizations? Knowledge Goals: Students will understand that understanding ancient civilizations includes:

● Archaeology ● Studying the past of different countries and civilizations




Objective(s): This week the students will read, write, and talk about understanding ancient civilizations to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify graphic sources in a story and summarize.

3. Identify Greek and Latin roots. 4. Identify and spell words ending in -ian,

-ant, -ent, -ist. 5. Read aloud using proper expression. 6. Identify past, present, and future tenses

of verbs. 7. Write an advertisement.



Unit Skill Vocabulary: Graphic sources, summarize, expression, organization, advertisement, greek and latin roots, word structure, suffixes Selection Vocabulary: Reigned, abundant, receded, decrees, immortal, artifacts, eternity Amazing Words: Pharaoh, papyrus, cosmetics, sarcophagus, tributary, trespasser, hieroglyphics, pyramind, burial chambers, decipher




Unit 6.3 Story 1- Hatchet Main Selection (Genre: Realistic Fiction) Additional Texts for the week:

● “Arctic Lights” (Teacher Read Aloud) ● “Incident at the Street Fair” ● “Wilderness Camp” ● “Call of the Deep Wilds” (Genre: Expository Text)


Essential Question(s): How does facing challenges help us learn about ourselves? Knowledge Goals: Students will understand that facing challenges means:

● Overcoming a difficulty ● Growing as a person




Objective(s): This week the students will read, write, and talk about facing challenges to help us learn about ourselves to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify a story’s sequence and use background knowledge.

3. Read aloud with appropriate phrasing. 4. Distinguish between words ending in -

ed and -ing. 5. Identify and spell words that have

unusual spelling. 6. Correctly identify and write principal

parts of both regular and irregular verbs.

7. Write a speech.


● Independent Novel- Student selected (historical fiction)

Story Skill Vocabulary: Sequence, background knowledge, appropriate phrasing, speech, word structure, unusual spellings Selection Vocabulary: Registered, stiffened, hatchet, painstaking, ignite, quill, smoldered Amazing Words: Camouflaged, initiative, unrestrained, exasperation, solstice, hibernating, motivation, uncontrollable, self-reliant, ptarmigan


Unit 6.3 Story 2- When Marian Sang Main Selection (Genre: Biography) Additional Texts for the week:

● “Writing Duke Ellington” (Teacher Read Aloud) ● “Ashley Helps Out” ● “From a Different Planet?” ● “The Lincoln Memorial” (Genre: Expository Text)

Essential Question(s): How can our determination affect our ability to succeed? Knowledge Goals: Students will understand that determination involves:

● Setting a goal and sticking to it ● Overcoming obstacles


e. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

f. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).


Vocabulary


Objective(s): This week the students will read, write, and talk about how determination affects one’s ability to succeed to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify a story’s generalizations and ask questions.

3. Read aloud with appropriate expression and punctuation cues.

4. Distinguish between suffixes -ic, -ous, and -ation.

5. Identify and spell words with multiple syllables.

6. Identify and use verbs, objects, and subject complements.

7. Write a biography.



Story Skill Vocabulary: Generalize, questioning, expression, punctuation cues, biography, subjects, objects, subject complements, suffix, multisyllabic words Selection Vocabulary: Opera, prejudice, momentous, formal, privileged, dramatic, recital, application, enraged Amazing Words: Capability, expectancy, upraised, conviction, ascertaining, enthusiastically, perseverance, ideals, conquest, resolution


Unit 6.3 Story 3- Learning to Swim Main Selection (Genre: Autobiography) Additional Texts for the week:

● “Dragon Slayers” (Teacher Read Aloud) ● “Water Safety at the Beach” ● “Slow Down” ● “Staying Safe in the Water” (Genre: Search Engine)

Essential Question(s): Why is it important to stay calm during a crisis? Knowledge Goals: Students will understand that staying calm during a crisis means:

● Calling for help ● Staying in the proper mindset ● Reacting appropriately and following proper emergency procedures




Objective(s): This week the students will read, write, and talk about the importance of staying calm during a crisis. In order to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals, students will:


2. Understand sequence and predict and set purpose.

3. Read aloud at an appropriate rate. 4. Distinguish between synonyms and

context clues. 5. Identify and spell words that have just

enough letters. 6. Identify and understand troublesome

verbs 7. Write an autobiographical sketch.



