Read Unit/ Topic text version

Grade 6

ELA Pacing Guide

Page 1 of 18

September - October Unit/ Topic Guiding Questions

Theme 1: EARLY CIVILIZATIONS Suggested Readings: Mummies, Tombs, Treasures (textbook) Mummy's Tomb By: R.L. Stine How can you tell from the style of writing whether the story is based on fact or nonfact? How would this knowledge be beneficial to historians or scientists?

Skills

Assessments NYS Performance Indicators

Reading Standard 1: · Use text features to understand and interpret informational text · Read to collect and interpret data · Read the steps of a procedure in order to accomplish a task · Distinguish between fact and opinion · Skim material to gain an overview of specific information · Identify main ideas and supporting details · Draw conclusions and make inferences · Make, confirm, and revise predictions · Recognize how new information is related to prior knowledge

Reading: -Fact/fiction -Predictions -Drawing conclusions -Multiple meaning words -Inferences -Context clues -Main ideas -Summarizing -Time line -Research/Inquiry -Vocabulary -Reading Diagram -Critical Information -Author's Purpose -Setting -Map/Geography

*Treasure Hunt *Story Test Selected Assessment from McGraw-Hill Comprehension Assessment from McGraw-Hill

Students will create a timeline progression of ancient civilizations

*SFA

Grade 6

Unit/ Topic

ELA Pacing Guide

Guiding Questions Skills

Writing Skills: Expository Writing ­ Writing a News Article Grammar: Suffixes Adjectives

Page 2 of 18

Assessments NYS Performance Indicators

Students will write a news article about a scientific discovery. Reading Standard 2: · Read, view, and interpret text from a variety of genres · Identify social and cultural context · Recognize how different authors treat similar themes

Painters of the Caves (textbooks)

Reading Skills: Summarizing Cause and Effect Context Clues Captions Homophones/Homonyms Writing Skills: Explanatory Writing ­ Brainstorm about discoveries Write a News Article Grammar: Linking Verbs Adding ­er and -ing

Students will read a non-fiction piece and summarize

Writing Standard 1: · Take notes to record and organize data · State main idea and support with details · Adapt an organizations format · Use paragraphing to organize ideas · Include relevant information · Support ideas with examples

Is this Ancient Bone the World's First Flute? (textbook)

Reading Skills: Author's Purpose Point of View Figurative Language Context Clues

Grade 6

Unit/ Topic

ELA Pacing Guide

Guiding Questions Skills

Writing Skills: Explanatory ­ FQR strategy Grammar: Irregular Verbs Words from Music

Page 3 of 18

Assessments NYS Performance Indicators

Students will create an expository piece that provides evidence to support scientific findings Writing Standard 2: · Express and support opinions · Analyze the impact of setting

IceMan (Document Based Questions)

Skills: Document Based Questions writing and information

Completed DBQ piece will be assessed according the New York State rubric

Suggest Novels: Catherine, Called Birdy By: Karen Cushman The Midwife's Apprentice By: Karen Cushman The Whipping Boy By: Sid Fleischman

Grade 6

November ­ January

ELA Pacing Guide

Page 4 of 18

Unit Topic

Theme 2 ADVENTURES Suggested readings: Over the Top of the World (textbook)

Guided Essential Questions

Skills in Reading/Writing/Speaking/Listening

Assessments

NYS Performance Indicators

Reading Standard 1: · Use text features to understand and interpret informational text · Locate and use school library resources to acquire information · Read to collect and interpret data · Read the steps of a procedure in order to accomplish a task · Distinguish between fact and opinion · Skim material to gain an overview of specific information · Identify main ideas and supporting details · Draw conclusions and make inferences · Make, confirm, and revise predictions · Recognize how new information is related to prior knowledge

What character traits are necessary to overcome extreme adversity? What can you tell about a person's will based on your answer? Reading Skills: Important v. Unimportant Information Fact v. Nonfact Making Inferences Figurative Language Main Idea Supporting Details Map Skills Personification Writing Skills: Expository Keeping a Journal Grammar: Root Words Articles

