How does developing sophisticated reading habits support success in reading all year and beyond?
How can reading a variety of genres develop my experiences and thinking skills?

Students will understand that…

To get better at reading or anything you need to do it a lot.
Good habits and routines help you become a better reader.

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

In Bend 1, students examine their own reading identity. They will reflect on authors and genres they enjoy reading and examine how these texts have impacted them as a reader. Students will examine a curated stack of texts that have been personalized for them in order to identify texts they are interested in kicking off their 6th grade reading year. Students end the bend by setting personal reading goals

Bend 2:

In Bend 2, students will focus on working productively in book club groups. Students begin the bend by understanding their Speaking and Listening Standards and how these standards connect to the work they will do in book clubs. Students then will examine and apply critical discussion strategies they can utilize in book club groups that will deepen their understanding of a text and prompt thinking. Students end the unit by setting goals for being a productive group member.

Bend 3:

Students end the unit by studying the characteristics of a variety of genres. In Bend 3, readers will use a genre template to research specific aspects of an assigned genre. Students will work in a jigsaw format to research each genre and then teach their peers about their group’s genre.

Standards

The key knowledge and key skills students will acquire from the unit

Reading Literature (RL)

RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.4 - Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings, analyze the impact of a specific word choice on meaning and tone.

RL.6.9 - Compare and contrast texts in different forms of genres in terms of their approaches to similar themes and topics.

RL.6.10- By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing (W)

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.

Speaking & Listening (SL)

SL.6.1- Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.1.A - Come to discussions prepared, having read or studied required material: explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.6.1.B - Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SL.6.1.C - Pose questions and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SL.6.1.D - Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.4 - Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or theme; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5 - Include multimedia components and visual displays in presentations to clarify information.

Assessments

Assessments provide the opportunity for students to reflect upon what they’ve learned. Authentic assessments and performance tasks, like projects or papers, allow students to demonstrate that they have attained the desired understandings, concepts, and goals of the unit.

Written Responses/ Notebook Entries
Conferring with Teachers
Small Group conferring
Standards-Based Comprehension Assessment(s)
End of Unit Assessments

Unit 1 Writing: Becoming a Community of Writers

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Questions:

How does developing essential writing habits support success in writing all year and beyond?
How can a writer's workshop support me in becoming a lifelong writer?

Overview of Unit

This is a 3-4 week launch unit in writing. Teachers will build connections and get to know their students personally and academically. This unit provides students with lessons on building a writing community by understanding the expectations of Writers Workshop.

Unit Organization

This unit is organized into 3 main sections called bends.

In Bend 1, students work on establishing their writing community. They will organize their writing notebooks and writing manuals. Students will be taught the writing process and understand the expectations for each phase. Students end the unit with an understanding of the types of writing they will be exposed to during their 6th-grade year.

In Bend 2, students will reflect on their own writing habits and identify their strengths and areas for growth. Students will engage in Quick Writes and identify their own individual needs for a personalized Editor’s Checklist. Students end the unit by developing a Heart Map of future writing topics and setting personal writing goals.

In Bend 3, Students wrap up the unit by continuing to engage in Quick Writes and understanding the expectations for peer-conferencing. Students will also be introduced to the RADaR method for supporting them in the revision process. Students end the unit with understanding the expectations for assessing their writing through the analysis of Student Checklists and Rubrics.

Standards

The key knowledge and key skills students will acquire from the unit

Writing (W):

CCSS.ELA-LITERACY.W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.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 conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)

CCSS.ELA-LITERACY.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 setting.

CCSS.ELA-LITERACY.W.6.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.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.

Speaking & Listening (SL)

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.SL.6.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.6.1.B

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.6.1.C

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

CCSS.ELA-LITERACY.SL.6.1.D

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Unit 2 Reading: Deep Study of Character

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

As part of this unit, the district is recommending the use of an approved list of picture book mentor texts.

