Grade 6 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE …

Elkhart Community Schools Page 1 6th Grade Language Arts Curriculum

August 2001

Grade 6ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE

READING: Word Recognition, Fluency, and Vocabulary Development

Standard 1: Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the textaround a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Objective Example Instructional/AssessmentStrategy

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Word Recognition

6.1.1 Read aloud grade-levelappropriate poems, narrativetext (stories) and expositorytext (information) fluently andaccurately and withappropriate timing, changes invoice, and expression.

-Stress recognizing root word andthen add prefix or suffix as“chunks” to pronounce new words.

-Teacher Model

� Reader’s theatre

� Choral reading

� Dramatic oral reading

-Informational text-Plays to read-Scott Foresman ClassroomRoutines (Instructional #23)

Vocabulary and Concept Development

6.1.2 Identify and interpretfigurative language (includingsimiles, comparisons that uselike or as, and metaphors,implied comparisons) andwords with multiplemeanings.

Example: Understand thedifferent meanings ofthe word primarywhen used insentences such as thefollowing: Tom is astudent at the localprimary school.Betsy’s motherdecided to run for aseat on the city councilbut lost in the primaryelection. Understanddescriptive metaphors,such as; The city layunder a blanket of fog.

-Write a formula poem.

(Emotion) (color)Ex.Anger is black.It looks like _____It smells like _____It feels like _____It tastes like _____

Anger is a ______(Emotion) (Noun)

-Scott Foresman Teacher’sEdition Index(Literary devices)(Figurative language)


August 2001


READING: Word Recognition, Fluency, and Vocabulary Development

Standard 1: Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the textaround a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.


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Vocabulary and Concept Development

6.1.3 Recognize the origins andmeanings of frequently usedforeign words in English anduse these words accurately inspeaking and writing.

Example: Understand foreignwords that are oftenused in English, suchas enchilada (Spanish),Lasagna (Italian), anddelicatessen (German).

-During D.O.L. use a dictionaryentry and have students locate theword origin within the entry(once a week).

-Expository Text-Dictionaries-Indiana Reading List(Reference Tools) Gr. 6-8

6.1.4 Understand unknown wordsin informational texts by usingword, sentence, and paragraphclues to determine meaning.

-D.O.L.: Use an excerpt fromreading selection, highlight theidentified word, then give thedictionary meaning and identifythe correct meaning.-Cloze techniques

-Indiana ISTEP+ ReadingCoach, Grade 6, pgs. 10-22

6.1.5 Understand and explain slightdifferences in meaning inrelated words.

Example: Explain the differencewhen someone isdescribed as speakingsoftly and whensomeone is describedas speaking quietly.

-act it out (role playingdemonstrations)-connotation vs. denotation

-Student Thesaurus-Indiana Reading List(Reference Tools) Gr. 6-8


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READING: Reading Comprehension (Focus on Informational Materials)

Standard 2: Students read and understand grade-level-appropriate material. They describe and connect the essential ideas,arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. Theselections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. AtGrade 6, in addition to regular classroom reading, students read a variety of grade-levelappropriate narrative (story)and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines,newspapers, reference materials, and online information.


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Structural Features of Informational and Technical Materials

6.2.1 Identify the structuralfeatures of popular media(newspapers, magazines,online information) and usethe features to obtaininformation.

Example: Do a key-word searchon the Internet to findinformation for aresearch report. Usethe section headers fora newspaper to locateinformation for areport on currentworld events.

- Using all media, compareand contrast all structures ofarticles across differentperiodicals.

-Newspapers-Internet news-Periodicals-Venn Diagram Variations-Integrating Thinking byBertie Kingore, pgs. 51-58

6.2.2 Analyze text that uses acompare-and-contrastorganizational pattern.

Example: Read a section in anEnglish textbook thatdescribes thedifference betweensimiles and metaphors.Evaluate how well theorganization of thetext serves the reader’scomprehension.

- Compare and contrast graphicorganizers

-Teacher’s Resource Book(Scott Foresman Reading)-Literature Celebrations by

Bertie Kingore, pg. 25-Integrating Thinking by

Bertie Kingore, pgs. 51-58


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Comprehension and Analysis of Grade-Level-Appropriate Text

6.2.3 Connect and clarify mainideas by identifying theirrelationships to multiplesources and related topics.

Example: Read about anotherculture in a magazinesuch as Cricket orNational Geographic.Then, compare whatwas learned todescriptions of otherpeoples and cultures inother reading sources.