Students will distinguish between fact and nonfact through listening and note taking on a chart

The Wanderer by: Sharon Creech

Students will construct a map of a route or a floor plan of something familiar to them

Grade 6

ELA Pacing Guide

Page 5 of 18

Unit Topic

Exploring the Titanic (textbook) Weasel By: Cynthia DeFelipe

Guided Essential Questions

Skills in Reading/Writing/Speaking/Listening Reading Skills: Important v. Unimportant Information Map Skills Fact v. Nonfact Making Inferences Main Ideas Supporting Details Cause and Effect

Assessments

Students will distinguish between important and unimportant details by using two different color highlighters

NYS Performance Indicators

Reading Standard 2: · Recognize how different authors treat similar themes · Identify author's point of view · Identify ways in which characters change · Recognize how the author uses devices to create meaning

Writing Standard 1: · Take notes to record and organize data · State main idea and support with details · Adapt an organization format · Use paragraphing to organize ideas · Include relevant information · Support ideas with examples · Use at least three sources with appropriate citations to develop a report · Include relevant information and exclude irrelevant information

Describe a situation where these traits would be necessary.

Writing Skills: Research Report on a disaster (natural) or an exploration Grammar: Comparatives with More and Most Words with Silent Letters Review Suffixes

Research Report with three sources correctly cited

Back to the Moon (textbook)

Reading Skills: Forming Generalizations Main Ideas Supporting Details Cause and Effect Writing Skills: Expository Writing ­ Explaining

A Long Way From Chicago By: Richard Peck

After reading a selection, students will fill in a cause and effect graphic organizer

Grammar: Reviewing Root Words and Suffixes Comparing Good with Bad

Grade 6

ELA Pacing Guide

Page 6 of 18

Unit Topic

Viking Voyage (textbook) Brian's Winter By: Gary Paulsen

Guided Essential Questions

Skills in Reading/Writing/Speaking/Listening Reading Skills: Making Inferences Review Context Clues Sequencing Compare/Contrast Main Idea Supporting Details Cause and Effect Writing Skills: Personal Narrative ­ Journal Entry or Newspaper Article Photo Essays Grammar: Run-on Sentences Antonyms and Synonyms

Assessments

*Treasure Hunt *Story Test Selected Assessment from McGraw-Hill Comprehension Assessment from McGraw-Hill

NYS Performance Indicators

Writing Standard 2: · Establish a consistent point of view · Use vocabulary to create a desired effect · Draw conclusions about a work · Respond to literature, connecting to personal experience · Analyze the impact of setting

*SFA

Grade 6

January ­ February

ELA Pacing Guide

Page 7 of 18

Unit/Topic

Theme 3 BIOGRAPHY Suggested Readings: Alexander the Great (textbook)

Guiding Questions

Skills

Assessments

NYS Performance

Indicators Reading Standard 1: · Read to collect and interpret data · Distinguish between fact and opinion · Use text features to understand information · Identify main ideas and supporting details · Draw conclusions and make inferences · Recognize how new information is related to prior knowledge · Compare and contrast information from multiple sources

What are the characteristics that set one person apart from the rest? Students will be able to interpret a timeline Students will highlight examples of persuasive language

What would compel a person to go against society to stand up for his or her beliefs?

Stealing Home: The Story of Jackie Robinson By: Barry Denenberg

Reading Skills: Evaluating Evidence and Sources Timelines Review Drawing Conclusions Supporting Reasons, Evidence, and Facts Persuasive Language Writing Skills: Using Reference Sources Persuasive Essay Grammar Skills: Analogies Negatives Vocabulary: Words with Latin Roots

*Treasure Hunt *Story Test Selected Assessment from McGraw-Hill Comprehension Assessment from McGraw-Hill

*SFA

Grade 6

ELA Pacing Guide

Page 8 of 18

Unit/Topic

Mandela (textbook)

Guiding Questions

Skills

Assessments

NYS Performance Indicators Reading Standard 2: · Recognize how different authors treat similar themes · Identify author's point of view · Identify ways in which characters change · Identify social and cultural context of the time period to enhance understanding · Recognize how the author's use of language create images or feelings Writing Standard 1: · Take notes to record and organize relevant data · State main ideas and support with details · Compare and contrast ideas and information