The Big Ideas for the Unit

Unit Essential Question:

What can I learn about my own identity by studying fictional characters?
What kind of character traits do I want to exhibit in my own life?
How can my words and behaviors impact those around me?

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

In the first bend of lessons, students analyze complex character traits. They will do some thinking about how character traits emerge across a narrative text and how readers collect evidence to support their thinking about a character. This bend pushes students to more rigorous reading and thinking and also to study sides of a character that might be less likable. Readers will also consider the pressure on characters and how pressure may cause characters (and real people) to act in less likable ways. All of this reading and thinking work adds up to some self- reflection at the end of the bend- thinking about how they might apply what they have learned about characters to their own lives and to the people around them.

Bend 2:

In the second bend, readers will continue to analyze character traits and the new work of investigating how setting affects character. Students will explore and think about the conflicts and pressures that come from elements of a setting. They will learn about the mood of a setting and the impact on a character’s point of view and relationships. They will also learn how a character can impact the setting.

Bend 3:

In the third bend, students will study characters as vehicles for themes in a novel. They will study how motifs are used through the character to reveal the theme. The third bend is also aimed towards increasing independence and having students make decisions for how to present their analysis of characters. At the end of the unit students will again reflect what they have learned in their ongoing reading lives.

Standards

The key knowledge and key skills students will acquire from the unit

Reading Literature (RL):

CCSS.ELA-LITERACY.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.6.6

Explain how an author develops the point of view of the narrator or speaker in a text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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.

Writing (W):

CCSS.ELA-LITERACY.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.)

CCSS.ELA-LITERACY.W.6.5

and including grade 6 here.)

CCSS.ELA-LITERACY.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.

Speaking and Listening (SL):

CCSS.ELA-LITERACY.SL.6.1

CCSS.ELA-LITERACY.SL.6.1.B

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.6.1.C

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Assessments

Written Responses/ Notebook Entries
Conferring with Teachers
Small Group conferring
Standards-Based Comprehension Assessment(s)
End of Unit Assessments

Unit 2 Writing: Personal Narrative

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Questions:

What are the small and meaningful moments of my life?
What have I learned from the small and meaningful moments in my life?
How do I use my small and meaningful moments to craft a personal narrative?

Overview of Unit

In this unit, students deepen their knowledge of writing personal narratives. Students explore mentor texts to understand elements of a personal narrative so they can emulate high-quality writing. The following Essential Questions set the focus for the unit.

What are the small and meaningful moments of my life?
What have I learned from the small and meaningful moments in my life?
How do I use my small and meaningful moments to craft a personal narrative?

The unit is designed for teachers to choose lessons based on their students’ needs. You may find yourself teaching the lessons in order or only lessons of greatest need.

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

In Bend 1 students are introduced to the Student Narrative Checklist. Students then shift to determining an idea and immersing in mentor texts to name and use elements of a personal narrative. Students end the bend with ideas and drafts to further expand in Bend 2.

Bend 2:

In Bend 2 students choose a draft to further develop a personal narrative. Revision lessons are designed to provide students with models for effective leads, transitions, word choice, voice, sentence structure, organization, and closures to emulate in their own writing.

Bend 3:

Bend 3 is designed to support students as they prepare to present their personal narrative to others. Editing lessons provide students with grade-appropriate punctuation and spelling techniques. Students end the unit by presenting their personal narratives to others, then reflecting on their own growth and setting goals as they progress as writers.

Standards

The key knowledge and key skills students will acquire from the unit

Writing (W):

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

W.6.3e Provide a conclusion that follows from the narrated experiences or events.

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.)

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.

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.

Language (L)

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1b Use intensive pronouns (e.g., myself, ourselves).

L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.

L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

L.6.2b Spell correctly.

L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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.

Speaking & Listening (SL):

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.

SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Assessments

Personal Narrative Writing Piece using student checklist and teacher rubrics

Mini Unit: Literary Response

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Question:

How can I show my critical thinking and ability to organize and focus my ideas in a literary response?