-Flow chart-Use a graphic organizer tocompare 3 sources on the sametopic

-magazines, newspapers,online information-Integrating Thinking byBertie Kingore, p. 56-Indiana Reading List(magazines and newspapers)

Gr. 3-5Gr. 3-6

6.2.4 Clarify an understanding oftexts by creating outlines,notes, diagrams, summaries,or reports.

Example: Take notes whilereading to create anoutline or graphicorganizer, such as aconcept map, flowchart, or diagram, ofthe main ideas andsupporting detailsfrom what is read.Read aninformational bookand summarize themain ideas.

-Create their own outline frombook of their choice.-Write ABC book-Write a travel brochure

-Use content area textbooks(Science and Social Studies)-Teaching Without Nonsense

by Bertie Kingore, pgs. 44-49 (Important Thing), pgs.11-14 (Acrostic), pgs. 15-17 (Fact Puzzles), pgs. 26-33 (Concept Maps)


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Comprehension and Analysis of Grade-Level-Appropriate Text

6.2.5 Follow multiple-stepinstructions for preparingapplications.

Example: Follow directions tofill out an applicationfor a public librarycard, a bank savingsaccount, or amembership to a boys’or girls’ club, soccerleague, YMCA orYWCA, or anotherextra-curricularorganization.

- Teach (model) how to fill outapplications. Then, comparewhat is in common andimportant on eachapplication. Fill out one ontheir own.

-Blank applications-Students write to areabusinesses and request a jobapplication.

Expository (Informational) Critique

6.2.6 Determine the adequacy andappropriateness of theevidence presented for anauthor’s conclusions andevaluate whether the authoradequately supportsinferences.

Example: In reading AmeliaEarhart: Courage inthe Sky by MonaKerby, note theauthor’sopinions andconclusions. Decide ifthey are adequatelysupported by the factsthat she presents.

- Pick several characters in thestory and ask students towrite an opinion about thatcharacter. Then, go back tothe story to find supportingevidence. Then, studentspresent their evidence to theclass. To be done in smallgroups.

-Indiana ISTEP+ ReadingCoach, Grade 6, p. 80-89


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Standard 2: Students read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such asasking and responding to essential questions, making predictions, and comparing information from several sources tounderstand what they read. The selections in the Indiana Reading List illustrate the quality and complexity of thematerials to be read by students. In addition to their regular school reading, at Grade 2, students read a variety ofgrade-level-appropriate narrative (story) and expository (informational) texts (such as grade-level-appropriate classicand contemporary literature, poetry, children’s magazines and newspapers, dictionaries and other reference materials,and online information).


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6.2.7 Make Reasonable statementsand conclusions about a text,supporting them withaccurate examples.

Example: Read some of the 28poems in Lee BennettHopkins’ Been toYesterdays: Poems ofLife, and drawconclusions aboutwhat the poet is sayingabout his experiencesin the middle schoolyears. DescribeLeonardo daVinci’sgreatest achievements,after reading Leonardoda Vinci: Artist,Inventor, and Scienceof the Renaissance byFrancesca Romei.

-Choose a reading selection andhave students make statementsabout the characters, events, etc.Then, give an example ofevidence that supports thestatement.-Use a T-chart. Students willwrite several conclusions oncurrent story being read and findevidence in the story

Topic1. conclusion evidence

a)

b)

c)

-Biographies-Autobiographies (gradelevel & other levelsnecessary)

-Leveled Readers ResourceGuide and Leveled ReadersScott Foresman Reading.

-Indiana Reading Lists(Gr. 3-5)(Gr. 6-8)


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Standard 2: Students read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such asasking and responding to essential questions, making predictions, and comparing information from several sources tounderstand what they read. The selections in the Indiana Reading List illustrate the quality and complexity of thematerials to be read by students. In addition to their regular school reading, at Grade 2, students read a variety ofgrade-level-appropriate narrative (story) and expository (informational) texts (such as grade-level-appropriate classicand contemporary literature, poetry, children’s magazines and newspapers, dictionaries and other reference materials,and online information).


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6.2.8 Note instances of persuasion,propaganda, and faultyreasoning in text.