Reading Skills: Persuasive Techniques Vocabulary in Context Writing Skills: Persuasive Writing (Speech) Character Sketch Grammar: Prefixes Adverbs Study Skill: Conducting an Interview Students will be able to recognize persuasive ads from different media sources

Students will take a stance on a topic and engage in a debate

A Boy of Unusual Vision (textbook)

Reading Skills: Author's Purpose Point of View Summarizing Context Clues Writing Skills: Explanatory Writing ­ Writing Instructions Grammar: Action Verbs Extending Activity:

Supplemental Novel: Out of Darkness By: Russell Freedman

Through a class discussion, students will be able to identify the author's point of view

Grade 6

ELA Pacing Guide

Page 9 of 18

Unit/Topic

Opera, Karate, Bandit (textbook)

Guiding Questions

Skills

Assessments

· · · Students will conduct an interview with an adult from the community or school and compose a biography on that person · ·

NYS Performance Indicators Adapt an organizational format Use paragraphing Include relevant information Connect compare and contrast ideas Write accurate and complete responses

Reading Skills: Sequencing Main Idea Problem and Solution Writing Skills: Write a Biography Grammar: Compound Words Extending Activity: Relationships ­ draw a memory, while recalling a special time shared with an older friend or relative Reading and Writing Skills: Poem Students will choose a famous African-American and will develop a poem

Selected Black History pieces

Writing Standard 2: · Draw conclusions and provide reasons · Compare and contrast characters in more than one literary text · Establish consistent point of view · Use vocabulary to create a desired effect · Identify and describe characters and their motivation

Grade 6

February ­ March

ELA Pacing Guide

Page 10 of 18

Unit/Topic

Guiding Question

Skills

Assessments

NYS Performance Indicators Reading Standard 1: · Identify information that is implied · Compare/Contrast information · Make, confirm, or revise predictions Reading Standard 2: · Identify the ways in which characters change and develop · Recognize how the author's use of language creates images or feelings · Identify social and cultural context Writing Standard 1: · Connect compare and contrast ideas · Support ideas with examples · Write accurate and complete responses to questions

Theme 4: COMING OF AGE Suggested Readings: Ta Na E Ka (textbook)

What can happen when you don't feel connected to certain people, such as family members, peers, or other adults you come in contact with? How does feeling connected help you to grow and overcome difficulties you face in everyday life? Reading Skills: Literal/Details Drawing Conclusions Cause and Effect Problem and Solution Predictions Making Inferences Characterization Setting Writing Skills: Diary Entries Dialogue Compare/Contrast Grammar: Compound Words Multiple Meaning Words

*Treasure Hunt Questions *Story Test

Gathering Blue by: Lois Lowry

Selected Assessment from McGraw-Hill Comprehension Assessment from McGraw-Hill

Trouble with Lemons By: Daniel Hayes

Story Web

Venn Diagram ­ compare and contrast character's feelings

Grade 6

ELA Pacing Guide

Page 11 of 18

Unit/Topic

Guiding Questions

Skills

Assessments

NYS Performance Indicators

Singing Man (textbook) Mama, I Want to Sing By: Vy Higginsen

Reading Skills: Cause and Effect Figurative Language Summarizing Writing Skills: Folktale with a Moral Writing Song Lyrics Character Sketch Grammar: Main/Helping Verbs

Published Folktale

Child of the Owl (textbooks)

Journey By: Patricia MacLachlan The Night Journey By: Katherine Lasky

Reading Skills: Predictions Setting Making Inferences Role Playing Author's Purpose Drawing Conclusions Summarize Writing Skills: Dialogue Letter Writing Compare/Contrast Grammar: Pronouns Compound Words

Students will create a play where characters a faced with a challenge and must make a life changing decision.