Unit Organization

This unit is organized into 2 main sections called bends.

Bend 1:

In Bend 1 students will utilize their Say-Mean-Matter chart to compare their character analysis and answer a literary response question. Students will then use the chart to develop their literary response.

Bend 2:

In Bend 2 students shift to revision lessons to strengthen their literature response. In this bend, students will revise for sentence structure, connotations of words, and wrap up the unit by revising pronouns.

Standards

The key knowledge and key skills students will acquire from the unit

Writing (W):

6.W.1A- Introduce claim(s) and organize the reasons and evidence clearly.

6.W.1C- Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

6.W.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

6.W.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 conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)

Language (L)

L.6.1A- Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1C-REcognize and correct inappropriate shifts in pronoun number and person.

L.6.3A- Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.5C- Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Assessments

Literary Response Written Piece

Unit 3 Reading: Navigating Nonfiction

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

As part of this unit, the district is recommending the use of Fast Food Nation by Eric Scholsser as a mentor text.

The Big Ideas for the Unit

Unit Essential Questions:

How do powerful nonfiction readers obtain knowledge about a topic?

How do powerful nonfiction readers make meaning from an information text?

How do the choices we make daily impact our lives?

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

Welcome to Tapping the Power of Nonfiction. In Bend 1, students will engage with nonfiction texts using the skills of previewing, identifying important details, determining main ideas and the central idea. Students are introduced to their first nonfiction text of the unit, Fast Food Nation, through the power of previewing to initiate inquiry and predictions. As students work through excerpts of Fast Food Nation, they identify important ideas related to the topic, distinguishing details that are not related to the topic and provide context to the topic. To deepen the understanding of Fast Food Nation, students use the important details to determine the main ideas of the text and the overall central idea. Throughout the bend, students independently apply the skills in nonfiction texts of teacher choice, and of their own choice. The bend wraps up with students summarizing texts to include the main ideas and the central idea.

Bend 2:

In Bend 2, students apply the skills used to determine a central idea to determine the author's purpose and/or point of view. They write summaries that include the purpose/point of view and explain how it is conveyed. They also analyze a video and compare this to a text with a different point of view. By synthesizing information from both sources, students learn how to recognize when sources may contradict each other and how this may impact their research and point of view.

Bend 3:

In Bend 3 students will apply their knowledge of central ideas, point of view and gathering research into writing and delivering their TED Talk. In this bend students will follow a set of success criteria for writing a high-quality TED Talk by breaking the script down into manageable segments (introduction, body and conclusion). Students will continue to gather evidence for their TED Talk and engage in book club groups.

Standards

The key knowledge and key skills students will acquire from the unit

Reading Literature (RL):

CCSS.ELA-LITERACY.RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

CCSS.ELA-LITERACY RI.6.6

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Speaking & Listening (SL):

CCSS.ELA-LITERACY.SL.6.5

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

CCSS.ELA-LITERACY.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 for specific expectations.)

Writing (W):

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.6.6

Assessments

Written Responses/ Notebook Entries
Conferring with Teachers
Small Group conferring
Standards-Based Comprehension Assessment(s)
End of Unit Assessments

Unit 3 Writing: Informational Writing

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Questions:

How do writers create informational writing?

Overview of Unit:

This writing unit is focused on informational writing. In this writing unit, students will focus on researching a topic to write an informational essay. Students will use the GPS Informational Writing Checklist to reflect and evaluate their progress throughout the unit.

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

Students will examine different types of informational texts and examine the criteria of informational writing. They will examine authors’ purposes for informational writing and their use of text features and structures. They will select a topic they are interested in researching. They will learn how to create ‘good’ or appropriate research questions and how to determine the credibility of their sources.

Bend 2:

In Bend 2 students explore note-taking strategies to select one that works best for them. They learn about plagiarism and how to cite sources. They begin writing their informational text by applying criteria from the GPS Informational Writing Checklist to write a lead, body, and conclusion of their essay.