Story Skill Vocabulary: Sequence, predict, set purpose, rate, autobiography, synonyms, context clues Selection Vocabulary: Customary, frantic, treaded, emphasized, stunned Amazing Words: Tundra, attitude, evacuate, cautiously, turbulent, trauma, challenges, practicing, serenity, composed


Unit 6.3 Story 4- Juan Verdades Main Selection (Genre: Folk Tale) Additional Texts for the week:

● “Damon and Pythias” (Teacher Read Aloud) ● “Tall Tale Town” ● “Kindness for Kindness” ● “Fox and Little Goat” (Genre: Fable)

Essential Question(s): How do we demonstrate trustworthiness? Knowledge Goals: Students will understand that demonstrating trustworthiness involves:

● Finding people you trust ● Being an honest person




Objective(s): This week the students will read, write, and demonstrating trustworthiness. To gain a deeper understanding of this topic, and to achieve this week’s knowledge goals, the students will:


2. Identify generalizations and visualizations.


4. Determine the meaning of prefixes re- and dis-.

5. Identify and spell words compound words.

6. Identify adjectives and articles. 7. Write a folk tale.



Story Skill Vocabulary: Generalize, visualize, expression, folk tale, prefix, word structure, compound word Selection Vocabulary: Confidentally, distressed, fulfill, repay, dismounted, flourish, permission, vigorously Amazing Words: Mercy, impressed, responsibility, forthright, expectations, hope, devoted, worthy, wholehearted, confirmation


Unit 6.3 Story 5- Morning Traffic (Genre: Drama) Additional Texts for the week:

● “Delia’s Disastrous Day” (Teacher Read Aloud) ● “Twice Lost; Twice Won” ● “Lost and Found” ● “Chess - More Than a Game” (Genre: Personal Essay)

Essential Question(s): What obstacles do we face in our daily lives? Knowledge Goals: Students will understand that facing obstacles in our daily lives includes:

● Running into various problems ● Understanding how to be an effective problem-solver




Objective(s): This week the students will read, write, and talk about overcoming obstacles to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Draw conclusions and identify story structure.

3. Read with accuracy. 4. Identify and spell homophones. 5. Identify antonyms and context clues. 6. Identify demonstrative, comparative,

and superlative adjectives. 7. Write a personal narrative.



Unit Skill Vocabulary: Conclusions, story structure, accuracy, personal narrative, antonyms, context clues, homophones Selection Vocabulary: Pawn, reception, simultaneous, remote, resume, rummage, rustling Amazing Words: Disorganization, complication, bewilderment, miscellaneous, trivial, inevitable, befallen, catastrophe, speculate, weather-beaten




Unit 6.4 Story 1- Into the Ice Main Selection (Genre: Narrative Nonfiction) Additional Texts for the week:

● “From 20,000 Leagues Under the Sea” (Teacher Read Aloud) ● “The Arctic” ● “Exploring the Unknown” ● “How to Survive in Antarctica” (Genre: Procedural Text)


Essential Question(s): What drives people to explore harsh climates and dangerous places? Knowledge Goals: Students will understand that exploring harsh climates and dangerous places involves:

● Taking risks ● Making new discoveries




Objective(s): This week the students will read, write, and talk about exploring harsh climates and dangerous places to help us learn about ourselves to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify a story’s cause and effect and important ideas.

3. Read aloud with appropriate phrasing. 4. Distinguish between Greek words

parts. 5. Identify unfamiliar words in context

clues. 6. Correctly identify and write adverbs. 7. Write a narrative poem.



Story Skill Vocabulary: Cause, effect, important ideas, appropriate phrasing, narrative Selection Vocabulary: Conquer, insulated, provisions, destiny, isolation, verify, expedition, navigator Amazing Words: Myriad, existence, calculations, circumference, mastery, uninhabited, solitary, centigrade, maneuvering, unconventional


Unit 6.4 Story 2- The Chimpanzees I Love Main Selection (Genre: Expository Text) Additional Texts for the week:

● “Something in the Elephant’s Silence” (Teacher Read Aloud) ● “Jane Goodall’s Career” ● “Zoos Then and Now” ● “Going Ape over Language” (Genre: Expository Text)

Essential Question(s): Why is it important to study animals responsibly? Knowledge Goals: Students will understand that studying animals responsibly includes:

● Respecting their homes and environment

● Understanding each animal’s individual needs




Objective(s): This week the students will read, write, and talk about studying animals responsibly to help us learn about ourselves to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify an author’s purpose and text structure.

