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September Curriculum Map for Sixth Grade ELA (Last Modified March 14, 2012)
Month
Standards
A. RL.6.1 Cite textual
evidence to support analysis
of what the text says
explicitly as well as inferences
drawn from the text
Content
(nouns)
Skills (verbs)
Assessment
A. Student work sample
Quiz/Test
A1. Analysis
A1. Define, in writing, the
term analysis (and list skills
needed to analyze-such as
understanding the text as a
whole?)
A1. Explain, in writing, an
analysis of the text read
A2. Inferences
A2. Explain, in writing, an
inference created using
specific evidence from a text
B. W.6.1 Write arguments to
support claims with clear
reasons and relevant
evidence
B. Argument
(Opinion)
B. Analyze a model and
identify the argument and
supporting evidence
B. Write arguments with
relevant evidence and clear
reasons to support claims
B. Student Work Sample
C. SL.6.1 Engage effectively in
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 6
topics, texts, and issues)
building on others’ ideas and
expressing their own clearly)
a- Come to discussions
prepared, having read or
studied required materials;
explicitly draw on that
preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on
ideas under discussion
D. L.6.1.Demonstrate
command of the conventions
of standard English grammar
and usage when writing and
speaking.
C. Conversation
Skills
C. Note-taking
C. Engage in discussions to
analyze text for relevant
evidence to construct notes
C. Answer questions using
notes
C. Step Up to WritingObserve small and large
group process of note
construction, through
discussion
C. Assigned reading
passages
C. Science Text
C. Social Studies Text
C. Step Up to Writing
SPIRAL:
A. Parts of
rd
Speech (see 3
Grade Language
Standard 1 a-I
th
and 5 grade 1a)
Page 39.
A. Students will identify, in
writing different parts of
speech and their functions.
A. Student work sample
A. Step by Step
A. Exercises in Basic English
A. Coach Book- Chapter 4
September
Expanding
Literacy
Foundations
Whole
Group
Reading
Resources
(suggested)
A. Is there a story in the
series that supports the
direct instruction of making
inferences or analyzing a
text?
A. HM Theme 2 Amelia
Earhart, First Lady of Flight
A. Literature Works- Rabies
(Mystery)
A. HM Pompeii Reading
A. The Girl who Married the
Moon(HM)
A. Dinosaur Ghosts (HM)
A. Pompeii (HM)
B. Teacher selected or
written model of an
argument (do the Standards
have an example?)
B. Step Up to Writing
*These need to be taught in
context of other skills, not
isolation*
Vocabulary
A. Inferences
A. Textual Evidence
A. Analysis
A. Cite
A. Quotation
B. Formal Style
B. Evidence
B. Argument
B. Support
B. Organize
B. Claims
B. Reasons
B. Source
C. Discussion
C. Elaborate
C. Reflect
C. Goal
C. Deadline
C. Roles (within
group)
C. Multiple
perspectives
C. Paraphrasing
A. Nouns
A. Verbs
A. Pronouns
A. Adjectives
A. Adverbs
A. Conjunctions
A. Prepositions
Month
October
Whole
Group
Reading
Standards
Content
(nouns)
Skills (verbs)
Assessment
A. RL.6.6 Explain how an
author develops the point of
view of the narrator or speaker
in a text
a- Explain how an author’s
geographic location or culture
affects his or her perspective
A. Point of View
A. Culture
A. Identify, in writing,
specific elements in an
author’s text which
reflects his/her
geographic location or
culture
A. Writing sample with
evidence including
language, setting and
story situations to
support the author’s
perspective
B. RI.6.6 Determine an
author’s point of view or
purpose in a text and explain
how it is conveyed in a text
B. Point of View
B. Purpose
B. Viewpoint
B. Identify, in writing, the
author’s purpose and
point of view in
informational text and
evidence to support the
author’s perspective
B. Student Test/Quiz
C W.6.5 With some guidance
and support from peers and
adults, develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach (Editing
for conversation should
demonstrate command of
Language standards 1-3 up to
and including grade 6 on page
53)
D SL.6.3 Delineate a speaker’s
argument and specific claims,
distinguishing claims that are
supported by reasons and
evidence from claims that are
not
C. Writing
Process
C. Produce a narrative,
informative, or
argumentative piece
using the writing process.
