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Curriculum Map

Priority Standards:
LA 6.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations.
LA 6.1.6.a Analyze text to determine authors purpose(s) and describe how authors perspective influences text.
LA 6.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot, conflict,
point of view, theme).
LA 6.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm,
personification, hyperbole, idioms, analogy, tone, mood).
LA 6.1.6.d Summarize and analyze a literary text and/or media, using key details to explain the theme.
LA 6.1.6.h Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in literary and
informational texts, citing textual evidence to develop a regional, national, and international multicultural perspective.
LA 6.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions and support answers with explicit evidence
from the text or additional sources.
LA 6.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific
viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or
research.
LA 6.1.6.m Self-monitor comprehension and independently apply appropriate strategies to understand text.

Month Content Skills Assessment Activities Standards

August/September Figurative Identify figurative Teacher Figurative Language LA 6.1.5d

Language: language in a observations: booklet- Identify
Alliteration, Idiom, passage, book, mentor text with booklet with semantic
Simile, Metaphor, novel. similes and definitions for each relationships
Onomatopoeia metaphors type of figurative
Explain reasoning language LA 6.1.6d
for figurative Student work: samples of Identify and
language. Completion of language from explain the
student booklet, passages, books, authors use
Apply figurative finding examples of novel literary
language to own figurative language devices.
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writing. in independent Alliteration-

reading book, task create poster for
cards, alliteration own business (using
poster own name) and
advertise what your
Partner/Group work: business is/what it
creating comic book, does
slideshow
Idiom-
task cards, identify
the true meaning of
idiom
create slideshow
story with idioms as
main source of story
Simile/Metaphor-
Write a simile and
change to metaphor
Using mentor text,
decide why author
uses similes and
metaphors, how
does it affect the
story
How would the story
change if the author
wrote literally?
Onomatopoeia:
Create comic book
with fictional
superhero
incorporating
appropriate sound
effects where
needed
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October Authors Purpose Identify keywords Teacher PIE- create pie plate with LA 6.1.6a
to determine observations: definitions of each reason Explain how
authors purpose Pie plate, library why an author writes authors
in passage, book, search purpose and
novel. Library Search- search perspective
Explain reasoning Student work: library for two books for affect the
for specific slideshow, each purpose; work with meaning and
purpose author brochure/ad partner to decide how each the reliability
chose. book fits each purpose of the text.
Partner/Group work:
Apply authors library search, Scholastic Book Orders-
purpose to own Scholastic Book sort through books in book
writing. Order sort, music order and determine
video authors purpose by title
and summary

Persuade: create slideshow

about a vacation you want
your family to take; use
keywords that other authors
have used to identify
authors purpose

Inform: create brochure

about favorite book or
movie; use keywords that
other authors have used to
identify authors purpose

Entertain: create music

video about a favorite topic

November Summarize Summarize Teacher 5.8 Whats Your Problem: LA 6.1.6b

Literary Text passage, book, observations: find the problem (conflict) in Identify and
Theme novel. Whats Your a story look at different analyze
Problem, Difference factors; what does the the elements of
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Identify theme in Between Plot and problem connect to? (Use narrative text
passage and Theme, with Freaky Fast Frankie (e.g.,
explain its What Can Joe) character
reasoning within Characters Teach 5.11 Retell Whats Most development
the text. Us Important by Making , setting, plot
Connections to the development
Student work: Problem: find the main , conflict,
Retell Whats Most problem, how does it relate point of view,
Important by Making to the character, setting, theme)
Connections to the how was it solved, how
Problem--graphic does resolution connect LA 6.1.6c
organizer, back to the problem, fill in Summarize
Summarizing-- character problem graphic narrative text
graphic organizer, organizer using
theme task cards understandin
5.16 Summarizing with g of
Partner/Group work: Somebody. . . Wanted. . . characters,
Picture book But. . . So. . .: create setting,
summary graphic organizer with each sequence of
heading, fill in the organizer events, plot,
when finished with the and theme.
story, write a summary

Picture Book Summary:

pick a picture book and
work with partner to read
and summarize using
Somebody, Wanted, But,
So

7.2 The Difference

Between Plot and Theme:
Plot is what happens in the
story, theme is the big
ideas in the story (Use with
The Adventures of Beekle)
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7.4 What Can Characters

Teach Us: Think about
character actions and what
they can teach us (Use with
Freaky Fast Frankie Joe)

7.7 Mistakes Can Lead to

Lessons: what mistakes did
the character make--what
can we learn from them?
(Use with theme task
cards)

December Summarize Summarize Teacher Text Feature flipbook: LA 6.1.6e

Informational Text passage, book, observations: create flipbook with text Summarize
Main Idea novel. Survey the Text, features found in nonfiction analyze, and
Identify main idea Consistently Ask texts, provide definitions synthesize
in the passage and examples informational
and explain its Student work text using
reasoning within Text Feature Text Feature Scavenger main idea
the text. flipbook, Hunt: working with partner and
Summarizing with and Scholastic News, find, supporting
graphic organizer, cut out, and sort different details.
Nonfiction, text features
Paraphrase Chunks, LA 6.1.6g
Then Put It Together Summarizing Nonfiction: Apply
read nonfiction story and knowledge of
Partner/Group work: use graphic organizer to text features
Text Feature complete Main Idea, Facts, to locate
Scavenger Hunt Important Information and information
write summary and gain
meaning
8.6 Survey the Text: look from a text.
over the text and notice the
big things that jump out at
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you--go back and reread

with those things you
identified in your mind (Use
with Scholastic News)

8.7 Paraphrase Chunks,

Then Put it Together: stop
at end of section and write
what was written in own
words

9.6 Consistently Ask, How

Do I Know?: while reading
nonfiction, ask yourself
what you are reading
about. Stop after each
section and think about
what was learned and how
does that relate back to the
main idea.

9.13 Important Versus

Interesting: after reading,
think does it support the
main idea or is it an
interesting fact added for
more detail?

Reading Strategies found in The Reading Strategies Book by Jennifer Serravallo