Curriculum Guide

Greeley/Evans School District 6
Content Area
English Language Arts
Course Name/Course Code
English 6
Purpose
Common Core State Standard with Colorado Academic Standard Code
Priority Standards
Reading Literature (RL)
Reading Informational (RI)
Language (L)
Writing (W)
Grade Level
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. (CAS.6.2.1.a.ii)
RL6.6 Explain how an author develops the point of view of the narrator or speaker in a text. (CAS.6.2.1.b.iii)
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. (CAS.6.2.1.c.ii)
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. (CAS.6.2.2.a.ii)
RI.6.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in the text. (CAS.6.2.2.b.iii)
RI.6.8 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.
(CAS.6.2.2.c.ii)
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. (CAS.6.2.3.c)
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 W.6.1-3.) (CAS.6.3.3.d)
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.) (CAS.6.3.3.e)
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (CAS.6.4.1.c)
a. 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).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., 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).
Colorado 21st Century Skills
Text Complexity
Critical Thinking and Reasoning: Thinking Deeply,

Thinking Differently
Invention
Information Literacy: Untangling the Web

Collaboration: Working Together, Learning
Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
Weld County School District 6

Division of Academic Achievement: Learning Services Department
Revised 7-1-2015
School Year 2015-16
Page 1 of 34
ELA Grade 6 Year at a Glance

Title
Pacing
1. Plot and Setting:

Building a foundation
9 weeks
Reading Priority Standards:

RL.6.2
RL.6.6
RL.6.9
Performance
Task
Narrative
Writing
Aug. 19Oct. 15
Suggested Big
Idea
The parts of a
story build to
influence the
outcome.
21st Century Inquiry Questions from CAS
Suggested Core Texts
How do different characters represent

different points of view?
Prentice Hall Literature Anthology

Grade 6
Obstacles to
equality still exist.
How are conclusions different from

evaluations?
See units 1, 2, 4, and 6 for short story

and poetry choices (both fiction and
nonfiction)
Common
Assessment 1
Writing Focus:
W.6.3
2. Equality
9 Weeks

RI.6.2
RI.6.6
RI.6.8
RL.6.2
RL.6.6
RL.6.9
Oct. 19Dec. 15
Informative/
Explanatory
&
Literary Analysis

Grade 6
Introduction: Types of Nonfiction &
Learning About Types of Nonfiction
pp. 378-381
Informational Texts pp. 782-786
Common
Assessment 2
Writing Focus:
W.6.2
W.6.5
W.6.9
3. Central Ideas, Point of
View, and Conclusions
RI.6.2
RI.6.6
RI.6.8
6 Weeks
Jan 5Feb. 19
Write an
Argument
SchoolCity
Assessment
Truth is in the eye

of the beholder.
How do text structures affect our

understanding of various texts?
How does understanding the authors
purpose help readers comprehend the
text?

Grade 6
Informational Text p. 151 in Common
Core Companion
Other non-fiction texts (AVID Weekly
articles)
Writing Focus:
W.6.1

Revised 7-1-2015
School Year 2015-16
Page 2 of 34
4. Synthesizing the
Learning
RI.6.2
RI.6.6
RI.6.8
Writing Focus:
W.6.7
W.6.8
5. Literary Devices &
Authors Craft
RL.6.2
RL.6.6
RL.6.9
6 Weeks
Research Project
Communities
shape perspective.
Feb. 22April 8
6 Week

How can an authors perspective inform
readers or persuade the readers to change
their thinking?

Grade 6
Presentation/
Project
Apr. 11May 24
The words an
author chooses
contribute to the
readers
experience with
the text.
How do specific words help readers

visualize a scene? How does
understanding the authors word choice
contribute to imagery?
Writing/Speaking Focus:
W.6.4
SL.6.3
SL.6.4
Recognizing Propaganda pgs.

512-514

Grade 6
Drama
The Phantom Tollbooth" pp. 704777
From Youre a Good Man, Charlie
Brown pp. 788-799
Short Stories
Mowglis Brother and from
James and the Giant Peach pp.
884-905
Talking Points
All highlighted sections of the ELA Standards (in color or grayscale) indicate how the standard changed in that grade level. The highlighted sections depict the increase
in rigor across the grade levels.
The ELA Curriculum Guides follow the standards by grade level; thus, any honors courses in a particular grade level would follow the grade level standards as laid out in
the curriculum guides, with particular attention on diving deeper into all standards, priority and supporting. Honors courses also pay particular attention to 21st Century
Skills (critical thinking and reasoning, information literacy, collaboration, and self-direction and invention) as applied to all priority and supporting standards.
Writing Priority versus Writing Focus. The priority standards in writing for grades 6-12 are W.4 (clear and coherent writing), W.5 (writing process planning, revising,
editing, rewriting), and W.9 (drawing evidence from literary and informational texts). The writing focus for each unit highlights the priority standards through multiple
types of writing, narrative (W.3), informational/explanatory (W.2), argument (W.1, and the research process (W.7) as identified in the writing standards.

Revised 7-1-2015
School Year 2015-16
Page 3 of 34

CCSS Standard Grade 6
Prerequisite Reading
Strategy(s)
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Evaluate
Monitor & Clarify
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.
Evaluate
Monitor & Clarify
Story Structure
Summarize
Evaluate
Monitor & Clarify
Question
Story Structure
RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
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.
RL6.5 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.
RL6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL6.7 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.
Prerequisite Reading
Skill(s)
Prerequisite Other
Draw Inferences
Note Details
Cite Evidence
Explicit/Implicit
Fact/Opinion
Make Generalizations
Make Judgments
Theme
Character(s)
Draw Inferences
Make Judgments
Note Details
Plot
Resolution
Sequence of Events
Setting
Theme
Evaluate
Draw Inferences
Monitor & Clarify
Note Details
Word Learning Strategy Theme
Evaluate
Draw Inferences
Monitor & Clarify
Question
Make Judgments
Story Structure
Note Details
Summarize
Plot
Setting
Theme
Evaluate
Authors Purpose
Monitor & Clarify
Point of View
Question
Story Structure
Summarize
Evaluate
Climax
Monitor & Clarify
Compare/Contrast
Question
Draw Inferences
Summarize
Make Judgments
Note Details
Sequence of Events
Central Idea
Episodes
Connotation/Denotation
Figurative Language
Tone
Chapter
Scene
Stanza
Dialogue
Foreshadowing
Lighting
Stage directions
No RL.6.8 Informational only