Example: After reading anarticle by one authoron the reasons forrepopulating westernnational parks withwolves and anotherarticle by a differentauthor reportingranchers’ opposition tothe program, describethe ways each authortries to persuade thereader.

- Write a letter to principal orparents to persuade.Example: Read Earrings, byJudith Viorst as aspringboard. Then, studentswrite their own.

-Persuasive literature-Health Brochures-Health Curriculum-D.A.R.E.Strategies/Curriculum-Theme 6 – Ocean Quest.(Houghton Mifflin Reading)


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READING: Literary Response and Analysis

Standard 3: Students read and respond to grade-level-appropriate historically or culturally significant works of literature that reflectand enhance their study of history and social science. They clarify the ideas and connect them to other literary works.The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students.


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Structural Features of Literature

6.3.1 Identify different types(genres) of fiction anddescribe the majorcharacteristics of each form.

Example: Describe the commoncharacteristics ofdifferent types of fiction,such as folklore,mystery, science fiction,adventure fantasy, orbiography, and provideexamples of each typefrom books read bystudents in the class. Usea graphic organizer toshow comparisons.

First, read a variety of traditionalliteratureCompare and contrast cartoons orfairy tales, folk tales . . .Write their own fairy tale, folktale . . .Rewrite- Use a genre to follow the

course- Do fairy tale studies in small

groups

-Scott Foresman Teacher’sEdition Index (Genres)-Guiding Readers andWriters (Gr. 3-6) (Appendix)-Leveled Reader ResourceGuide (Scott ForesmanReading)-Literature Celebrations byBertie Kingore, pgs. 13-15.

Narrative Analysis of Grade-Level-Appropriate Text

6.3.2 Analyze the effect of thequalities of the character onthe plot and the resolution ofthe conflict.

Example: Read The Lion, theWitch, and theWardrobe and use thecharacters of the story toexemplify their effect onthe resolution.

- What ifs . . .“Choose your own adventure”booksDevelop understanding ofvocabulary qualities, effect,characteristics found in thestandard.Develop understanding ofsynonyms to describe qualitiesand characteristics (use aThesaurus)

-Word Finders-Thesaurus-Indiana Reading List(Reference Tools) Gr. 6-8


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6.3.3 Analyze the influence of thesetting on the problem and itsresolution.

Example: Recognize the influenceof the settings in a book,such as the role of theNorth and South in thebook The Watsons Go toBirmingham – 1963 byChristopher Paul Curtis,in which an African-American family fromMichigan goes to visitrelatives in Alabama inthe summer of 1963.

- Use a picture book or novelto discuss the setting. Then,rewrite a part of the storywith emphasis on setting.Change the setting to seewhat effect it has on theoutcome.

-Teacher/student choice ofbook or story

6.3.4. Define how tone andmeaning are conveyed inpoetry through word choice,figurative language, sentencestructure, line length,punctuation, rhythm,alliteration (repetition ofsounds, such as wild andwoolly or threateningthrongs), and rhyme.

Example: Describe the features ofa poem, such as “Motherto Son: by LangstonHughes, whichillustrates many of thecharacteristics of poetry:sound, rhythm,repetition, andmetaphorical language.

- Choose several poems orsongs and do choral readings.Then, change one elementsuch as rhythm and rewritethe poem.

-Hailstones & Halibut Bones(Color related) by MaryO’Neil and John Wallner-Indiana Reading ListGr. 3-5 Gr. 6-8 Poetry


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6.3.5 Identify the speaker andrecognize the differencebetween first-person (thenarrator tells the story fromthe “I” perspective) andthird-person (the narratortells the story from an outsideperspective) narration.

Example: Read an autobiography,such as Michael Jordan:My Story, and compare itto a biography on thesame person, such asMichael Jordan byRichard Rambeck. Tellhow the life story of theperson is shown indifferent ways when toldin the first-person orthird-person narration.

- Every story read, discussthe speaker, 1

stor 3

rdperson

Write their own storyHave each child write anautobiography (1

stperson). Then,

interview a partner and write abiography (3

rdperson).

-Biography.com-A & E Biography-Indiana Reading ListGr. 3-5Gr. 3-6 (Biographies &Autobiographies)

6.3.6 Identify and analyze featuresof themes conveyed throughcharacters, actions, andimages.

Example: Analyze the way a themeis developed throughout abook, such as the themesof prejudice and criticismof others shownthroughout the events andcharacters in Summer ofMy German Soldier byBette Greene.