C. Participate in peer and
teacher conferencing
C. Student writing
samples
D. Position
D. Evidence
D. Listen to a speaker’s
argument, identify the
position, and evidence to
support that position
D. Role play a debate on
a pro/con argument
Suggested
Resources
Vocabulary
A. “All American Slurp”
(Literature Works)
A. Losers Take All (Literature
Works)
A. Literature Works- Theme 1
A. My Grandma (Literature
Works)
A. Rosa Parks- My Story (HM)
A. Stories that have different
characters (ie: Gingerbread
Man…students write from the
man’s perspective and the
gingerbread’s perspective)
B. Science/Social Studies
related text
B. Read Write Edit Listen
B. The Lost Temple of the
Aztecs (HM)
B. Beni Sevallos (Literature
Works)
B. Literature Works- Theme 1
B. Coach Book (Point of View)
Chapter 1 Lesson 2, page 28
B. Read, Write, Edit, Listen
Lesson 3
C. Step Up to Writing
Resources
A. Literature
A. Author
A. Point of View
A. Narrator
A. Speaker
A. Geographic
Location
A. Culture
A. Perspective
D.
D. Position
Statement
D. Evidence
D. Claims
D. Pro/Con
D. Debate
B. Informational Text
B. Author’s Purpose
B. Point of View
B. Viewpoint
C. Brainstorming
C. Drafting
C. Revising
C. Editing
C. Publishing
E L.6.2a Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
a- Use punctuation (commas,
parenthesis, dashes) to set off
nonrestrictive elements
E. Punctuation
E. Identify the proper use
of commas, parenthesis,
and dashes.
E. Construct sentences
with the application of
commas, parenthesis,
and dashes
E. Student Writing
Samples
E. Step Up to Writing
E. Comma
E. Parenthesis
E. Dashes
Month
November
Standards
Content (nouns)
Skills (verbs)
Assessment
A. RL.6.3 Describe how a
particular story’s or drama’s
plot unfolds in a series of
episodes as well as how the
characters respond or
change as the plot moves
toward a resolution
A. Story Element
Relationships (ie-how
the plot affects the
character
development)
A. Identify, in writing,
the elements of a story
A. Analyze story
structure, in writing, by
constructing a plot
diagram
A. Describe, in writing,
how characters change
in relation to the plot,
citing textual evidence
(from dialogue or how
the characters acts)
A. Plot Structure
Diagram
A. Johari Window
A. Literature Circle
Accountability Sheets
B. RI.6.1 Cite textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text
B. Generalizations
B. Student Work
Sample
C. W.6.2 Write informative
explanatory texts to examine
a topic and convey ideas,
concepts, and information
through the selection,
organization, and analysis of
relevant content
D. SL.6.2 Interpret
information presented in
diverse media and formats
(e.g., visually, quantitatively,
orally) and explain how it
contributes to a topic, text
or issue under study
C. Informative Essay
B. Summarize, in
writing, what an
explicit text states
B. Draw conclusions,
based on textual
evidence, and cite in
the text
B. Identify, in writing, if
fact or opinion
represents author’s
bias (perspective/POV)
C. Write an informative
essay, examining and
supporting a topic with
relevant facts (from
two sources)
D. Interpret
information, orally,
and explain how it
contributed to the
research of a topic
Whole Class
Reading
D. Diverse Media
Formats
Suggested Resources
Vocabulary
A. Coach Book, Chapter 1
A. Read, Write, Edit, Listen
A. Journey Into Reading
A. Basic Grammar
A. Johari Window (Public
and Private Self)
th
A. Novel selection (6
Grade Secrets, A Long Way
from Chicago, Way-Side
School is Falling Down, Doll
House Murders, From the
Mixed up Flies of…, Joey
Pigza Swallows the Key,
Maniac Magee, The Library
Card)
B. Read, Edit, Write, and
Listen (Lesson 15, )
B. Science, Social Studies
Readings
B. Magazine, Newspaper
Article (example: Is Pluto a
Planet?)