Revised 7-1-2015
School Year 2015-16
Page 4 of 34

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.
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.
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences
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.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a
text and contributes to the development of the ideas.
RI.6.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in the text.
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively), as well
as in words to develop a coherent understanding of a topic or issue.
Revised 7-1-2015
School Year 2015-16
Evaluate
Monitor & Clarify
Story Structure
Summarize
Authors Purpose
Compare/Contrast
Draw Inferences
Make Judgments
Note Details
Sequence of Events
Fiction/Nonfiction
Historical Context
Science Fiction
Complex text
Evaluate
Monitor & Clarify
Draw Inferences
Note Details
Cite Evidence
Explicit/Implicit
Evaluate
Monitor & Clarify
Story Structure
Summarize
Evaluate
Monitor & Clarify
Question
Story Structure
Fact/Opinion
Make Judgments
Theme
Character(s)
Draw Inferences
Make Judgments
Note Details
Plot
Resolution
Sequence of Events
Setting
Theme
Draw Inferences
Note Details
Theme
Central Idea
Evaluate
Monitor & Clarify
Word Learning
Strategy
Evaluate
Monitor & Clarify
Question
Story Structure
Summarize
Evaluate
Monitor & Clarify
Question
Story Structure
Summarize
Evaluate
Monitor & Clarify
Question
Draw Inferences
Make Judgments
Note Details
Plot
Setting
Theme
Authors Purpose
Point of View
Climax
Compare/Contrast
Draw Inferences
Episodes
Connotation/Denotation
Figurative Language
Tone
Technical meanings
Chapter
Scene
Stanza
Dialogue
Foreshadowing
Lighting
Page 5 of 34

Summarize
RI.6.8 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.
RI.6.9 Compare and contrast one authors presentation of events with that of another (e.g., a memoir
written by and a biography on the same person).
RI.6.10 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.

Revised 7-1-2015
School Year 2015-16
Evaluate
Monitor & Clarify
Story Structure
Summarize
Evaluate
Monitor & Clarify
Story Structure
Summarize
Make Judgments
Note Details
Sequence of Events
Fact/Opinion
Make Judgments
Theme
Authors Purpose
Compare/Contrast
Draw Inferences
Make Judgments
Note Details
Sequence of Events
Stage directions
Central Idea
Fiction/Nonfiction
Historical Context
Science Fiction
Complex text
Page 6 of 34

6th Grade Standards Trace Matrix
CC for 6th
P=Priority Standard; S=Supporting Standard
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 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.
RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
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.
RL6.5 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.
RL6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL6.7 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.
No RL.6.8 Informational only
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.
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.
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the
ideas.
RI.6.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in the text.
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively), as well as in words to develop a coherent understanding
of a topic or issue.
RI.6.8 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.
RI.6.9 Compare and contrast one authors presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
RI.6.10 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.
W.6.1 (a,b,c,d,e) Write arguments to support claims with clear reasons and relevant evidence.
W.6.2 (a,b,c,d,f) Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
W.6.3 (a,b,c,d,e) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
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 W.6.1-3.)
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.)
Revised 7-1-2015
School Year 2015-16
Unit
1
S
P
Unit
2
S
P
Unit
3
Unit
4
Unit
5
S
P
S
S
P
S
Foundational part of text selection

for each unit.
S
S
S
P
P
P
S
S
P
S
P
S
S
S
S
Foundational part of text selection
for each unit.
S
S
S
P
P
Page 7 of 34

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.
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 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.
W.6.9 (a,b) Draw evidence form literary or informational texts to support analysis, reflection, and research.
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.
L.6.1 (a,b)Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2 (a,b) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3 (a,b) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.4 (a,b,c,d) 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.
L.6.5 (a,b,c) 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.
SL.6.1 (a,b,c,d) 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.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or
issue under study.
SL.6.3 Delineate a speakers argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
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 &3 for specific expectations.).

Revised 7-1-2015
School Year 2015-16
Technology incorporated into

writing units as determined by
each grade level team.
S
S
P
P
P
P
P
Writing incorporated into every
cycle.
Language standards embedded
within DGP, SWI, and WWW
instruction, as well as
authentically within writing
instruction.
P
Speaking and Listening embedded

within the collaboration and
scaffolding tasks in daily lessons.
S
S
Speaking and Listening embedded
within the collaboration and
scaffolding tasks in daily lessons.
Page 8 of 34
6th
Grade Unit 1 Plot and Setting: Building a Foundation (9 weeks; Aug. 19-Oct. 15)
Suggested Big Idea

21st Century Inquiry
Question from CAS
End of Unit Performance
Task
Graduate Competency
CCSS Reading Priority
Standards
The parts of a story build to influence the outcome.

How does understanding the authors purpose help readers comprehend the text?
RL.6.2 PRIORITY
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
Literacy Connections
RL6.6 PRIORITY
Explain how an author
develops the point of view of
the narrator or speaker in a
text.
RST.6-8.5
Analyze the structure an
author uses to organize a text,
including how the major
sections contribute to the
whole and to an
understanding of the topic.
RL.6.9 PRIORITY
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.
Narrative Writing
Common Assessment 1
Evaluate how an author uses words to creae4 mental imagery, suggest mood, and set tone. (CAS.Reading.6.2.1)
Cross-Content Connections
Writing Focus
Language/Vocabulary
CCSS ELA Supporting
Standards
RH.6-8.5
Describe how a text presents
information (e.g.,
sequentially, comparatively,
causally).
Mathematical Practice
Connections
7. Look for and make use of

structure.
I can see and understand how
numbers and spaces are
organized and put together as
parts and wholes.