- Compare several books ofthe same theme and writeabout the character, actions,or images.

-Theme stories (HoughtonMifflin Reading)


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6.3.7 Explain the effects of commonliterary devices, such assymbolism, imagery, ormetaphor, in a variety offictional and nonfictionaltexts.

��Symbolism: the use of an

object to represent somethingelse; for example, a dovemight symbolize peace

�� Imagery: the use of

language to create vividpictures in the reader’s mind

��Metaphor: an implied

comparison in which a wordor phrase is used in place ofanother, such as He wasdrowning in money.

Example: Select a variety ofexamples of sportswriting from a local ornational newspaper.Explain the use ofmetaphors andsymbolism throughoutsports writing. LiteraryCriticism

-Write a “formula” poem.-Give students a symbol such asthe American Flag, a goldwedding band, a dove, a cross,and have students describe thesymbolism the object represents.Then, compare the object tosomething else using metaphors.

-Scott Foresman Teacher’sEdition pgs. 380-381(Symbols)

-Scott Foresman Teacher’sEdition Index (Figurativelanguage) (Literary devices)

Literary Criticism

6.3.8 Critique the believability ofcharacters and the degree towhich a plot is believable orrealistic.

Example: Read myths such asHercules or Jason and theArgonauts and discussthe believability of thecharacters and plots ascompared to realisticfiction.

-Write their own tall tale -Myths-Legends-Indiana Reading ListGr.3-5Gr. 3-8(Folklore/FairyTales,Mythology)


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WRITING: Writing Process

Standard 4: Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. They write clear, coherent,and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.


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Organization and Focus

6.4.1 Discuss ideas for writing,keep a list or notebook ofideas, and use graphicorganizers to plan writing.

-Keep a log of ideas-Save quick writes, journals anduse for later writing

-Various kinds of graphicorganizers-Teaching Without Nonsenseby Bertie Kingore pgs. 6-10,(Thinking Triangle).

6.4.2 Choose the form of writingthat best suits the intendedpurpose.

- Depending on the audience,choose a form of writing touse. (Persuasive essay)

-Have students write a letter totheir parents convincing them ofsomething they want.-Write a letter to the principal.

-Earrings by Judith Viorst

6.4.3 Write informational pieces ofseveral paragraphs that:

�� engage the interest of the

reader.

�� state a clear purpose.

��develop the topic with

supporting details and preciselanguage.

�� conclude with a detailed

summary linked to thepurpose of the composition.

- Write a research report on aS.S. or Science topic ofchoice.

-Integrate with other subjectmatter-Teach/model each step of theprocess and then have thestudents write their own.-Power Writing-Show students an example of agood paper.

Indiana Reading List (Non-Fiction)Gr. 3-5Gr. 6-8

6.4.4 Use a variety of effectiveorganizational patterns,including comparison andcontrast; organization bycategories; and arrangementby order of importance orclimactic order.

- Write a comparison betweentwo characters, two books bythe same author

- Write a story

-Teach the organizational patternsfor which students are asked towrite.-T.E. – compare/contrast,persuasive, narrative . . .

-A “How to . . .” source-Scott Foresman ClassroomRoutines (Instructional)


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Research and Technology

6.4.5 Use note-taking skills. - Write an outline from a S.S.chapter

-Teacher models how to takenotes in a social studies orscience lesson. Example:outline form

-Outline content area texts(Science and Social Studies)

6.4.6 Use organizational featuresof electronic text (oncomputers), such as bulletinboards, databases, keywordsearches, and e-mailaddresses, to locateinformation.

-Give students a topic to searchand have them find e-mailaddresses to research a topic.-Give students an e-mail addressto look up and describe what theyfound.

6.4.7 Use a computer to composedocuments with appropriateformatting by using word-processing skills andprinciples of design,including margins, tabs,spacing, columns, pageorientation.

-Have students rewrite an essayon word processing.

Evaluation and Revision

6.4.8 Review, evaluate, and revisewriting for meaning andclarity.

- Peer editing; share work withothers

-Compare rough draft to finalcopy

-Wordfinders-Checklists-Indiana Analytic WritingDevelopment Rubric


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Evaluation and Revision

6.4.9 Edit and proofread one’s ownwriting, as well as that ofothers, using an editingchecklist or set of rules, withspecific examples ofcorrections of frequenterrors.

