Sixth Grade ELA
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1. Plot, Conflict, and Setting (29 days)
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Due to formatting limitations, standards are abbreviated. Full text of standards are listed on tab "Complete Standards"
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ActivitiesResourcesAssessmentTimeframeLiteratureInformational TextsWritingSpeaking & ListeningLanguage
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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 dayAnalyze 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.
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Interactive study and practice: Setting and Plot DevelopmentHolt 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
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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
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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.
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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.
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Vocabulary Strategy: Understanding denotation and connotation Small groups create chart with examples. Post.Holt McDougal Literature, Unit 1, page 44 and resource manager sheet 27Denotations and connotation charts 1 dayDemonstrate understanding of figurative language and word relationships and nuances in word meanings.
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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.
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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 prompt3 daysDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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Writing prompt: Write a play reviewHolt McDougal Literature, Unit 1, page 45Writing prompt: avoid sentence fragments, cites evidence from 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.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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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 60Formative (teacher observes groups and sheet 60)

Charts in notebooks

Comprehension, Text Analysis Questions, page 75

Selection Test
3 DaysCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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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.
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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.
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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 dayDemonstrate command of the conventions of standard English capitalization and punctuation and spelling when writing.
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Writing Prompt: Extended Constructed Response
*Brief dialogue that begins the moment Margo walks out of the closet
Houghton Mifflin Literature, Unit 1, page 77Writing prompt, dialogue punctuation, using dialogue to develop experiences/characters


1 dayWrite 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.
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Write narratives to develop real or imagined experiences or events using effective technique and relevant descriptive details and well-structured event sequences.
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Use precise words and phrases; relevant descriptive details and sensory language to convey experiences and events.
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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 online1 day
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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 daysCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
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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.
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Writing Prompt: Use the chart above to integrate, or combine, what you learned into a paragraph.Written Prompt: paragraph1 dayWrite informative/explanatory texts to examine a topic and convey ideas and concepts and information through the selection; organization; and analysis of relevant content.
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"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 dayDescribe 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.
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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.
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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 daysDescribe 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.
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Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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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.
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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 daysCompare 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.
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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.
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Develop the topic with relevant facts; definitions; concrete details; quotations; or other information and examples.
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Use appropriate transitions to clarify the relationships among ideas and concepts.
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Provide a concluding statement or section that follows from the argument presented.
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Timed Writing

Teacher model and guide practice (first time doing timed writing)
Holt McDougal Literature page 179Written Piece

Rubric page 178
2 daysWrite 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
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Participate in Discussion: Study what makes an effective discussion, plan a discussion, hold a discussionHolt McDougal Literature pages 180-181
resource manager sheet 239 (planning)

Students use ideas and evidence from timed writing piece
Teacher observation, feedback3 daysEngage 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.
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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.
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Follow rules for collegial discussions; specific goals and deadlines; and define individual roles as needed.
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Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic or text or issue under discussion.
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Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
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Delineate a speaker’s argument and specific claims; distinguishing claims that are supported by reasons and evidence from claims that are not.
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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.
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Unit TestAssesses all standards above in the unit with a strong focus on the linked standards. (Pronouns shifts)1 dayDescribe 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.
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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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1. Plot, Conflict, and Setting
2. Character and Point of View
3. Understanding Theme
4. Sensory Language, Imagery, and Style
5. Poetry
6. Myths, Legends, and Tales
7. Biography and Autobiography
8. Argument and Persuasion
9. Research
Unit 10
Complete Standards
 
 
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