Revised 7-1-2015
W.6.3
Write narratives to develop real
or imagined experiences or
events using effective technique,
relevant descriptive details, and
well-structured event sequences.
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.
b. Use narrative techniques, such
as dialogue, pacing and
description, to develop
experiences, events, and/or
characters.
c. Use a variety of transition
words, phrases, and clauses to
convey sequence and signal
shifts from one time frame or
setting to another.
d. Use precise words and
phrases, relevant descriptive
details, and sensory language
to convey experiences and
events.
e. Provide a conclusion that
follows from the narrated
experiences or events.
W.6.5 PRIORITY
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.)
L.6.6 PRIORITY
Acquire and use accurately
grade-appropriate general
academic and domainspecific words and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
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.
School Year 2015-16
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
RL.6.3
Describe how a particular storys
or dramas plot unfolds in a series
of episodes as well as how the
characters respond or change as
the plot moves toward a
resolution.
RL6.5
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.
W.6.9 PRIORITY
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
a. Apply grade 6 Reading
standards to literature (e.g.,
different forms or genres [e.g.,
stories and poems; historical
novels and fantasy stories] in
terms of their approaches to
similar themes and topics).
b. Apply grade 6 Reading
standards to literary
nonfiction (e.g., 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).
College & Career

Readiness Connection
CCR.R.2
Determine central ideas or
themes of a text and analyze
their development;
summarize the key supporting
details and ideas.
CCR.R.9
Analyze how two or more
texts address similar themes
or topics in order to build
knowledge or to compare the
approaches the authors take.
Page 9 of 34

Language
CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6
Study and apply grammar (explicit grammar instruction within writing)
Use and understand both general academic and domain-specific vocabulary
(DGP, SWI, WWW)
Suggested Daily Routines

Beginning of the Period
Word Learning Strategies (WLS): as
needed
Word Within a Word (WWW):
focus on word parts from lists #1-10
as appropriate to your lessons
throughout the year (not on the
specific words)
Specific Word Instruction (SWI): as
determined by teacher
Unit Performance Task
Suggested Formative Assessments:

R.A.C.E. responses
Suggested Prompt: Analyze two texts
to determine a common theme.
Compose a PCR that identifies this
common theme and cites textual
evidence to support your response.
Compare & Contrast texts using
graphic organizers
Speaking and Listening

CCSS.: SL.6.1,S L.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6
Engage in collaborative discussions
Present findings
Evaluate a speakers claims, rhetoric, and strategy
Incorporate multimedia components
Suggested Daily Routines End of

the Period
Time in Text (minimum 15 min.):
twice per week
Closure/Ticket Out/Reflection
(3 min.): Daily
3 Moments in a Lesson &

Suggested Scaffolding Tasks
Preparing the Learner:
Introduce/review figurative language
(simile, metaphor, personification,
hyperbole)
Introduce/review sound devices
(alliteration, onomatopoeia, rhymerhythm-repetition)
Frontload vocabulary
Activate background knowledge

Revised 7-1-2015
(21st Century Skills=Critical Thinking and Reasoning, Information Literacy,

Collaboration, Self-Direction and Invention)
Writing Instruction
Vocabulary
Content Writing (minimum 15 min.):

twice per week
DGP Embedded authentically within
Writing (7 10 min.): Daily
o Follow Teacher Guide for
each daily routine
o Be sure to note the Weekly
Focus
Suggested Resources
Prentice Hall Literature (PHL)
Short Stories / Poetry
See units 1, 2, 4, and 6 for short
story and poetry choices (both
fiction and nonfiction)
Introduction to Fiction and
Nonfiction pgs. 4-7
School Year 2015-16
Resource:
Word Within a Word
Volume 1 Lists 1-10
Content Vocabulary
theme/central idea, objective summary,
authors purpose, point of view,
perspective, compare & contrast,
evaluate, analyze/analysis, synthesize,
narrative, mood, tone, character traits,
plot, exposition, rising action, climax,
falling action, resolution, conflict,
setting, protagonist, antagonist,
figurative language, genre, cite/citation
Key Concepts
Reading Skills/ Strategies:
Monitor & Clarify
Story Structure
Summarize
Word Learning Strategies
Draw Inferences
Fact/Opinion
Page 10 of 34
Complete plot diagrams
One-pager (see AVID documents)
Write a summary of narrative text (see

link in additional resources)
Unit 1, Common Assessment 1
Performance-Based Assessment
Description
Texts:
Oranges on p. 555 and/or
The Southpaw on p. 260.
(Differentiation: Teacher determines
whether class will use one text, both
texts, or whether students will choose
which of the two texts to use.)
Narrative Task Prompt:

In each of the stories, Oranges and
The Southpaw, the author
developed a main character. Choose

one main character and think about the
details the author used to create that

character. Write an original story to
continue where the story ended. In
your story, be sure to use what you
have learned about the character as
you tell what happens next.

Pre-teach story structure
Short Stories Greyling p. 8 and
Pre-teach citing textual evidence
Stray p. 22 as introduction to
Picture It from PH Literature pp.
plot
Compare/Contrast Why
T94-T105
Monkeys Live in Trees and
Interacting with the Text:
The Case of the Monkeys That
Venn diagram (circular and/or 3Fell From the Trees p. 72
column) to compare & contrast texts
The Sound of Summer
One-pager to learn/reinforce citing
Running p. 140 and The
text
Sidewalk Racer p. 625(See link
Annotate text
below in additional resources)
Complete plot diagram
Introduction to Poetry pp. 550Charting the text

553
Apply metacognitive strategies
Context Clues (See link below in
including questioning, clarifying,
additional resources)
connecting, evaluating, visualizing,
predicting/inferring, & summarizing
NY Engage
The Lightning Thief
Extending the Learning:
Key Elements of Mythology
Collaborative Poster
The Heros Journey
Write an alternate ending or
Cronus
continuation of the story narrative
Shrouded in Myth
William & Mary graphic organizers
Ex: Literature & Vocab webs
AVID Resources: See Appendix #1
Score using PARCC Narrative Task

Rubric

Revised 7-1-2015
Note Details (Key)

Other Prerequisites:
Implicit/Explicit
Theme/Central Idea
Connotation
Denotation
Figurative Language
Mood and Tone
Analogy
Allusion
Novel Suggestions
Tuck Everlasting
Dogsong
See district-approved novel list
Additional Resources:
Link to Pearsons new Common
Core Connections in PHL:
Pearson 6th Grade Common Core
Connections.pdf
Four Step Summary.pdf
D6 ELA Approved Novel Lists
Secondary.pdf
Common Core Companion
Step-Up to Writing
School Year 2015-16
Page 11 of 34
6th
Suggested Big Idea
Question from CAS
Task
Graduate Competency
Standards
RI.6.2 PRIORITY
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.
RI.6.6 PRIORITY
Determine an authors point of
view or purpose in a text and
explain how it is conveyed in the
text.
RI.6.8 PRIORITY
Trace and evaluate the argument
and specific claims in a text,
evidence from claims that are not.
RL.6.2 PRIORITY
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.
RL6.6 PRIORITY
Explain how an author develops
the point of view of the narrator
or speaker in a text.
RL.6.9 PRIORITY
different forms or genres (e.g.,
novels and fantasy stories) in
Grade Unit 2: Equality (9 Weeks; Oct. 19-Dec. 15)
Obstacles to equality still exist.