- Peer editing; share work withothers

-Compare rough draft to finalcopy

-Wordfinders-Indiana Analytic WritingDevelopment Rubric

6.4.10 Revise writing to improve theorganization and consistencyof ideas within and betweenparagraphs.

Have students write a topicsentence on an index card. Thenwrite details to follow on the card.

-Create an activity similar to TheTen Important Sentences.

Ten Important Sentences(Scott Foresman Reading)


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WRITING: Writing Applications (Different Types of Writing and Their Characteristics)

Standard 5: At Grade 6, students write narrative (story), expository (informational), persuasive, and descriptive texts of at least 500to 700 words. Student writing demonstrates a command of Standard English and the research, organizational, anddrafting strategies outlined in Standard 4 – Writing Process. Writing demonstrates an awareness of the audience(intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 6 students usethe writing strategies outlined in Standard 4 – Writing Process to:


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6.5.1 Write narratives that:

�� establish and develop a plot

and setting and present apoint of view that isappropriate to the stories.

�� include sensory details and

clear language to developplot and character.

��use a range of narrative

devices, such as dialogue orsuspense.

Example: Write a short play thatcould be presented to theclass. Rewrite a shortstory that was read inclass, telling the storyfrom another point ofview.

-Use a rubric to assess oralpresentation or written form-Use a story map (graphicorganizer) to brainstorm ideas forstory. Then, help them decidewho is telling the story.Example: 1

stperson, 3

rdperson

-The Mysteries of HarrisBurdick-Pictures used for writingprompts-Scott Foresman Teacher’sEdition Index (Point of view)(Writing forms)

6.5.2 Write descriptions,explanations, comparison andcontrast papers, and problemand solution essays that:

�� state the thesis (position on

the topic) or purpose.

�� explain the situation.

��organize the composition

clearly.

��offer evidence to support

arguments and conclusions.

Example: Write successive drafts ofa one- or two-pagenewspaper article aboutSummer Sports Camps,including details tosupport the main topicand allow the reader tocompare and contrastthe different campsdescribed.

-Use a rubric to assess oralpresentation or written form-Have a “common experience”discussion with your students (in-depth). Then, students will writeabout their experience usingspace ordered words.-Teach time-ordered words inorder to write a how toexperience.

-Scott Foresman ClassroomRoutines (Instructional #51-61)-Scott Foresman Teacher’sEdition Index (Writingforms)


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6.5.3 Write research reports that:

��pose relevant questions that

can be answered in thereport.

�� support the main idea or

ideas with facts, details,examples, and explanationsfrom multiple authoritativesources, such as speakers,newspapers and magazines,reference books, and onlineinformation searches.

�� include a bibliography.

Example: Write a research reporton George Washington,explaining whatWashingtonaccomplished during hispresidency and why heis such a significantfigure in Americanhistory. Write a researchreport on NativeAmerican groups thatlived in Indiana and thesurrounding states.Include information onwhether descendents ofthese groups still live inthe area.

-Use a rubric to assess oralpresentation or written form

-Present final product to theclass.

-Use rubrics to assess oralpresentation and written form.

-Newspapers-Computers-Indiana Analytic WritingDevelopment Rubric


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6.5.4 Write responses to literaturethat:

��develop an interpretation

that shows careful reading,understanding, and insight.

��organize the interpretation

around several clear ideas.

��develop and justify the

interpretation through theuse of examples andevidence from the text.

Example: After reading some Grimmfairy tales and folk talesfrom other countries suchas Japan, Russia, India,and the United States,write a response to thestories. Identify the beliefsand values that arehighlighted in each ofthese folk tales anddevelop a theory to explainwhy similar tales appear inmany different cultures.

-Students record own thoughts ina Response Log.

-Indiana ISTEP+ ReadingCoach, Grade 6 , pgs. 29-235.

-Scott Foresman Teacher’sEdition Index (WritingForms: Response Log)(Responding to Literature)

6.5.5 Write persuasivecompositions that:

�� state a clear position on a

proposition or proposal.

�� support the position with

organized and relevantevidence and effectiveemotional appeals.

�� anticipate and address

reader concerns andcounter-arguments.