B. HM Science Links
A. Relationships
A. Plot Structure
Diagram
A. Conflict
A. Resolution
C. Informative Essay
(the final product as
well as the process)
C. HM Series
C. Informative Essay
C. Topic
C. Convey Ideas
D. Presentation of
informative research
and formats used
(small groups)
D. Computers with Internet
Access (specific web-sites)
D. Research
Materials/Periodicals
D. Diverse
D. Media
D. Contributes
B. Cite
B. Textual Evidence
B. Bias
B. Fact/Opinion
B. Summarize
B. Conclusion
B. Inference
Month
December
Whole Class
Reading
Standards
Content
(nouns)
Skills
(verbs)
Assessment
A. RL.6.2 Determine a theme or
central idea of a text and how it
is conveyed through particular
details; provide a summary of
the text distinct from personal
opinions or judgments
A. Theme and
Summary
A. Summarize a text, in
writing
A. Determine a theme, in
writing
A. Student work sample
B. RI.6.2 Determine a central
idea of a text and how it is
conveyed through particular
details; provide a summary of
the text distinct from personal
opinions or judgments
B. Central Idea
and Summary
B. Summarize a text, in
writing
B. Determine a theme, in
writing
B. Student work sample
C. RI.6.3 Analyze in detail how a
key individual, event, or idea is
introduced, illustrated, and
elaborated in a text (e.g.,
through examples or anecdotes)
C. Key Details in
a story
C. Students will identify a
key detail in a reading,
that is pertinent to the
development of the story
C. Student work sample
D. W.6.3 Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and wellstructured event sequences
D. Narrative
D. Write a narrative,
following text structure
and using effective
technique
D. Student narrative
writing sample
Suggested
Resources
Vocabulary
A. HM The Challenge,
View from Saturday,
A. Four on the Sea
(Literature Works)
A. The Rebellion of the
Magical Rabbits
(Literature Works)
A. War Game
(Literature Works)
A. Last Summer with
Maison (HM)
B. Journey Into
Reading (Lessons 1, 2,
and 4)
B. Leader of the Pack
(Literature Works)
B. A Kind of Grace
(HM- Theme 5)
A. Central Idea
A. Theme
A. Summary
C. Biographical reading
or a historical event
(i.e., Rosa Parks..what
if she didn’t refuse to
give up her seat on the
bus…how different life
would be…)
D. 4 Types of Writing
Packets [4/5 packets]
(narrative, and
descriptive)
D. Personal NarrativeTrue Confessions of
Charlotte Doyle (HMTheme 1)
D. Narrative
Nonfiction- Climb or
Die (HM- Theme 1)
D. Rapelling in Ocala
(HM- Theme 1)
C. Key Details
C. Pertinent
C. Analyze
C. Elaborated
B. Central Idea
B. Summary
D. Narrative
D. Writing Process
E. SL.6.2 Interpret information
presented in diverse media and
formats (e.g., visually,
quantitatively, orally) and
explain how it contributes to a
topic, text or issue under study
E. Diverse
Media Formats
E. Interpret information,
orally, and explain how it
contributed to the
research of a topic
E. Presentation of
informative research and
formats used (small
groups)
E. Computers with
Internet Access
(specific web-sites)
E. Research
Materials/Periodicals
E. Diverse
E. Media
E. Contributes
Month
January
Whole Class
Reading
Possible
Topics:
Social StudiesEgypt
(geography,
trade,
pyramids,
hieroglyphics,
mummies)
Standards
Content
(nouns)
A. RI.6.7 Integrate information
presented in different media or
formats (e.g., visually,
quantitatively) as well as in words
to develop a coherent
understanding of a topic or issue.
A. Media
Formations and
presentation of
materials
B. RI.6.8 Trace and evaluate the
argument and specific claims in a
text, distinguishing claims that are
supported by reasons and
evidence from the claims that are
not.
B. Author’s
Argument (is it a
fact or opinion)
B.
C. W.6.7 Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate
D. W.6.8 Gather relevant
information from multiple print
and digital sources; access the
credibility of each source; and
quote or paraphrase the data and
conclusions of others while
avoiding plagiarism and providing
basic bibliographic information
from sources
Skills
(verbs)
Assessment
Suggested
Resources
A. Identify, in writing or
orally, how different
types of media present
information
A. Use different types
of media to create
understanding of a
topic
B. Identify,
B. Identify, in writing,
arguments that are
supported by evidence
and arguments that are
not supported by
evidence.
A. Different types of
media graphic
organizer
A. Literature Works
(Theme 2)
A. Web Quests online
A. Encyclopedias
A. Informational texts
from library
B. Author’s graphic
organizer
B. Student’s will read
the fictional article The
Secret Chamber and
identify what makes it
historical fiction.