How are conclusions different from evaluations?
Informative/Explanatory Writing
Literary Analysis
Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks.
(CAS.Reading.6.2.2)
Writing Focus
Language/Vocabulary
CCSS ELA Supporting
College & Career
Standards
RH.6-8.8
Distinguish among fact,
opinion, and reasoned
judgment in a text.
RST.6-8.8
Distinguish among facts,
reasoned judgment based on
research findings, and
speculation in a text.
Connections
3. Construct viable
arguments and critique the
reasoning of others.
I can make logical arguments
and respond to the
mathematical thinking of
others.

Revised 7-1-2015
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.
a. 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.
b. Develop the topic with relevant
facts, definitions, concrete details,
quotations, or other information
and examples.
c. Use appropriate transitions to
clarify the relationships among
ideas and concepts.
d. Use precise language and domainspecific vocabulary to inform
about or explain the topic.
e. Establish and maintain a formal
style.
f. Provide a concluding statement or
section that follows from the
information or explanation
presented.
W.6.5 PRIORITY
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.)
L.6.6 PRIORITY
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
RI.6.4
figurative, connotative, and
technical meanings.
RL.6.4
meaning and tone.
School Year 2015-16
RI.6.1 Cite textual evidence to support

analysis of what the text says explicitly
as well as inferences drawn from the
text.
RI.6.5
Analyze how a particular sentence,
paragraph, chapter, or section fits into
the overall structure of a text and
contributes to the development of the
ideas.
RI.6.9
Compare and contrast one authors
presentation of events with that of
another (e.g., a memoir written by and
a biography on the same person).
RL.6.1 Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text.
RL6.5
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.
W.6.9 PRIOITY
informational texts to support analysis,
reflection, and research.
a. 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).
b. Apply grade 6 Reading standards
to literary nonfiction (e.g., Trace
and evaluate the argument and
supported by reasons and evidence
from claims that are not).
CCR.R.2
their development; summarize
the key supporting details and
ideas.
CCR.R.6
Assess how point of view or
purpose shapes the content
and style of a text.
CCR.R.8
Delineate and evaluate the
argument and specific claims
in a text, including the
validity of the reasoning as
well as the relevance and
sufficiency of the evidence.
CCR.R.9
Page 12 of 34
Language
CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6
(DGP, SWI, WWW)

needed
Word Within a Word (WWW):
focus on word parts (not on the
specific words)

Suggested prompt: What are two
purposes Zlata may have had for
writing her diary? Cite details from
the text that indicate each purpose?
Use Langston Terrace p. 480 for
text structure.
R.A.C.E. responses

Present findings
Suggested Daily Routines End

of the Period
twice per week
(3 min.): Daily
3 Moments in a Lesson & Suggested

Scaffolding Tasks
Pre-teach text structures
Picture It from PHL pp. T94-T105
Use Zlatas Diary p. 382 for
authors purpose and teaching the
writing process for a multi-paragraph
essay.
Venn diagram (circular and/or 3column) to compare & contrast texts
text

Revised 7-1-2015

Writing Instruction
Vocabulary

twice per week
each daily routine
Focus
Suggested Resources
Informational Nonfiction
See unit 1 and 3 as well as any
supplemental nonfiction listed in the
table of contents in other units.
Introduction: Types of Nonfiction
& Learning About Types of
Nonfiction pp. 378-381
Informational Texts pp. 782-786
Jackie Robinson: Justice at Last p.
420 and The Shutout p. 426
Turkeys and Langston Terrace
pp. 468-485
AVID Weekly articles
School Year 2015-16
Resource:
Word Within a Word
Volume 1 Lists 1-10
Content Vocabulary
claim, evidence & reasons, evaluate an
argument, distinguish, excerpt,
incidents, cite/citation
Key Concepts
Monitor & Clarify
Text Structure
Summarize
Draw Inferences
Fact/Opinion
Note Details (Key)
Implicit/Explicit
Central Idea
Page 13 of 34
Unit 2, Common Assessment 2

Performance-Based Assessment
Description
PART 1: Graphic Organizer (see the
ELA Grade 6 Common Assessment
2 document in Schoology)
PART 2: Literary Analysis Task
Text: Water p. 396
Literary Analysis Task Prompt:
After reading Helen Kellers
autobiographical essay, determine
multiple purposes Keller may have had
for writing this essay. Cite evidence from
the text.

Annotate text
See 6th grade social studies teacher
Charting the text
for access to Teacher One Stop
Tools for information articles and
activities
NYEngage Texts
Bud, Not Budy
If
Back-to-School Speech,
Frayer Model vocab charts
President Barack Obama
William & Mary graphic organizers Stanford University
Ex: Vocab webs
Commencement Address, Steve
Jobs
Score using PARCC Research

Simulation Task and Literary Analysis
Task Rubric
Authors Perspective/Point of View
AVID Resources: See Appendix #1

Step-Up to Writing
PHL Unit 3 Resource Book
p. 29 for practice before PBA

Revised 7-1-2015
School Year 2015-16
Page 14 of 34
6th
Grade Unit 3: Central Ideas, Point of View, & Conclusions (6 Weeks; Jan 5-Feb. 19)
Suggested Big Idea

Question from CAS
Task
Graduate Competency
Standards
Truth is in the eye of the beholder.

How do text structures affect our understanding of various texts?
How do different characters represent different points of view?
Argument writing
Claim (thesis), Data (evidence), Warrant (conclusion/stance on argument)
Write with a clear focus, coherent organization, sufficient elaboration, and detail. (CAS.Reading.6.3.2)
Writing Focus
Language/Vocabulary
CCSS ELA Supporting
Standards
RI.6.2 PRIORITY
Determine a central idea of a
text and how it is conveyed
distinct from personal
RI.6.6 PRIORITY
Determine an authors point
of view or purpose in a text
and explain how it is
conveyed in the text.
RI.6.8 PRIORITY
Trace and evaluate the
in a text, distinguishing
claims that are supported by
reasons and evidence from
claims that are not.
RH.6-8.6
Identify aspects of a text that
reveal an authors point of
view or purpose (e.g., loaded
language, inclusion or
avoidance of particular facts.)
RST.6-8.6
Analyze the authors purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text.
Connections

structure.
parts and wholes.