Example: Write a persuasive essayon how the class shouldcelebrate the end of theschool year, includingadequate reasons for whythe class should participatein the activity described.Create an advertisementfor a product to try toconvince readers to buythe product.

-Scott Foresman ClassroomRoutines (Instructional #59)

-Writing Workshop:Theme 5 Houghton MifflinReading


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6.5.6 Use varied word choices tomake writing interesting.

Example: Write stories, reports,and letters showing avariety of word choices.(Use delicious instead ofgood, overcoat or parkainstead of coat.)

-Brainstorm class lists ofsynonyms/antonyms.-Use student writing to proofreadand provide more interestingwords.

-Thesaurus-Student writing samples

6.5.7 Write for different purposesand to a specific audience orperson, adjusting tone andstyle as necessary.

Example: Write a review of afavorite book or film fora classroom Writers’Workshop. Use clearorganization and carefulword choices to help thereaders of the reviewdecide if they might beinterested in reading thebook or viewing thefilm.

-Students write their own reviewof their favorite book.-Use rubrics to assess writing.-Share orally with class.

-Guiding Readers andWriters Grades 3-6,(Chapter 5)-Literature Celebrations byBertie Kingore, p.26 –Character Frame, p. 31-Story Frame.-Scott Foresman Teacher’sEdition Index (WritingForms)


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WRITING: Written English Language Conventions

Standard 6: Students write using Standard English conventions appropriate to this grade level.


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Sentence Structure

6.6.1 Use simple sentences,compound sentences, andcomplex sentences; useeffective coordination andsubordination of ideas,including both main ideasand supporting ideas insingle sentences, to expresscomplete thoughts.

• Simple sentence:sentences with one subjectand verb, such as The pinetree is native to manyparts of America.

• Compound sentence:sentences with two equalclauses, such as Thegiraffe has a long neckand long legs, but it is avery graceful animal.

• Complex sentence:sentences that include onemain clause and at leastone subordinate clause, Ijust sat at my desk, notknowing what to do next,although others aroundme were writing furiously.

-Locate examples in both readingand writing assignments.

-Students write an example ofeach type of sentence.

-Exchange papers and peer edit.

-Revise sentences and assessfinal copy.

-Daily Oral Language

-Teacher’s Resource BookScott Foresman Reading.

-Student writing samples.

-Grammar Practice Bookpgs. 17-25 & p. 116.

-Indiana ISTEP+ ReadingCoach, Grade 6, pgs. 137-141.


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Grammar

6.6.2 Identify and properly useindefinite pronouns (all,another, both, each, either,few, many, none, one, other,several, some), presentperfect (have been, hasbeen), past perfect (hadbeen), and future perfect verbtenses (shall have been);ensure that verbs agree withcompound subjects.

• Indefinite pronouns: Eachshould do his or her work.

• Indefinite pronouns: Manywere absent today.

• Correct verb agreement:Todd and Amanda werechosen to star in the play.

• Incorrect verb agreement:Todd and Amanda waschosen to star in the play.

-Teacher’s Resource Book(Scott Foresman)

-Grammar Practice Bookpgs. 47-71 & 102-111 (ScottForesman Reading)

-Student writing samples

-Scott Foresman WeeklyResource Planner (pgs. 17,21, 54, 55)


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Punctuation

6.6.3 Use colons after thesalutation (greeting) inbusiness letters), semicolonsto connect main clauses andcommas before theconjunction in compoundsentences

-(Dear Sir:)

-(The girl went to school; herbrother stayed home.)

-(We worked all day, but we didn’tcomplete the project.)

-Writing Prompt: BusinessLetter

-Student writing samples

-Daily Oral Language

-Scott Foresman Teacher’sEdition p. 381C

-Indiana ISTEP+ ReadingCoach, Grade 6 p. 128-132.

-Grammar Practice Book(Scott Foresman Reading)(Semicolons pgs. 147-150)(Commas pgs. 132-136)(Conjunctions pgs. 117-120& pg. 146).

Capitalization

6.6.4 Use correct capitalization. -Assess student writingassignments.

-Daily Oral Language-Indiana ISTEP+ ReadingCoach, Grade 6, pgs. 132-133.

Spelling

6.6.5 Spell correctly frequentlymisspelled words

-(their/they’re/there,loose/lose/loss, choose/chose,through/threw).