C. Research
Project
C. Answer questions, in
writing, with details to
support their answers
from several sources
C. Students entire work
folder from the project
B. Informational Texts
B. Fictional Article
B. The Secret Chamber
(LW)
B. Great Wall (HR)
reading (to teach the
skill of relevant and
irrelevant information)
B. Building Ancient
Rome (text structures)
B. Daily Life in Ancient
Greece (to teach about
pictures)
C. Same as above
C. Social Studies
Research Report
D. Research Skills
D. Gather and
categorize information
by identifying relevant
and irrelevant
information, taking
notes from sources,
quote or paraphrase
information, and cite
from different sources
D. Student’s entire
work folder from the
project
D. Planning pages from
research project
D.
D. Step Up to WritingDouble Column Notetaking
D. Social Studies
Research Report
Vocabulary
A. Media formations
(newspaper,
encyclopedia)
A. Text structures
(i.e.: timelines,
captions, newspaper
quotations,
photographs)
B. Generalization (all,
none, etc.)
B. Fiction
B. Analysis
B. Text structures
C. Research
C. Plagiarism
C. Paraphrasing
C. BibliographyCitations
C.
D. Note-taking
D. Sources
E. SL.6.4 Present claims and
findings, sequencing ideas logically
and using pertinent descriptions,
facts, and details to accentuate
main ideas or themes; use
appropriate eye contact, adequate
volume, and clear pronunciation
E. Presentation
E. Present information,
orally, in a logical
manner and provide
specific details, using
appropriate public
speaking skills
E. Oral Presentation
E. Public Speaking
Rubric
E. Public Speaking
Skills
E. Eye Contact
E. Clear Voice
E. Annunciation
E. Volume Control
Month
February
Standards
Content (nouns)
Skills
(verbs)
Assessment
A. RL.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice on
meaning and tone.
A. Word Choice/
Word Meaning
A. Recognize, orally or in
writing, how specific
words are important to
the meaning of a text
A. Draw a picture of a
story, read aloud, paying
attention to specific
details
A. Student Work
Sample
B. RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza
fits into the overall structure of a
text and contributes to the
development of the theme, setting,
or plot.
B. Comprehension
Skills (Details,
sequencing, cause
and effect,
supporting an
opinion ) to make
inferences and draw
conclusions
C. Word
Choice/Word
Meaning
B. Analyze, in writing,
how specific parts of
text link to the overall
theme or plot of the text
(using details to draw
conclusions)
B. Student
completed graphic
organizer
B. Student writing
sample
C. Recognize, orally or in
writing, how specific
words are important to
the meaning of a text
C. Rewrite famous
quotes, selecting
different words, and
create a personal
interpretation
D. Analyze, in writing,
how specific parts of
text link to the overall
theme or plot of the text
(using details to draw
conclusions)
C. Student Work
Sample
C.
E. Explain, in writing,
how the time period and
culture of an author link
to the meaning of a text
C. RI.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative,
connotative, and technical
meanings.
Whole Class
Reading
D.RI.6.5 Analyze how a particular
sentence, paragraph, chapter, or
section fits into the overall structure
of a text and contributes to the
development of the ideas.
E.W.6.4 Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience. (Grade-specific
expectations for writing types are
defined in standards 1–3 above.)
a. Produce text (print or nonprint)
that explores a variety of cultures
and perspectives.
D. Comprehension
Skills (Details,
author’s purpose,
supporting an
opinion ) to make
inferences and draw
conclusions
E. Organization in
writing
Suggested
Resources
Vocabulary
A. Poetry Genre
Study- (HM)
A. Family Style- (HM)
A. Poem (HM)
A. Songs-Lyrics
A. Calendars with
pictures (to have
students write the
description)
B. Graphic
Organizers
B. Poetry Packet
B. Magnets with
words on (magnetic
poetry-to show how
important words are
to poems)
C. Speeches written
C. Newspaper Article
C. Famous Quotes
C. Visu-Words
(online way to show
how words are
connected)
A. Figurative
Language
A. Word Phrases
A. Word Meaning
D. Student
completed graphic
organizer
D . Student writing
sample
D. Graphic
Organizers
D. Author’s Point of
View
D. Author Purpose
D.
E. Work Sample
from Standard C
E. Speeches written
E. Newspaper Article
E. Famous Quotes
E.
E. Culture
E. Time Period
E. Perspective (Point
of View)
B. Comprehension
B. Conclusions
B. Opinion
B. Cause and Effect
B. Inferences
C. Word Choice
C. Word Meaning
C.