Bend 3:

Students wrap up the unit by revising and editing their writing. Students will revise for use of elaboration, vocabulary, and transitional words. Students also revise to add quotes and signal phrases. The unit concludes with students receiving and providing feedback to a peer on their writing by applying the criteria from the GPS Informational Writing Checklist.

Standards

The key knowledge and key skills students will acquire from the unit

Writing (W):

6.W.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

6.W.2A - Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

6.W.2B - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

6.W.2C - Use appropriate transitions to clarify the relationships among ideas and concepts.

6.W2D- Use precise language and domain-specific vocabulary to inform about or explain the topic.

6.W.2E - Establish and maintain a formal style.

6.W.2F- Provide a concluding statement or section that follows from the information or explanation

6.W.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6.W.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6.W.8-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.

Language (L):

6.L.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

6.L.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

6.L2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

6.L.2b. Spell correctly

Assessments

Informational Writing Piece using student checklist and teacher rubric.

Unit 4 Reading: Nonfiction Research Across Text Sets

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

As part of this unit, the district is recommending the use of the following as mentor texts:

Faithful Elephants: A True Story of Animals, People, and War by Yukio Tsuchiya

Saving the Baghdad Zoo: A True Story of Hope and Heroes by Kelly Milner Halls and Major William Sumner

The Big Ideas for the Unit

Essential Question:

How can our reading develop more nuanced understandings of an issue, learning to weigh and evaluate evidence, compare perspectives, and analyze arguments?

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

Welcome to Nonfiction Research Across Text Sets Unit. In Bend One, students will study the topic of expensive sneakers and learn to read looking for arguments that authors make. They will think about the position of a text, the issues that the text raises, and how each author supports his/her claims. Then too, they will begin to look across texts, tracking arguments and evidence, synthesizing their knowledge on a topic. As they research, they move from tracking others’ arguments to creating their own. They will learn to use the vocabulary of the topic to sound like the expert they are becoming, as well as to cite specific sources when providing information so that they develop arguments that are credible and compelling. Bend One also includes an option Note-Taking Session that provides students with multiple strategies for effectively taking notes.

Bend 2:

In Bend Two students will research a new issue. Carrying over all the work they learned in the first bend, they will now focus on looking for more nuance in arguments, moving beyond simple pro/con and good/bad stances. They will compare the different arguments that authors put forth, looking for similarities and differences, and they will do so not only for texts on opposing sides of an issue but also for texts on the same side of an issue. They will analyze not only the argument presented in a text but also how the author made their argument. They will study the techniques authors use to manipulate emotions, considering how narratives, vocabulary, and the information included and excluded shape the thinking of the reader and the argument at hand.

Bend 3:

In Bend Three, students will take on another new issue, drawing on all they have learned across the unit to read the texts in this text set (some of which they will gather) at different levels. They will use their conversations with each other as tools to raise the level of their reading work and engage in critical literacies, questioning not only who wrote the text and why, but also how the text works to position a reader and how power works in the text. At the end of the unit, students will debate again, this time around real-world scenarios relating to their issues, and you’ll expect these to be the strongest of all the debates they have had to this point.

Throughout all bends, students will be working in research clubs. The focus on clubs means that students will be co-authoring understanding, comparing ideas, and debating.

Standards

The key knowledge and key skills students will acquire from the unit

Reading Information Text (RL):

6. RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6. RI.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.

6. RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6. RI.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.

6. RI.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

6. RI.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.

6. RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Through particular details, provide a summary of the text distinct from personal opinions or judgments.

6. RI.9 Compare and contrast one author’s presentation of events with that of another.

6. RI.10 By the end of the year, read and comprehend literary, nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing (W):

6. W.1A Introduce claims(s) and organize the reasons and evidence clearly.

6. W1B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

6. W7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6. W8 Gather relevant information from multiple print and digital sources: assess the credibility of each source: and quote or paraphrase the data and conclusion of others while avoiding plagiarism and providing basic bibliographic information for sources.