Writing Standard 2: · Respond to literature using personal experiences · Express opinions and support them through specific references to text · Identify and describe characters and their motivation · Draw conclusions and provide reasons · Compare and contrast characters in more than one literary text

Bud, Not Buddy By: Christopher Paul Curtis

Grade 6

ELA Pacing Guide

Page 12 of 18

Unit/Topic

Guiding Questions

Skills

Assessments

NYS Performance Indicators

Last Summer with Maizon (textbook)

Reading Skills: Compare/Contrast Drawing Conclusions Cause and Effect

Junebug By: Alice Meads

Writing Skills: Letter Writing Poetry Dialogue Grammar: Common/Proper Nouns Syllables Extending Activities: Write the next chapter to the story: Describe what Maizon is doing at boarding school and how she is feeling about being there.

Bridge to Terebithia By: Katherine Patterson

Personal Narrative with dialogue, incorporating grammar skills reviewed throughout the theme

Tuck Everlasting By: Natalie Babbitt

Hold Fast to Dreams By: Andrea Davis

Grade 6

March ­ April Unit/ Topic

Theme 5 FACING CHALLENGES Suggested Reading:

ELA Pacing Guide

Page 13 of 18

Guiding Questions

Ask students to reflect on specific events that were turning points of growth experiences for them. Ask: What did you learn and how did you grow and change?

Skills

Assessments

NYS Performance Indicators

SOR Losers (textbook) What opportunity is presented when a person faces obstacles?

Reading Skills: Analyze Characters Cause and Effect Making Judgments Problem and Solution Story Elements Sequence of Event

Reading Standard 1: · Make, confirm, and revise predictions Ask students to think about · Recognize how new how the elements of a story information is related to prior would change if the knowledge characters had different · Main idea and supporting personality traits details Reading Standard 2: · Identify literary elements · Recognize how different authors treat similar themes Selected Assessment from · Identify a way in which a McGraw-Hill character changes · Interpret characters, plot, Comprehension setting, and theme Assessment from McGraw· Identify the author's point of Hill view · Recognize how the author's *SFA use of language creates images · Identify social and cultural context *Treasure Hunt *Story Test Students will create personal narratives about, but not limited to the

All American Slurp (textbook)

Viva New Jersey (textbook)

Number the Stars (textbook and novel)

Writing Skills: Personal Narratives Story Webs

Writing Standard 1: · Use paragraphing to organize

Grade 6

Unit/ Topic

By: Lois Lowry

ELA Pacing Guide

Guiding Questions Skills Assessments

following topics: -embarrassing moment -holiday celebrations -preparing to move -meeting a close friend Grammar: Antonyms and Synonyms Subject and Predicate Complex and Run-on Sentences Dialogue Students will include grammar skills reviewed throughout the theme, including dialogue

Page 14 of 18

NYS Performance Indicators

· · · ideas Include relevant information and exclude irrelevant Write accurate and complete responses Adapt an organizational format

Joey Pigza (series) By: Jack Gantos

On My Honor By: Marion Dane Bauer

Writing Standard 2: · Establish consistent point of view · Use vocabulary to create a desired effect · Use examples of literary devices · Demonstrate understanding of plot and theme · Identify characters and their motivation

Grade 6

April ­ May Unit/ Topic

ELA Pacing Guide

Page 15 of 18

Guiding Questions

Skills

Reading Skills: SQ3R Fact v. Nonfact Form Generalizations Drawing Conclusions Main Idea Evidence and Sources Sequencing Making Judgments

Assessments NYS Performance Indicators

*Treasure Hunt *Story Test Selected Assessment from McGraw-Hill Comprehension Assessment from McGraw-Hill *SFA Reading Standard 1: -Read to collect and interpret data -Distinguish between fact and fiction -Use text features to understand information -Identify main ideas and supporting details -Draw conclusions and make inferences -Recognize how new information is related to prior knowledge -Compare and contrast information from different sources

When previewing an Theme 6 EXPOSITORY expository piece, what specific characteristics do you look for? Suggested Readings: What could be an author's purpose for writing this type of piece?