-Weekly word study -Indiana ISTEP+ ReadingCoach Grade 6, p. 142-143.-Scott Foresman Teacher’sResource Book-Scott Foresman TeacherResource Planner


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LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications

Standard 7: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests ofthe audience. They evaluate the content of oral communication. Students deliver well-organized formal presentationsusing traditional speech strategies, including narration, exposition, persuasion, and description. Students use the sameStandard English conventions for oral speech that they use in their writing.


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Comprehension

6.7.1 Relate the speaker’s verbalcommunication (such asword choice, pitch, feeling,and tone) to the nonverbalmessage (such as posture andgesture).

-Scott Foresman WeeklyResource Planner, pgs.3,7,19,65.

6.7.2 Identify the tone, mood, andemotion conveyed in the oralcommunication.

-Scott Foresman WeeklyResource Planner, pgs.5,7,19,29,65,71.

6.7.3 Restate and carry outmultiple-step oralinstructions and directions.

-Scott Foresman WeeklyResource Planner, pgs5,21,39,41,45,51,53,55,57,59,69.


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Organization and Delivery of Oral Communication

6.7.4 Select a focus, anorganizational structure, anda point of view, matching thepurpose, message, and vocalmodulation (changes in tone)to the audience.

-Scott Foresman WeeklyResource Planner, pgs. 15,21, 33, 39, 41, 47, 53, 54, 57,59.

6.7.5 Emphasize important pointsto assist the listener infollowing the main ideas andconcepts.

-Scott Foresman WeeklyResource Planner, pg. 3.

6.7.6 Support opinions withresearched, documentedevidence and with visual ormedia displays that useappropriate technology.

-Scott Foresman WeeklyResource Planner, pgs. 3, 5,7, 15, 17, 51, 63, 65, 67.

6.7.7 Use effective timing, volume,tone, and alignment of handand body gestures to sustainaudience interest andattention.

-Scott Foresman WeeklyResource Planner, pgs. 9,41, 71.


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Analysis and Evaluation of Oral and Media Communications

6.7.8 Analyze the use of rhetoricaldevices including rhythm andtiming of speech, repetitivepatterns, and the use ofonomatopoeia (namingsomething by using a soundassociated with it, such ashiss or buzz) for intent andeffect.

6.7.9 Identify persuasive andpropaganda techniques usedin electronic media(television, radio, onlinesources) and identify falseand misleading information.

-Scott Foresman WeeklyResource Planner, pgs. 7,15, 17, 21, 23, 39, 41, 47,51, 55, 57,59.


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Speaking Applications

6.7.10 Deliver narrative (story)presentations that:• establish a context, plot,

and point of view.• include sensory details

and specific language todevelop the plot andcharacter.

• use a range of narrative(story) devices, includingdialogue, tension, orsuspense.

-Scott Foresman WeeklyResource Planner, pgs.3,11,17,21, 29, 31, 35, 41.

6.7.11 Deliver informativepresentations that:• pose relevant questions

sufficiently limited inscope to be completelyand thoroughly answered.

• develop the topic withfacts, details, examples,and explanations frommultiple authoritativesources, includingspeakers, periodicals, andonline information.

-Scott Foresman WeeklyResource Planner, pgs. 9,11, 47, 55.


August 2001





Resource


6.7.12 Deliver oral responses toliterature that:• develop an interpretation

that shows carefulreading, understanding,and insight.

• organize the presentationaround several clearideas, premises, orimages.

• develop and justify theinterpretation through theuse of examples from thetext.

-Scott Foresman WeeklyResource Planner, pgs. 9, 3,5.

6.7.13 Deliver persuasivepresentations that:• provide a clear statement

of the position.• include relevant

evidence.• offer a logical sequence

of information.• engage the listener and

try to gain acceptance ofthe proposition orproposal.

-Scott Foresman WeeklyResource Planner, pgs. 3, 7,9, 15, 17, 63, 65, 69.


August 2001





Resource


6.7.14 Deliver presentations onproblems and solutionsthat:• theorize on the causes

and effects of eachproblem.

• establish connectionsbetween the definedproblem and at least onesolution.

• offer persuasive evidenceto support the definitionof the problem and theproposed solutions.

-Scott Foresman WeeklyResource Planner, pgs. 3, 5,7, 9, 11, 17, 41, 43, 45, 47,55, 63, 65, 67, 69.

Grade 6 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE …

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