F. L. 6.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
F. Word Meaning
F. Identify, orally or in
writing, the type of
figurative language used
F. Evaluate, in writing,
words in different
context (word choice)
F. Work Sample
F. This standard
connects to (A-D)
F. Poems
F. Teacher Created
Materials
G. SL. 6.2 Interpret information
presented in diverse media and
formats (e.g., visually,
quantitatively, orally) and explain
how it contributes to a topic, text,
or issue under study.
G. Listening Skills and
Note-Taking
G. Compose, in writing,
notes related to the
reading
G. Use notes, to provide
details requested, and
write a summary of the
passage
G. Note-taking
G. Student sample
G. Teacher selected
texts
G. Step Up to Writing
Resources
G. ½ Notecard for
note-taking
F. Alliteration
F. Personification
F. Metaphor/simile
F. Onomatopoeia
F. Idiom
F. Style Tools
F. Stanza
F. Free verse
G. Short-Hand
G. IM
G. Bullets
G. Summarize
Month
Standards
A. RI.6.9 Compare and contrast
one author’s presentation of
events with that of another (e.g.,
a memoir written by and a
biography on the same person).
a. Use their experience and their
knowledge of language and
logic, as well as culture, to think
analytically, address problems
creatively, and advocate
persuasively.
March
Whole Class
Reading
B. W.6.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
C. W.6.10 Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of discipline-specific tasks,
purposes, and audiences.
D. L.6.6 Acquire and use accurately
grade-appropriate general academic
and domain-specific words and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
E. RI.6.7 Integrate information
presented in different media or
formats (e.g., visually,
quantitatively) as well as in words to
develop a coherent understanding
of a topic or issue.
Content (nouns)
Skills
(verbs)
Assessment
Suggested
Resources
Vocabulary
A. Author’s Point of
View
A. Compare and
contrast, in writing, one
event written from two
different perspectives
(Using a person from
pop-culture or an
athlete might be a great
way to teach this)
A. Students writing
sample
A. Completed
Graphic organizer
A. Venn Diagram
(details of the event
would be in the
middle and the
different
perspectives would
be on the outside)
A. yahooligans.com
(to find an article to
help)
A. Author’s Point of
View
A. Compare
A. Contrast
A. Cultural
Background
B. Textual Evidence
B. Analyze a piece of
text, in writing, using
details from the text
B. Students writing
sample
B.
B. Textual Evidence
B.
C. Writers process in
certain time-frames
C. Apply the steps in the
writing process to on
demand writing and
writing over an
extended period of
time.
C. Student’s writing
samples
C.
C. Writer’s process
posters
C.
C. Writing Process
C. On Demand
writing
C.
D. Vocabulary
D. Apply different
strategies
D. Student
completed Frayer
Model
D. Vocabulary
Journal
D. Frayer Model
D. Context Clues
D. Strategies (Frayer
model, vocabulary
journal)
D. Context clues
(synonym, definition)
E.
E.
E.
E.
E.
Month
Standards
Content (nouns)
Skills
(verbs)
Assessment
Suggested
Resources
A. RL.6.7 Compare and contrast
the experience of reading a story,
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what they “see” and
“hear” when reading the text to
what they perceive when they
listen or watch.
A. Compare and
contrast viewing versus
reading a text
A. Compare and
contrast, through
drawing, a piece of text
to a movie excerpt
A. Completed flier
or poster
A. Compare
A. Contrast
A. Venn Diagram
A.
B. RL.6.9 Compare and contrast
texts in different forms or genres
(e.g., stories and poems; historical
novels and fantasy
stories) in terms of their
approaches to similar themes and
topics.
D. W.6.1 Write arguments to
support claims with clear reasons
and relevant evidence.
B. Compare and
contrast different types
of genres
B. Compare and
contrast, orally, how
different genres support
the same theme or topic
B.
A. Bridge to Teribithia, The
Westing Game, Mrs. Frizby and
the Rats of Nimh, Roll of Thunder
Hear my Cry, Jacob I Have Loved,
Charlie and The Chocolate
Factory, Personal Libraries,
Cheaper by the Dozen, From the
Mixed up Files of Mrs. Basil E.
Frankweiler, Holes, Matilda, Old
Yeller, My Side of the Mountain
(Movie), Rosa Parks- My Story,
Shiloh, Great Gilly Hopkins, The
Lion Witch and the Wardrobe
B. Shel Silverstien Poems
B.
