Sixth Grade ELA

	A	B	C	D	E	F	G	H	I
1	1. Plot, Conflict, and Setting (29 days)
2	Due to formatting limitations, standards are abbreviated. Full text of standards are listed on tab "Complete Standards"
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4	Activities	Resources	Assessment	Timeframe	Literature	Informational Texts	Writing	Speaking & Listening	Language
5	Text Analysis Workshop: small group discussion (what makes a story powerful). Review and complete close reads focused on Part 1: Parts of a story, Part 2: What happens in a story, and Part 3: Analyze the texts.	Holt McDougal Literature, pages 28-33 Assessment Book	Teacher Observation Selection Test A	1 day	Analyze how a particular sentence or chapter or scene or or stanza fits into the overall structure of a text and contributes to the development of the theme or setting or plot.
6	Interactive study and practice: Setting and Plot Development	Holt McDougal Literature, (online resources) Level Up: Settings Level Up: Plot Stages Assessment Book	Formative (Student complete online practice, teacher observes) Selection Test A	1 day
7	Read "The School Play" Whole group, break out groups, discuss and complete a plot and setting chart in notebooks while reading. Comprehension discussion and questions (text analysis)	Holt McDougal Literature, Unit 1, pages 34 - 42 Holt McDougal Literature, Unit 1, page 43	Formative (teacher observes groups) Written responses: Text analysis comprehension questions Selection Test A	2 days
8					Analyze how a particular sentence or chapter or scene or or stanza fits into the overall structure of a text and contributes to the development of the theme or setting or plot.
9					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.
10	Vocabulary Strategy: Understanding denotation and connotation Small groups create chart with examples. Post.	Holt McDougal Literature, Unit 1, page 44 and resource manager sheet 27	Denotations and connotation charts	1 day					Demonstrate understanding of figurative language and word relationships and nuances in word meanings.
11			Denotations and connotation charts	1 day					Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content - choosing flexibly from a range of strategies.
12	Grammar in context: Avoid Sentence Fragments (small group review and independent practice) Avoiding run-on sentences (small group review and independent practice)	Holt McDougal Literature, Unit 1 page 45 and resource manager sheet 30 page 65 and resource manager sheet 52 Language handbook pages 84, 87-88	Sheet 30 and writing prompt	3 days					Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
13	Writing prompt: Write a play review	Holt McDougal Literature, Unit 1, page 45	Writing prompt: avoid sentence fragments, cites evidence from text.	3 days			Write informative/explanatory texts to examine a topic and convey ideas and concepts and information through the selection; organization; and analysis of relevant content.		Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
14	Read "All Summer in a Day" Whole group, break out groups, discuss and complete an inference chart in notebooks while reading. Read "All Summer in a Day" Small groups, discuss and complete a plot and setting chart in notebooks while reading.	Holt McDougal Literature, Unit 1, pages 66-74, sheet 60	Formative (teacher observes groups and sheet 60) Charts in notebooks Comprehension, Text Analysis Questions, page 75 Selection Test	3 Days	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
15					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.
16					Analyze how a particular sentence or chapter or scene or or stanza fits into the overall structure of a text and contributes to the development of the theme or setting or plot.
17	Grammar in Context: Punctuate Dialogue Correctly Small group: review story, create "rules" for dialogue, whole group share and design list of punctuation "how to's" Punctuate Possessives Correctly	Holt McDougal Literature, Unit 1 page 77, resource manager sheet 74, language handbook page 122 page 103, resource manager sheet 110, language handbook pages 127-128	Writitng prompt Sheet 74 Selection Test	1 day					Demonstrate command of the conventions of standard English capitalization and punctuation and spelling when writing.
18	Writing Prompt: Extended Constructed Response *Brief dialogue that begins the moment Margo walks out of the closet	Houghton Mifflin Literature, Unit 1, page 77	Writing prompt, dialogue punctuation, using dialogue to develop experiences/characters	1 day			Write narratives to develop real or imagined experiences or events using effective technique and relevant descriptive details and well-structured event sequences.		Demonstrate command of the conventions of standard English capitalization and punctuation and spelling when writing.
19							Write narratives to develop real or imagined experiences or events using effective technique and relevant descriptive details and well-structured event sequences.