Revised 7-1-2015
W.6.1
Write arguments to support
claims with clear reasons and
relevant evidence.
a. Introduce claim(s) and
organize the reasons and
evidence clearly.
b. Support claim(s) with clear
reasons and relevant
evidence, using credible
sources and demonstrating
an understanding of the
topic or text.
c. Use words, phrases, and
clauses to clarify the
relationships among
claim(s) and reasons.
d. Establish and maintain a
formal style.
e. Provide a concluding
statement or section that
follows from the argument
presented
W.6.5 PRIORITY
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.)
L.6.6 PRIORITY
phrase important to
RI.8.4
figurative, connotative, and
technical meanings; analyze
the impact of specific word
choices on meaning and tone,
including analogies or
allusions to other texts.
School Year 2015-16
RI.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
RI.6.3
Analyze in detail how a key
individual, event, or idea is
introduced, illustrated, and
elaborated in a text (e.g., through
examples or anecdotes).
RI.6.7
Integrate information presented in
different media or formats (e.g.,
visually, quantitatively), as well
as in words to develop a coherent
understanding of a topic or issue.
W.6.9 PRIORITY
not).
College & Career

CCR.R.2
their development;
details and ideas.
CCR.R.6
CCR.R.8
Page 15 of 34

Language
CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6
(DGP, SWI, WWW)

Present findings

needed
Word within a Word (WWW): focus
on word parts (not on the specific
words)

Evaluate an Argument graphic
organizer p. 152 in Common Core
Companion
Use data gathered from Unit 1
Common Assessment to

of the Period
twice per week
(3 min.): Daily

Review figurative language (simile,
metaphor, personification, hyperbole)
Review sound devices (alliteration,
onomatopoeia, rhyme-rhythmrepetition)

Revised 7-1-2015
Writing Instruction

twice per week
each daily routine
Focus
Suggested Resources
Nonfiction:
Informational Text p. 151 in
School Year 2015-16
Vocabulary
Resource:
Word Within a Word
Volume 1 Lists 1-10
Content Vocabulary
figurative language, genre,
cite/citation, claim, evidence & reasons,
evaluate an argument, distinguish,
excerpt, incidents
Key Concepts
Monitor & Clarify
Story Structure
Text Structure
Summarize
Page 16 of 34
reteach/reinforce/extend students
understanding of RL standards
(Oranges and The Southpaw)
Use data gathered from Unit 2
Common Assessment to
reteach/reinforce/extend students
understanding of RI and W standards
(use this information when
implementing the performance-based
task listed below)
R.A.C.E. responses
SAMPLE PROMPT: Write a response in

which you trace and evaluate the argument
and claims in a 1) persuasive speech (p.
439); 2) editorial (p. 441); 3) online news
article (p.783); or 4) persuasive article (p.
785).
Use the Performance Task 17a:
Evaluate the Argument in an
Editorial p. 388 in Common Core
Companion for self-assessment.
Simulation and Literary Analysis
Rubric
Unit 3 Performance-Based Task
Description:
6th Grade SchoolCity District
Assessment (open Feb. 4 Feb. 19)
Standards Tested: RL.6.1, RL.6.2,
RL.6.4, RL.6.6, RL.6.9, RI.6.1,
RI.6.2, RI.6.4, RI.6.6, RI.6.8, L.6.6,
W.6.5, W.6.9

Other non-fiction texts (AVID
Weekly articles)
Review text structures and story
structure
Venn diagram (circular and/or 3Step-Up to Writing (focus on academic
terms of Claim, Data, Warrant)
text
Annotate text
Complete plot diagram Venn diagram
(circular and/or 3-column) to compare
& contrast texts

Draw Inferences
Fact/Opinion
Note Details (Key)
Implicit/Explicit
Central Idea
Connotation
Denotation
Figurative Language
Tone
Analogy
Allusion
Authors Perspective/Point of View


Revised 7-1-2015
School Year 2015-16
Page 17 of 34
6 Grade Unit 4 Standards Review and PARCC Preparation (6 Weeks; Feb. 22-April 8)
th
Suggested Big Idea

Question from CAS
Task
Graduate Competency
Standards
Communities shape perspective.
RI.6.2 PRIORITY
Determine a central idea of a
text and how it is conveyed
distinct from personal
RI.6.6 PRIORITY
Determine an authors point
of view or purpose in a text
and explain how it is
conveyed in the text.
RI.6.8 PRIORITY
Trace and evaluate the
in a text, distinguishing
claims that are supported by
claims that are not.
How can an authors perspective inform readers or persuade the readers to change their thinking?
Research/Synthesis of Information
Write with a clear focus, coherent organization, sufficient elaboration, and detail. (CAS.Reading.6.3.1)
Writing Focus
Language/Vocabulary
CCSS ELA Supporting
Standards
RH.6-8.2
Determine the central ideas of
information of a primary or
secondary source, provide an
accurate summary of the
source distinct from prior
knowledge or opinions.
W.6.4 PRIORITY
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 W.6.1-3.)
L.6.6 PRIORITY
phrase important to
RST.6-8.2
Determine the central ideas or
conclusions of a text; provide
an accurate summary of the
text distinct from prior
knowledge or opinions.
W.6.7
Conduct short research
projects to answer a question,
drawing on several sources
and refocusing the inquiry
when appropriate.
RL.6.4
meaning and tone.
Connections
6. Attend to precision.
I can be precise when solving
problems and clear when
communicating my ideas.

Revised 7-1-2015
W.6.8
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.
School Year 2015-16
College & Career

RI.6.1
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
CCR.R.2
their development;
details and ideas.
RI.6.7
Integrate information
presented in different media
or formats (e.g., visually,
quantitatively), as well as in
words to develop a coherent
understanding of a topic or
issue.
CCR.R.6
W.6.9 PRIORITY
not).
CCR.R.8
.
Page 18 of 34

Language
CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6
(DGP, SWI, WWW)

needed
words)

Present findings

of the Period
twice per week
(3 min.): Daily

Writing Instruction
Vocabulary

twice per week
each daily routine
Focus

PARCC Sample and Practice
Items
(http://www.parcconline.org/sam

Review story structure
Review citing textual evidence

Revised 7-1-2015
Suggested Resources
Short Stories
Comparing Literary Works pp.
342-353
School Year 2015-16
Resource:
Word Within Word
Volume 1 Lists 1-10
Content Vocabulary
figurative language, genre, claim,
evidence & reasons, evaluate an
argument, distinguish, excerpt,
incidents, claim, cite/citation, evidence
& reasons, evaluate an argument,
distinguish, excerpt, incidents
Key Concepts
Monitor & Clarify
Story Structure
Summarize
Page 19 of 34
ples/english-language
artsliteracy/grade-6-elaliteracy)
PARCC Tutorials
See Units 1 and 2 suggested formative
assessments
R.A.C.E. responses
SAMPLE PROMPT for Synthesis of