D. Argument Writing
D. Students note
cards for
presentation
D. See above, in column A
D. Argument
D. Claim
D. Facts
D. Relevant
E W.6.5 With some guidance and
support from peers and adults,
develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach.
E. Writing Process
D. Write a claim and
support with relevant
evidence (students will
write which they liked
better; reading the text
or viewing the movie)
E. Strengthen writing,
though conferencing
and peer support, when
writing their argument
piece
E. Student writing
sample (on a
note-card to
present)
D. Oral
presentation
E. See above
E. Posters of the writing process
E.
E. Writing Process
E. Strengthen
Writing
April
Whole
Class
Reading
Vocabulary
B. Compare
B. Contrast
B. Genres (poetry,
novels, stories,
fantasies)
Month
May
Whole Class
Reading
Standards
Content (nouns)
Skills
(verbs)
Assessment
A. RL.6.11 Recognize, interpret, and
make connections in narratives,
poetry, and drama, ethically and
artistically to other texts, ideas,
cultural perspectives, eras, personal
events, and situations.
A. Connections (text
to text and text to
self)
A. Make connections,
orally or in writing, from
literary texts to personal
situations or other texts
A. Making
connections
response
B. W.6.6 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.
C. W.6.11 Create and present a text
or art work in response to literary
work.
B. Technology and
Writing
B. Produce and publish
writing, using different
technologies, including
the Internet
B. Use keyboarding skills
to produce a finished
product
B. Use book and
movie comparison
(from April)
C. Literary Response
C. Summarize and
present a literary work
using text or a visual
representation
D. SL.6.6 Adapt speech to a variety
of contexts and tasks,
demonstrating command of formal
English when indicated or
appropriate. (See grade 6 Language
standards 1 and 3 on page 53 for
specific expectations.)
D. Formal English
D. Demonstrate
command of formal
English, when speaking
in front of peers or
presenting information
E. L.6.3 Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening.
a. Vary sentence patterns for
meaning, reader/listener interest,
and style.*
b. Maintain consistency in style and
tone.*
E. Language
Conventions
E. Demonstrate a variety
of sentences and style
when speaking
Suggested
Resources
Vocabulary
A. Teacher Selected
novels, poetry,
drama
A. Reading response
questions
A. Pink cards from
Marie
B. Scholastic.com
B. Power Point
A. Connections
A. Text-to-text
A. Text-to-self
A. Text-to-world
C. Completed book
cover (students will
write a summary of
a book and create a
book cover)
D. Public speaking
rubric
C. glogster.com
C. Various Picture
Book
C. Step Up to Writing
Resources
D. Role playing of
what is appropriate
and what is not
(possibly video)
D.
C. Summarize
C.
E. Public speaking
rubric
E. Same as above
E.
B. Produce
B. Publish
B. Interact with
Others
B.
D. Formal language
D. Informal language
D. Slang
D. Professional
D. Proper
D.
Month
Standards
Content (nouns)
Skills
(verbs)
Assessment
Suggested
Resources
Vocabulary
A. W.6.2 Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and wellstructured event sequences.
B. SL.6.5 Include multimedia
components (e.g., graphics, images,
music, sound) and visual displays in
presentations to clarify information.
A. Narrative
A. Create, in writing, an
epilogue/sequel/report
based on a novel read
A. Narrative
A. Independent
reading novels
A. Narrative
A. Epilogue
A. Sequel
A. Report
B. Media
Presentation
B. Present information,
orally/graphically, to
clarify information from
a narrative
B. Presentation
B. Sample report
with multimedia
components
B. Mulitmedia
B. Graphics
B. Images
C. SL.6.1 Engage effectively in a
range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 6 topics, texts, and issues,
building on others’ ideas and
expressing their own clearly.
C. Collaborative
Discussions
C. Presentation
checklist
C. Final Letter
C.
C. Collaboration
D. L.6.3 Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
D. Conventions of
Language
C. Present, orally,
different skill processes
they learned throughout
the year (writing
process, research,
explain an activity, order
of operations)
Example: Students can
work in groups to create
a class wide letter to the
th
5 graders-sharing what
they learned in the
content areas
D. Apply correct
grammar, when writing,
speaking, listening, or
reading
D.
D.
D.
June
Whole Class
Reading