20							Use precise words and phrases; relevant descriptive details and sensory language to convey experiences and events.
21	Reading for Information: Synthesize Across Texts Interactive Online Lesson: Level Up: Main Ideas and Details	Holt McDougal Literature, Unit 1, Online textbooks my.hrw.com	Students complete independent practice online	1 day
22	Reading for Information: Synthesize Across Texts "Weather That's Out of This World!" "Space Settlements" "Space Colony" Read and collect main ideas from these three pieces along with supporting details. Whole group instruction with break out sessions.	Holt McDougal Literature, Unit 1, pages 78-84 Resource Manager, sheet 85	Synthesizing Paragraph (see below) Question Support, sheet 90 in Resource Manager Selection Test	2 days		Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
23						Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
24						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.
25	Writing Prompt: Use the chart above to integrate, or combine, what you learned into a paragraph.		Written Prompt: paragraph	1 day			Write informative/explanatory texts to examine a topic and convey ideas and concepts and information through the selection; organization; and analysis of relevant content.
26	"The Prince and the Pauper" (Interactive online activity) Level Up: Elements of drama and conflict. Vocabulary Preview/Study	Holt McDougal Literature, (online resources) Level Up Resource manager sheet 211	Holt McDougal Literature, (online resources) Level Up (independent practice section) sheet 211 Selection Test	1 day	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.				Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content - choosing flexibly from a range of strategies.
27				1 day					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.
28	Read the play with whole class discussing and modeling strategy: reading a play, break out sessions for text analysis chart: conflict in drama	Holt McDougal Literature, pages 150-164 Resource manager, sheet 207 and 209	Teacher observation sheet 207 student reading notebooks (sheet 209) Question support sheet 213 Selection Test	2 days	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.
29					Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
30					Compare and contrast the experience of reading a story or drama or poem to listening to or viewing an audio or 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.
31	Read Twain's Tale, whole class model the skill: compare and contrast versions Writing Prompt: Compare and contrast setting, characters, and plot in the two versions.	Holt McDougal Literature, resource manager sheets 223 and 224 Audio summary (online resources)	Teacher observation Writing Prompt	3 days	Compare and contrast the experience of reading a story or drama or poem to listening to or viewing an audio or 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.	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	Write informative/explanatory texts to examine a topic and convey ideas and concepts and information through the selection; organization; and analysis of relevant content.
32							Introduce a topic; organize ideas and concepts and information using strategies such as definition - classification - comparison/contrast - cause/effect; include formatting (e.g. headings) and graphics (e.g. charts tables) and multimedia when useful to aiding comprehension.
33							Develop the topic with relevant facts; definitions; concrete details; quotations; or other information and examples.
34							Use appropriate transitions to clarify the relationships among ideas and concepts.
35							Provide a concluding statement or section that follows from the argument presented.
36	Timed Writing Teacher model and guide practice (first time doing timed writing)	Holt McDougal Literature page 179	Written Piece Rubric page 178	2 days			Write routinely over extended time frames (time for research and reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks and purposes and audiences
37	Participate in Discussion: Study what makes an effective discussion, plan a discussion, hold a discussion	Holt McDougal Literature pages 180-181 resource manager sheet 239 (planning) Students use ideas and evidence from timed writing piece	Teacher observation, feedback	3 days				Engage effectively in a range of collaborative discussions (one-on-one and in groups and teacher-led) with diverse partners on grade 6 topics and texts and issues; building on others’ ideas and expressing their own clearly.
38								Come to discussions prepared - having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic or text or issue to probe and reflect on ideas under discussion.
39								Follow rules for collegial discussions; specific goals and deadlines; and define individual roles as needed.
40								Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic or text or issue under discussion.
41								Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
42								Delineate a speaker’s argument and specific claims; distinguishing claims that are supported by reasons and evidence from claims that are not.
43								Present claims and findings - sequencing ideas logically and using pertinent descriptions and facts and details to accentuate main ideas or themes; use appropriate eye contact and adequate volume and clear pronunciation.
44	Unit Test		Assesses all standards above in the unit with a strong focus on the linked standards. (Pronouns shifts)	1 day	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.				Demonstrate command of the conventions of standard English capitalization and punctuation and spelling when writing.
45					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.				Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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