Information: Read two texts from
different genres. Consider how the main

character in each excerpt reacts to
incidents that occur, and write a
response in which you analyze how each

characters thoughts and actions reveal
aspects of his personality.
You do not need to compare and contrast
the characters from the two texts. You
may consider each one separately. Be
sure to include evidence from each
excerpt to support your analysis and
understanding.
*SUGGESTED TEXTS: The Three
Wishes and The Stone pp. 932-953 in
PHL.
Simulation and Literary Analysis
Rubric

Picture It from PH Literature pp.
Nonfiction:
T94-T105
Comparing Literary Works pp.
444-461
Recognizing Propaganda pp.
Venn diagram (circular and/or 3512-514
text
Annotate text
Charting the text
Step-Up to Writing

Draw Inferences
Fact/Opinion
Note Details (Key)
Implicit/Explicit
Theme/Central Idea
Connotation
Denotation
Figurative Language
Tone
Analogy
Allusion

End of Unit Performance-Based

Assessment Task Description:
Sample Research Project (Recognizing
Propaganda pp. 512-514)
Start with the following websites and
research propaganda
o Propaganda Critic
http://www.propagandacritic.
com./
o What is Propaganda - Slide
Presentation
Revised 7-1-2015
School Year 2015-16
Page 20 of 34

o
http://www.thematzats.com/p
ropaganda/prop/index.htm
Identify two other websites
that talk about propaganda
Answer the following questions:

1.
2.
3.
4.
What does propaganda mean?

Explain the following types of
propaganda and provide an example
for each type: bandwagon,
testimonial, glittering-generalities,
name calling, plain folks, and
rewards
How do people use propaganda?
Do you agree or disagree with
propaganda techniques?

Revised 7-1-2015
School Year 2015-16
Page 21 of 34
6th
Grade Unit 5: Literary Devices & Authors Craft (6 Week; Apr. 11-May 24)
Suggested Big Idea

Question from CAS
Task
Graduate Competency
Standards
The words an author chooses contribute to the readers experience with the text.
How do specific words help readers visualize a scene?
How does understanding the authors word choice contribute to imagery?
Properly-leveled, self-selected novel project
RL.6.2 PRIORITY
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
RL6.6 PRIORITY
Explain how an author
develops the point of view of
the narrator or speaker in a
text.
RL.6.9 PRIORITY
different forms or genres (e.g.,
novels and fantasy stories) in
Evaluate how an author uses words to create mental imagery, suggest mood, and set tone. (CAS.Reading.6.2.1)
Writing Focus
Language/Vocabulary
CCSS ELA Supporting
Standards
RH.6-8.6
Identify aspects of a text that
reveal an authors point of
view or purpose (e.g., loaded
language, inclusion or
avoidance of particular facts.)
RST.6-8.6
Analyze the authors purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text.
Connections

structure.
parts and wholes.

Revised 7-1-2015
W.6.4 PRIORITY
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 W.6.1-3.)
L.6.6 PRIORITY
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
W.6.9 PRIORITY
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.
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).
nonfiction (e.g., Trace
and evaluate the argument
and specific claims in a
text, distinguishing claims
that are supported by
claims that are not).
RL.6.4
meaning and tone.
School Year 2015-16
RL.6.1
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
RL6.7
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
College & Career

CCR.R.2
their development; summarize
the key supporting details and
ideas.
CCR.R.6
CCR.R.9
SL.6.3
Delineate a speakers
argument and specific claims,
not.
SL.6.4
Present claims and findings,
sequencing ideas logically and
using pertinent descriptions,
facts, and details to accentuate
main ideas or themes; use
appropriate eye contact,
adequate volume, and clear
pronunciation.
Page 22 of 34

Language
CCSS.L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6
(DGP, SWI, WWW)

needed
words)

Compare & Contrast Reading a Play
Versus Viewing It (Common Core
Companion p. 368)
Literary Discussion (Common Core
Companion p. 373)
R.A.C.E. responses

Present findings

of the Period
twice per week
(3 min.): Daily

Review figurative language (simile,
metaphor, personification, hyperbole)
Review sound devices (alliteration,
onomatopoeia, rhyme-rhythmrepetition)

Revised 7-1-2015

Writing Instruction
Vocabulary

twice per week
each daily routine
Focus
Suggested Resources
Drama
The Phantom Tollbooth" pp.
704-777
From Youre a Good Man,
Charlie Brown pp. 788-799
Short Stories
School Year 2015-16
Resource:
Word Within a Word
Volume 1 Lists 1-10
Content Vocabulary
theme/central idea, objective
summary, authors purpose, point of
view, perspective, compare &
contrast, evaluate, analyze/analysis,
synthesize, narrative, mood, tone,
character traits, plot, exposition,
rising action, climax, falling action,
resolution, conflict, setting,
protagonist, antagonist, figurative
language, genre
Key Concepts
Monitor & Clarify
Story Structure
Summarize
Draw Inferences
Fact/Opinion
Page 23 of 34
End of Unit Performance-Based

Task Description:
Teacher designed novel project, based
on student need and interest that
considers point of view and multiple
approaches to similar themes (RL.6.2,
RL.6.6, RL.6.9) and incorporates a
speaking task (SL.6.3, SL.6.4).
See p. 308 in Common Core
Companion for Presenting a Speech
Effectively rubric

Mowglis Brother and from
Review text structures and story
James and the Giant Peach pp.
structure
884-905
Venn diagram (circular and/or 3column) to compare & contrast texts
text
Annotate text
Sentence stems for discussing theme
Charting the text
The Phantom Tollbooth film
version link:
https://www.youtube.com/watch
?v=Llg5VODW6n4
BOOK REPORT A LA CARTE
MENU #1.pdf (if link does not
work, hard copies provided at
curriculum day) as a possible
novel project
CompareContrast Venn
Diagram.pdf
Note Details (Key)

Implicit/Explicit
Theme/Central Idea
Connotation
Denotation
Figurative Language
Tone
Analogy
Allusion