Cleopatra's Lost Palace (textbook) Adventures in Space (textbook) History of Money (textbook) A Great Wall (textbook)

Vocabulary: Compound Words Multiple-Meaning Words Context Clues

Use SQ3R strategy to develop a summary of the piece Students will create main idea sentences and titles, and will write a story or poem based on a given main idea

Extending Activities: Design a Coin Art: Draw a sphinx

Writing Skills: Myths Editing and Proofreading

Summarize the article on index cards with main

Writing Standard 1: · Take notes to record and organize relevant data

Grade 6

Unit/ Topic

ELA Pacing Guide

Guiding Questions Skills

Grammar: Appositives Prefixes Analogies Pronoun/Verb Agreement Sentence Combining

Page 16 of 18

Assessments NYS Performance Indicators

ideas and supporting details. With a partner, mix the cards and put in sequential order. · · · · · State main ideas and support with details Compare and contrast ideas and information Support ideas with examples Adopt an organizational format Write accurate and complete responses

Study Skills: Reference Sources Reading a Chart

Large Group Activity: Students will decide on important Writing Standard 2: events in a story · Use vocabulary to create desired and work together effect to create a mural · Draw conclusions showing events · Respond to literature from the beginning · Express opinions and support them to the end. · Analyze setting

Grade 6

May ­ June Unit/ Topic

Theme 7 FANTASY Suggested Readings: Rain Rain Go Away (textbook) Phantom Tollbooth (textbook) Bellerophon and the Flying Horse (textbook) Rumplestiltskin's Daughter (textbook

ELA Pacing Guide

Page 17 of 18

Guiding Questions

Why would students want to learn about gods, superheroes, and aliens? What traits about these characters would be appealing to young readers?

Skills

Assessments

NYS Performance Indicators

Reading Standard 1: · Read to collect and interpret data · Distinguish between fact and opinion · Use text features to understand information · Identify main ideas and supporting details · Draw conclusions and make inferences · Recognize how new information is related to prior knowledge · Locate and use school library resources · Read the steps of a procedure to accomplish a task · Skim material to gain an overview · Recognize organizational format · Identify unclear information · Apply thinking skills such as define, classify, and infer · Use knowledge of structure

Reading Skills: Making Predictions Review Sequence of Events Context Clues Important v. Unimportant Information Fact v. Non-fact Form Generalizations Story Elements Reading Charts and Graphs

*Treasure Hunt *Story Test Selected Assessment from McGraw-Hill Comprehension Assessment from McGraw-Hill *SFA Students will create a chart that identifies mythological characters, setting, and events

Grade 6

Unit/ Topic

ELA Pacing Guide

Guiding Questions Skills Assessments

Page 18 of 18

NYS Performance Indicators

Reading Standard 2: · Identify the ways in which characters change and develop

Suggested Novels: Jeremy Thatcher, Dragon Hatcher By: Bruce Coville Lion, Witch, and the Wardrobe By: C.S. Lewis Series of Unfortunate Events (series) By: Lemony Snicket Charlie Bone (series) By: Jenny Nimmo

Writing Skills: Analyze Character Traits Writing Myths -Story Chart -Editing and Proofreading Writing Science Fiction Stories

Students will complete a story elements graphic organizer. Using this information, they will create myth and/or science fiction piece. Students will write a descriptive piece in which they define the word "hero" and explain who their hero is and why.

· · · · ·

Recognize how the author's use of language creates images or feelings Identify social and cultural context Identify literary elements Recognize how the author creates devices to create meaning Interpret character, plot, setting

Grammar: Root Words Suffixes Complex Sentences Adjectives that Compare

Study Skills: Graphic Aides

Students will create a travel poster to persuade the reader to visit their world. Students will examine and recreate constellation maps

Writing Standard 1: · Take notes to record and organize relevant data · Use at least three sources of information · State main ideas and support with details · Compare and contrast ideas and information · Support ideas with examples · Writing Standard 2: · Establish a consistent point of view · Use vocabulary to create a desired effect · Use examples of literary devises · Demonstrate understanding of plot and theme · Identify characters and their motivation · Describe the setting · Respond to literature · Identify and describe characters · Analyze the impact of setting

Information

Unit/ Topic

18 pages

Find more like this

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

323199