Speaking and Listening (SL):

6.SL.1A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

6.SL.1B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

6.SL.1C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

6.SL.1D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

6.SL.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.

6.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

6. SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Assessments

Written Responses/ Notebook Entries
Conferring with Teachers
Small Group conferring
Standards-Based Comprehension Assessment(s)
End of Unit Assessment

Unit 4 Writing: Argument

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Questions:

Why is it important to be able to compose effective arguments?
How does the development of strong arguments help one to become a critical thinker?

Overview of Unit:

In this writing unit students will write arguments to support claims with clear reasons and relevant evidence. Students will use the GPS Student Argument Checklist to reflect and evaluate their progress throughout the unit.

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

In Bend 1 students work on understanding the elements of argument writing. Students learn the key differences between persuasive and argument writing. Students engage in the tasks of organizing their research, understanding the structures of argument writing, developing a claim and supporting their claim with credible sources.

Bend 2:

In Bend 2 students shift to writing argument letters. They understand the differences between formal and informal style. Then students will work their way through organizing their letter with evidence that supports their claim. Students will engage in lessons for writing commentary, precise language and crafting calls to actions.

Bend 3:

Students wrap up the unit by engaging in editing lessons. Students will also examine how to cite sources in a letter format. Students self-assess their writing and revisit their unit goals. The bend ends with students publishing their letters and sharing their work.

Standards

The key knowledge and key skills students will acquire from the unit

Writing (W):

6.W.1 - Write arguments to support claims with clear reasons and relevant evidence.

6.W.1A - Introduce claim(s) and organize the reasons and evidence clearly.

6.W.1B - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

6.W.1C - New: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

6.W.1D - Establish and maintain a formal style.

6.W.1E-Provide a concluding statement or section that follows from the argument presented.

6.W.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

6.W.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 setting.

6.W.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conclusion of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.W.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.

6.W.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.

Language (L):

6.L.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

6.L.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

6.L.2A-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

6.L.2B-Spell correctly6.L.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

6.L.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

6.L.2A-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

6.L.2B-Spell correctly

Speaking and Listening (SL):

6.SL.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.

6.SL.3-Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.SL.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.

Assessments

Argument Writing piece with student checklist and teacher rubric.

Unit 5 Reading: Social Issues Book Clubs

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Questions:

How does studying issues in society develop my understanding of the human experience?

Unit Organization

This unit is organized into 3 main sections called bends.

Bend 1:

Welcome to Social Issues Book Clubs. In this unit, students will engage with literature and poetry to examine multiple social issues. Students will be working in book clubs as they examine the issues that characters and groups of people face. In the first bend, students will consider issues that occur among characters. This bend will deepen the level of analytic work students do as they study the complexity of characters and the dynamics between two or more characters. Students will begin the bend by examining a variety of issues prior to identifying their text sets in order to build background knowledge on multiple social issues. Students will deepen their understanding of their analysis of characters and how characters respond to change.

Additionally, clubs will be determined and students will complete a Social Issues Book Club Information Document listing the issue they wish to deepen their understanding of through reading and interaction with peers in book clubs. Students will justify their reason for choosing a particular social issue and have their parents sign their document as a show of support.

Bend 2:

In Bend 2, students focus on issues that are more systematic in nature. Students will analyze group-related issues by considering power, perspective, and tone. They will begin to notice when issues seem related to groups that a character is a part of because of race, gender, class, or age. Students will analyze literature, poetry, and media to see how characters react to systemic problems, to notice the complexity of themes, and to assess how literature replicates or challenges mainstream ideas about particular groups.

Bend 3:

In Bend 3 students will deepen their connections to literature and character analysis. Students will not only continue to examine the social injustice of specific groups but also analyze traits of bystanders and upstanders in literature. Students begin the bend by analyzing poetry and then engage in rich discussion of how specific groups take on specific roles in order to bring about change. Students will also analyze words, phrases, and figurative language to determine the impact on meaning and theme. Students will then create “What If” poems following models to express their thoughts/feelings about a chosen social issue. The bend will wrap up with a call to action for students with students examining how they each impact change for social injustice.