Step-Up to Writing

Revised 7-1-2015
School Year 2015-16
Page 24 of 34
Appendices
PARCC Condensed Scoring Rubric for Prose Constructed Response Items
Grades 6-11 (revised July 29, 2014)*
Research Simulation Task and Literary Analysis Task
Construct Measure
Reading
Comprehension of Key
Ideas and Details
Writing
Written Expression
Score Point 4
The student response
demonstrates full
comprehension of ideas
stated explicitly and
inferentially by providing
an accurate analysis and
supporting the analysis
with effective and
convincing textual
evidence.
Score Point 3
demonstrates
stated explicitly and/or
a mostly accurate
analysis, and supporting
the analysis with
adequate textual
evidence.
Score Point 2
demonstrates basic
a generally accurate
analysis and supporting
the analysis with basic
textual evidence.
Score Point 1
demonstrates limited
a minimally accurate
analysis and supporting
the analysis with limited
textual evidence.
addresses the prompt

and provides effective
and comprehensive
development of the
claim or topic that is
consistently
appropriate to the task
by using clear and
convincing reasoning
supported by relevant
textual evidence;

and provides mostly
effective development
of the claim or topic
that is mostly
appropriate to the
task, by using clear
reasoning supported by
relevant textual
evidence;

and provides some
development of the
claim or topic that is
somewhat
appropriate to the
task, by using some
reasoning and textbased evidence;

and develops the claim
or topic and provides
minimal development
that is limited in its
appropriateness to the
task by using limited
reasoning and textbased evidence; or
is a developed, textbased response with
little or no awareness
of the prompt;
is undeveloped and/or
inappropriate to the
task;
demonstrates
purposeful coherence,
clarity, and cohesion,
making it easy to
demonstrates
coherence, clarity, and
cohesion, making it
fairly easy to follow
demonstrates some
coherence, clarity,
and/or cohesion,
making the writers
coherence, clarity,
and/or cohesion,
making the writers
lacks coherence,
clarity, and cohesion;

Revised 7-1-2015
School Year 2015-16
Score Point 0
demonstrates no
by providing inaccurate
or no analysis and little
to no textual evidence.
Page 25 of 34
follow the writers

progression of ideas;
establishes and
maintains an effective
style, attending to the
norms and conventions
of the discipline
Writing
Knowledge of Language
and Conventions

the writers
progression of ideas
usually discernible
but not obvious;
establishes and
maintains a mostly
effective style, while
attending to the norms
and conventions of the
discipline.
The student response to
the prompt demonstrates
full command of the
conventions of standard
English at an appropriate
level of complexity.
There may be a few
minor errors in
mechanics, grammar, and
usage, but meaning is
clear.
has a style that is

somewhat effective,
generally attending to
the norms and
convention of the
discipline
some command of the
There may be errors in
usage that occasionally
impede understanding,
but the meaning is
generally clear.
progression of ideas
somewhat unclear;
has a style that has
limited effectiveness,
with limited
awareness of the
norms of the
discipline.
limited command of the
usage that often impede
understanding.
has an inappropriate
style, with little to no
awareness of the
norms of the
discipline.
no command of the
English. Frequent and
varied errors in
usage impede
understanding.
PARCC Rubric (2014). Retrieved from https://www.parcconline.org/sites/parcc/files/Grade%206-11%20July%2029%20Rubric%20Final.pdf

Revised 7-1-2015
School Year 2015-16
Page 26 of 34

Condensed Scoring Rubric for Prose Constructed Response Items
Grades 6-11 (Revised July 29, 2014)*
Narrative Task (NT)
Construct
Measured
Writing
Written
Expression
Score Point 4
Score Point 3
Score Point 2

is effectively developed
with narrative elements
and is consistently
appropriate to the task;

is mostly effectively
developed with narrative
elements and is mostly
appropriate to the task

is developed with some
narrative elements and is
somewhat appropriate
to the task;
demonstrates purposeful
coherence, clarity, and
cohesion, making it easy
to follow the writers
demonstrates coherence,
clarity, and cohesion,
making it fairly easy to
follow the writers
demonstrates some
coherence, clarity, and/or
cohesion, making the
writers progression of
ideas usually discernible
but not obvious;
establishes and maintains

an effective style,
attending to the norms and
conventions of the
discipline.
establishes and maintains

a mostly effective style,
while attending to the
norms and conventions of
the discipline.
has a style that is

somewhat effective,
generally attending to the
norms and conventions of
the discipline.
Writing
Knowledge of
Language and
Conventions

is minimally developed
with few narrative
elements and is limited in
its appropriateness to
the task;
coherence, clarity, and/or
cohesion, making the
writers progression of
ideas somewhat unclear;
has a style that has
limited effectiveness,
with limited awareness of
the norms of the
discipline.
limited command of the
mechanics, grammar,
and usage that often
impede understanding.

some command of the
mechanics, grammar,
and usage that
occasionally impede
understanding, but the
meaning is generally
clear.
Revised 7-1-2015

full command of the
There may be a few
minor errors in
mechanics, grammar,
and usage, but meaning
is clear.
Score Point 1
School Year 2015-16
Score Point 0
is undeveloped and/or
inappropriate to the task;
lacks coherence, clarity,

and cohesion;
has an inappropriate
style, with little to no
awareness of the norms of
the discipline.
no command of the
English. Frequent and
varied errors in
mechanics, grammar,
and usage impede
understanding.
Page 27 of 34

Note:
The reading dimension is not scored for elicited narrative stories.
The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards 1-4 for writing.
Tone is not assessed in grade 6.
Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people,
developing characters personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing
a context, situating events in a time and place, developing a point of view, developing characters motives. In grades 9-11, narrative elements may include, in addition to
the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be
assessed are expressed in grade-level standards 3 for writing.
A response is considered unscoreable if it cannot be assigned a score based on the rubric criteria. For unscoreable student responses, one of the following condition codes will be
applied.
Coded Responses:
A=No response
B=Response is unintelligible or undecipherable
C=Response is not written in English
D=Off-topic
E=Refusal to respond
F=Dont understand/know
*This rubric is subject to further refinement based on research and study.