3. Read aloud with appropriate rate. 4. Distinguish between unknown words

using a dictionary or glossary. 5. Identify and spell words with prefixes

dis-, de-, out-, and un-. 6. Correctly identify and write prepositions

and prepositional phrases. 7. Write an imaginative story.



Story Skill Vocabulary: Author’s purpose, text structure, rate, unknown words, dictionary, glossary, prefix Selection Vocabulary: Captive, existence, primitive, stimulating, companionship, ordeal, sanctuaries Amazing Words: Pursuing, infrasonic, analyzing, omnivores, procedure, conservationists, laboratories, endangered, innovations, neurologically


Unit 6.4 Story 3- Black Frontiers Main Selection (Genre: Expository Text) Additional Texts for the week:

● “Under the Coonskin Cap” (Teacher Read Aloud) ● “Goodbye Jim Crow” ● “Settling the West” ● “Poems” (Genre: Poetry)

Essential Question(s): What does it mean to be a pioneer? Knowledge Goals: Students will understand that being a pioneer involves:

● Making new discoveries ● Leading others in a new direction




Objective(s): This week the students will read, write, and talk about being a pioneer to help us learn about ourselves to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify a story’s cause and effect and make inferences.

3. Read aloud with accuracy. 4. Distinguish between unfamiliar words

and use context clues. 5. Identify and spell words with ci and ti. 6. Correctly identify and write independent

and dependent clauses. 7. Write a description.



Story Skill Vocabulary: Cause, effect, inference, accuracy, description, unfamiliar words, context clues Selection Vocabulary: Bondage, earthen, homesteaders, commissioned, encounter, settlement Amazing Words: Frontiersmen, liberate, exodus, sharecroppers, prospered, colonel, loneliness, desolate, homesteaders, expansion


Unit 6.4 Story 4- Deep-Sea Danger (Genre: Drama) Additional Texts for the week:

● “Animal Astronauts” (Teacher Read Aloud) ● “Exploration” ● “Dear Rachel” ● “Deep-Sea Explorer” (Genre: 21st Century Skill)

Essential Question(s): Why do explorers seek out other worlds? Knowledge Goals: Students will understand that seeking out other worlds involves:

● Taking risks ● Making new discoveries ● Visiting new places




Objective(s): This week the students will read, write, and talk about exploring other worlds to help us learn about ourselves to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Draw conclusions from a story and predict/set purpose.


4. Distinguish between multiple meaning words using context clues.

5. Identify and spell related words. 6. Correctly identify and write compound

and complex sentences. 7. Write a drama.



Story Skill Vocabulary: Draw conclusions, predict, set purpose, expression, drama, multiple-meaning words, context clues, related words Selection Vocabulary: Hatch, ego, silt, submersible, intrepid, tentacles, propulsion Amazing Words: Gravitational, terrestrial planet, voyage, universe, cavernous, boundless, stratosphere, indescribable, oceanic, unlimited


Unit 6.4 Story 5- Inventing the Future Main Selection (Genre: Biography) Additional Texts for the week:

● “Inventing the Stethoscope” (Teacher Read Aloud) ● “The Age of Inventions” ● “Hats Off to Inventors” ● “Garrett Augustus Morgan” (Genre: Biography)

Essential Question(s): How do inventions happen? Knowledge Goals: Students will understand that creating inventions involves:

● Taking risks ● Making new discoveries




Objective(s): This week the students will read, write, and talk about creating inventions to help us learn about ourselves to gain a deeper understanding of this topic, and to achieve this week’s knowledge goals. Through this the students will:


2. Identify an author’s purpose and monitor and clarify meaning.

3. Read aloud with appropriate phrasing. 4. Distinguish between prefixes re-, pro-,

and trans- and word structures. 5. Identify and spell words ending with -ty,

-ity, and -ion. 6. Correctly identify and write adverbs. 7. Write a summary.



Story Skill Vocabulary: Author’s purpose, monitor, clarify, appropriate phrasing, summary, prefixes, word structure, word endings Selection Vocabulary: Converts, efficiency, percentage, reproduce, devise, generated, proclaimed, transmitted Amazing Words: Contemplated, invaluable, significance, revelation, practical, unhealthy, diseases, specialized, inquiry, patented


Curriculum Map 6th Grade English/Language Arts 75 minutes ...€¦ · respond to works of literature. Standard 4: Writing develops the skills of informational, argumentative, and

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