Standards

The key knowledge and key skills students will acquire from the unit

Reading Literature (RL):

CCSS.ELA-LITERACY.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY 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.

CCSS.ELA-LITERACY 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

CCSS.ELA-LITERACY 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.

CCSS.ELA-LITERACY RI.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.

Writing (W):

CCSS.ELA-LITERACY W.6.3D

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

CCSS.ELA-LITERACY W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY W.6.10

Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Speaking & Listening (SL):

CCSS.ELA-LITERACY.SL.6.1A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.6.1B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.6.1C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

CCSS.ELA-LITERACY.SL.6.1D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

Language (L)

CCSS.ELA-LITERACY.L.6.4.A Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.6.5A Interpret figures of speech in context.

Assessments

Written Responses/ Notebook Entries

Conferring with Teachers
Small Group conferring
Standards-Based Comprehension Assessment(s)
End of Unit Assessments

Unit 5 Writing: Poetry

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Overview of Unit

In this unit students learn what poetry can do and the unlimited possibilities of topics they can choose to write about. They begin with writing descriptions which they use as the basis for their poetry. They examine poetic devices they can use to strengthen their own writing. Students analyze poets’ personal poems in order to write their own.

The following unit questions provide the focus for the unit:

What makes poetry unique?
As a poet, where can I find inspiration for my poetry?

Unit Organization

This unit is organized into 2 main sections called bends.

Bend 1:

Students begin the unit by reading poems to understand that poetry can be about any topic. They analyze poems for imagery and how the poet’s choice of language appeals to their senses and feelings. Through their analysis of various poems, students create a class chart of what poetry can do. They begin writing poems by first writing descriptions of nature and photographs. These descriptions become the basis for their first poems. Students learn about poetic devices in order to select ones appropriate for their writing. Students also analyze poets’ personal poems in order to select ideas for writing their own personal poem. Students engage with peers to provide and receive feedback on their poems so they can revise and edit as needed.

Bend 2:

Students select a poem they have written, or may choose to write a new one, to share with others during the final session which is a celebration of students’ writing. In preparation for sharing their poem with others, students receive and provide feedback to a peer and revise and edit their poem. They also have an opportunity to publish their poem before sharing it with others. Teachers and students may make plans for creating a class anthology.

Standards

The key knowledge and key skills students will acquire from the unit

Reading Literature (RL):

CCSS.ELA-LITERACY.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.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.

Writing (W):

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.6.5

CCSS.ELA-LITERACY.W.6.6

Language (L) :

CCSS.ELA-LITERACY.L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.6.2.A

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

CCSS.ELA-LITERACY.L.6.2.B

Spell correctly.

CCSS.ELA-LITERACY.L.6.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.6.5.A

Interpret figures of speech (e.g., personification) in context.

CCSS.ELA-LITERACY.L.6.5.C

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Speaking & Listening (SL) :

CCSS.ELA-LITERACY.SL.6.1

CCSS.ELA-LITERACY.SL.6.1.B

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.6.1.C

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Assessments

Written Poetry Pieces.

Unit 6 Reading: Fantasy

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Questions:

How do powerful fiction readers use evidence from a variety of texts to understand the genre of fantasy?
How do powerful fiction readers use the author’s choices in developing the story to deepen their thoughts about fantasy stories?
How do powerful fiction readers use the role of the setting, characters, plot, and theme to comprehend and create fantasy stories?

Unit Organization

This unit is organized into 2 main sections called bends.

Bend 1:

In Bend 1, students will analyze multiple types of texts to build context for the genre, and for how settings, and characters are developed and communicated in fantasy. This bend is designed for discovery and inquiry with the teacher facilitating conversations that support students in noticing, making inferences, visualizing, and asking about fantasy characters, setting, and action. Teachers will model their own thinking with students to support students as they notice what makes characters, setting, and actions of fantasy unique. Students will compare and contrast how characters and settings are portrayed in fantasy movies and texts. Students will have the opportunity to ask questions about the genre for inquiry purposes. Some sessions may take more than one class period depending on how students are progressing with the learning targets and success criteria.