Revised 7-1-2015
School Year 2015-16
Page 28 of 34
Six Types of Scaffolding Definitions

Modeling: Providing Students clear examples of what is requested of them for imitation
Examples:
* Modeling Language for Text Discussion
I think this means This part reminds me of the time
I agree with I also think I have the same opinion as
* Showing finished products
Bridging: Activating prior knowledge and experiences to build or weave in new knowledge and understanding
Examples:
* Think-Pair-Share
* Anticipatory Guide
Contextualization: Embedding academic language and concepts in a sensory environment, thus clarifying them
Examples:
* Videos
* Art Work
* Music
* Poems
* Photographs
Schema Building: Assisting students in identifying and organizing clusters of concepts that are interconnected
Helping students build connections between prior knowledge and experiences and content and language to be learned
Examples:
* Graphic organizers (Double Entry Journal)
* Think-Pair-Share
* Gallery Walk
Revised 7-1-2015
School Year 2015-16
Page 29 of 34
Metacognitive Development: Fostering metacognition and learner autonomy through the explicit teaching of strategies
Helping students reflect on and monitor learning and performance
Examples:
* Clarifying Bookmark
* Self-Assessment
* Gallery Walk
Text Representation: Asking students to transform the linguistic constructions they have found in on genre into forms used in another genre
Examples:
* Collaborative Poster
* Mind Map
* Post Cards
* Facebook Pages

Revised 7-1-2015
School Year 2015-16
Page 30 of 34
6 Types of Scaffolding

ELD Interactive Tasks (see
Resources on Schoology)
Modeling
__Sentence Starters
__Sentence Formats
__Finished Product
Bridging
__ Anticipatory Guide
__Think-Pair-Share
__KWL
__Vocabulary Knowledge
Metacognitive
Development
__Clarifying Bookmark
__Self-Assessment
Schema Building
__Focus Questions
__Double Entry Journal
__Sequence of Events
__Compare/Contrast Matrix
__Charting Informational (Main
Idea)
__ Talking Head
__Post Card
__Collaborative Poster
__Mind Mirror
Text
Representation
Contextualization
__Artifacts
__Pictures
__Viewing with a purpose (video
clips)
Incorporate Gradual Release Model :
___I DO
____WE DO _____ YOU DO (with collaboration)
_____YOU DO (independent)

Revised 7-1-2015
School Year 2015-16
Page 31 of 34
QTEL Tasks
AVID
Strategies
Scaffolds:
Purpose
Moments of a Lesson
Preparing
Interacting
with
Text/Concept
X
Sentence
Starters/Sentence
Frames
Showing Finished
Product
Sentence
Templates
Modeling
Showing Exemplar
Modeling
Think-Pair-Share
Jigsaw (Home &

Expert Group)
Inside/Outside
Circles
Bridging
Bridging
Bridging
Bridging
X
X
KWL
Anticipatory Guide
Viewing with a
Focus
Graphic Organizers
Compare/Contrast
Matrix
Sequence of Events
Chain
Reading with a
Focus
Reciprocal
Teaching
Round-Robin
Double Entry
Journal
Focus Question
Schema Building
Schema Building
Essential Question
Schema Building
Dialectical Journal
Schema Building
Learning Log
Schema Building
Quick-Write
Analyzing
Rhetorical Devices
Template
Schema Building
Schema Building
Reaching a
Consensus
Sort and Label
Revised 7-1-2015
X
X
X
X
Schema Building
Schema Building
School Year 2015-16
Extending
the Learning
Page 32 of 34
Novel Ideas Only

Three-Step
Interview
Carousel
Schema Building
Schema Building
Clarifying
Bookmark
Self-Assessment
Pausing to Connect
Ideas to the Text
Marking the Text
Narrative
Construction
Charting the Text

Summarizing the
Text Template
QTEL Tasks
AVID
Strategies
In Our own Words
Cornell Notes
Literary Device
Matrix
Vocabulary Review
Jigsaw
Writing in the
Margins
Analyzing an
Authors Evidence
Template
Crafting an
Argument
Statement
Template
Say, Do, Mean
Exercise
Dyad Reading:
Question-Answer
Relationship
Find the Tie
How Writers
Accomplish Their
Goals
Speech Analysis

Revised 7-1-2015
X
X
Schema Building
Metacognition
Development
Metacognition
Development
Metacognition
Development
Metacognition
Development
Scaffolds:
Purpose
Metacognition
Development
Metacognition
Development
Metacognition
Development
X
X
X
Moments of a Lesson
Preparing
Interacting
with
Text/Concept
X
Metacognition
Development
Metacognition
Development
Metacognition
Development
Metacognition
Development
School Year 2015-16
Extending
the Learning
Page 33 of 34
Jigsaw Sequencing
Reading Group
Artifacts
Pictures
Visuals
Video Clips
Images
Post Card
Metacognition
Development
Connecting Visuals Contextualization
to Surrounding
Text
Contextualization
Contextualization
Contextualization
Contextualization
One-Page Report:
Poster Activity
Mind Mirror
Collaborative
Poster
Era Envelope
Reading in Four
Voices
Jigsaw Reading
Role Play and
Mixer
Readers Theatre
Essay

Revised 7-1-2015
X
X
X
X
X
X
Text Representation
Text Representation
Text Representation
X
X
Text Representation
Text Representation
X
X
Text Representation
Text Representation
X
X
Text Representation
Text Representation
X
X
School Year 2015-16
Page 34 of 34

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Greeley/Evans School District 6

English Language Arts

Course Name/Course Code

Common Core State Standard with Colorado Academic Standard Code

Critical Thinking and Reasoning: Thinking Deeply,

Information Literacy: Untangling the Web

Weld County School District 6

School Year 2015-16

Greeley/Evans School District 6

ELA Grade 6 Year at a Glance

1. Plot and Setting:

Reading Priority Standards:

21st Century Inquiry Questions from CAS

Suggested Core Texts

How do different characters represent

Prentice Hall Literature Anthology

How are conclusions different from

See units 1, 2, 4, and 6 for short story

Reading Priority Standards:

Prentice Hall Literature Anthology

Truth is in the eye

How do text structures affect our

Prentice Hall Literature Anthology

Weld County School District 6

School Year 2015-16

Greeley/Evans School District 6

Prentice Hall Literature Anthology

How do specific words help readers

Recognizing Propaganda pgs.

Prentice Hall Literature Anthology

Weld County School District 6

School Year 2015-16

Greeley/Evans School District 6

No RL.6.8 Informational only

School Year 2015-16

Greeley/Evans School District 6

School Year 2015-16

Greeley/Evans School District 6

Weld County School District 6

School Year 2015-16

Greeley/Evans School District 6

School Year 2015-16

Foundational part of text selection

Greeley/Evans School District 6

Weld County School District 6

School Year 2015-16

Technology incorporated into

Speaking and Listening embedded

Greeley/Evans School District 6

Suggested Big Idea

The parts of a story build to influence the outcome.

7. Look for and make use of

Weld County School District 6

School Year 2015-16

College & Career

Greeley/Evans School District 6

Suggested Daily Routines