Bend 2:

Students will use their new knowledge from the discovery in Bend 1 to apply to the short stories they read in Bend 2. Students will engage with multiple fantasy short stories to note how fantasy elements are developed. The teacher will model thinking aloud and annotating how characters, setting, and plot structures are portrayed in fantasy. Students will analyze the fantasy stories for how the characters, setting and plot work together to communicate the theme. The bend concludes with students writing a summary of the theme. Students will engage with others in discussing their noticings and nuances of the text. Some sessions may take more than one class period depending on how students are progressing with the learning targets and success criteria.

Standards

The key knowledge and key skills students will acquire from the unit

Reading Literature (RL):

CCSS.ELA-LITERACY.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.6.6

Explain how an author develops the point of view of the narrator or speaker in a text.

CCSS.ELA-LITERACY.RL.6.7

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.6.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Speaking & Listening (SL):

CCSS.ELA-LITERACY.SL.6.1

CCSS.ELA-LITERACY.SL.6.1.A

CCSS.ELA-LITERACY.SL.6.5

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Unit 6 Writing: Fantasy Picture Book or Graphic Novel

Note: Teachers retain professional discretion in how the learning is presented based on the needs and interests of their students.

The Big Ideas for the Unit

Unit Essential Questions:

What visual techniques can an author use to storytell effectively?
How does knowing my audience help me to develop a graphic novel or picture book?
In narrative, how is the writing of a graphic novel different/similar to more traditional narrative writing?
How can revising make a narrative clearer to readers?

Unit Organization

This unit is organized into 3 main sections called bends.

Fantasy Picture Book- Publishing Option #1:

Students will have the opportunity to synthesize the information learned about fantasy and create a class fantasy anchor chart. The anchor chart will serve as support as students plan and create their own fantasy story. Bend 3 focuses on analyzing picture books to note how authors create a fantasy story picture book. Students will make decisions to develop a fantasy picture book, taking ownership as the author to communicate the nuances of the genre clearly to others. Students will self analyze their own writing as well as a partner’s writing to provide feedback. The bend concludes with students presenting their creation to an audience for praise, questions, and polishing suggestions. Some sessions may take more than one class period depending on how students are progressing with the learning targets and success criteria.

Graphic Novel Publishing Option #2:

Bend 1:

In Bend 1 students learn about the vocabulary and structures that are unique to graphic novels. Students examine what makes graphic novels so special and the structures that are unique to creating a graphic novel. Students generate ideas, doodle and work to bookmap their own graphic novel. Students learn that while they are progressing through the writing process the steps may look differently for graphic novels. Students work to create a storyline that follows a plot diagram. They will draft their story arc by creating thumbnails prior to creating their published book.

Bend 2:

In Bend 2 students shift to working on their published version of their graphic organizer. This bend continues with students polishing their work through revision and editing lessons. Students focus on zooming in on a moment, revising for clarity, placement of speech balloons, vague pronouns, figurative language and revising their panels based on areas of need when compared to the Narrative Checklist. Students end the bend with a graphic novel celebration.

Standards

The key knowledge and key skills students will acquire from the unit

Writing (W)

W.6.3 -Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3.A - Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3.B- Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3.C- Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.3.D- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.6.3.E- Provide a conclusion that follows from the narrated experiences or events.

6.W.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.6.6 (OPTIONAL)

6.W.9A-Apply grade 6 Reading standards to literature (e.g. “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”).

Language (L)

L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.1D-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.3A- Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.5A-Interpret figures of speech (e.g. Personification) in context.

Speaking and Listening (SL)

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.

SL.6.5-Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Assessments

Fantasy Picture Book or Graphic Novel