August/September 6.RI.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. S3C1.PO7 - Interpret graphic features of expository text Charts Maps Diagrams Illustrations Tables Timelines Graphs The Loch Ness Monster” Illusive Abundant “From Lou Gehrig, The Iron Horse” Renowned Contemptuous Eminent Chronic Concluded Irrepressible “The Shutout” Anecdotes Evolved Diverse Opposed Irrational Prentice Hall Text Book: “From Exploring the Titanic” “The Shutout” “Jackie Robinson: Justice at Last” August/September 6.W.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 S3C1.PO5 - Locate specific information by using organizational features of expository text Table of Contents Headings Captions Bold Print Italics Glossaries Indices Guide Words Topic Sentences Concluding Sentences “How the Internet Works” Protocols Transmission Domain “Jackie Robinson: Justice at Last” Integrate Retaliate “Ellis Island” Exhibits Galleries Heirlooms Prentice Hall Text Book: “From Exploring the Titanic” “Jackie Robinson: Justice at Last” “Ellis Island”
August/September 6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. S3C1.PO1 - Restate the main idea and supporting details of expository text Locate Main Idea Supporting Details Prentice Hall Text Book: “From Titanic” “How the Internet Works” August/September S3.C.P6.-Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, internet) for a specific purpose. Locating specific information using given reference source Guide Words Key Supplemental Resources
September/October S3C3.PO3 - Describe the intended effects of propaganda techniques Common Assessment Persuasive Text, 6th Grade Bandwagon Peer Pressure Repetition Testimonial Transfer Loaded Words Bandwagon Peer Pressure Repetition Testimonial Transfer Loaded Words
Month: Performance Objective to be Taught Common Assessment Skills Vocabulary Resources September/October WS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusions Interpret Analyze Opinion Facts Feelings October/November 6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. S3C1.PO1 - Restate the main idea and supporting details of expository text Locate Main Idea Supporting Details Prentice Hall Text Book: “From Titanic” “How the Internet Works” October/November 6.RL.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. S3C1.PO2 - Summarize main idea of expository text Common Assessment, Expository Text, 6th Grade Summarize Paraphrase Academic Expository Main Idea Supporting Details Summarize Paraphrase Fact Opinion Author’s Purpose Organizational Features Conclusion Prentice Hall Text Book: “How to Write a Letter” “The Shutout” “Hw the Internet Works” October/November 6.SL.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.. S3C1.PO9 - Draw valid conclusions about expository text Common Assessment Expository Text, 6th Grade Draw conclusions Text Evidence “How to Write a Letter” Confidence Anonymity Obligatory Episode Sibling Prentice Hall Text Book: “How to Write a Letter” “The Loch Ness Monster” “From Lou Gehrig, The Iron Horse” “Jackie Robinson: Justice at Last”
November/December S3C2.PO3 - Interpret details from a variety of functional text Common Assessment Functional Text, 6th Grade Warranties Product Information Technical manuals Instruction Manuals Consumer Safety publications Warranties Product Information Technical manuals Instruction Manuals Consumer Safety publications
November/December S3C2.PO4 - Evaluate the adequacy of details and facts from functional text to achieve a specific purpose Survey facts and details-achieve a specific purpose Functional Text Facts Details Purpose January/February 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. S1C6.PO7 - Use reading strategies to comprehend text Common Assessment Vocab/Plot, 6th Grade Predict Cause/effect Compare/contrast Sequence Drawing conclusions Foreshadowing Questions while reading Inferences “Jeremiah’s Song” Diagnosis Disinfect Precocious Uninspired Perpetual Prentice Hall Text Book: “Zlateh the Goat” “Jeremiah’s Song” “Lob’s Girl” “Stray”
Month: Performance Objective to be Taught Common Assessment Skills Vocabulary Resources January/February 6.RL.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. S2C1.PO1 - Describe plot and its components Conflict Exposition/Introduction Rising action Climax Falling action Resolution “The King of Mazy May” Toil Endure Prospectors Liable Poising Declined Summit Prentice Hall Text Book: “Zlateh the Goat” “Lob’s Girl” “Stray” “Thunder Butte” “The King of Mazy May” WS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusions Interpret Analyze Opinion Facts Feelings All Stories January/February 6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. S2C1.PO1 - Describe plot and its components Conflict Exposition/Introduction Rising action Climax Falling action Resolution “The All-American Slurp” Emigrate Mortified Etiquette Consumption Prentice Hall Text Book: “Aaron’s Gift” “Dragon, Dragon” “The Southpaw” “The Friends of Kwan Ming” “The Wounded Wolf” “Breaker’s Bridge” “The Phantom Toll Booth”
January/February 6.RL.9 (continued) 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. S2C1.PO2 - Identify theme in short stories Author’s message Central/main idea Relate to life Directly/indirectly stated “Dragon, Dragon” Plague Ravage Tyrant Reflecting Crane “The Stone” “The All-American Slurp” “The Fun They Had” “Grandpa and the Statue” January/February S1C6.PO4 - Use graphic organizers to clarify meaning of text Compare/contrast Cause/Effect Plot Pyramid Venn Diagram Prentice Hall Text Book: “Dragon, Dragon” “Aaron’s Gift” “The Wounded Wolf” “Breaker’s Bridge” S6C5.PO5 - Connect information and events to experience Connect text to personal experience Prentice Hall Text Book: “Grandpa and the Statue” “The All American Slurp” January/February 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. S1C6.PO6 - Apply knowledge of organizational structures to aid in comprehension Chronological Order Time Sequence Cause/Effect Prentice Hall Text Book: “Dragon, Dragon” “Aaron’s Gift”
January/February 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. S1C6.PO7 - Use reading strategies to comprehend text Drawing conclusions Determining cause/effect Making inferences Sequencing Prentice Hall Text Book: “Aaron’s Gift” “The Stone” “Grandpa and the Statue” January/February 6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution S2C1.PO3 - Character motivations Compare/Contrast Man vs. man Man vs. nature Man vs. self Man vs. society Impulses Protagonist Antagonist Emotions Desires “The Southpaw” Former Terrific Laughing Stock Sprained Permanent Unreasonable Prentice Hall Text Book: “Aaron’s Gift” “The Stone” “The Southpaw” “Breaker’s Bridge” “Grandpa and the Statue” “The Phantom Toll Booth” January/February 6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text. 1st person 2nd person 3rd person 3rd person limited Omniscient Limited omniscient Perspective “The Friends of Kwan Ming” Meager Retorted Wearily Stingy Prentice Hall Text Book: “The All-American Slurp” “The Southpaw” “The Wounded Wolf” January/February 6.RL.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 S2C1.PO5 - Analyze the influence of setting Time Place Mood Environment Influence on plot “The Phantom Toll Booth” Ignorance Precautionary Misapprehension Dissonance Admonish Iridescent Malicious The Wounded Wolf” Massive Stoic Gnashes Prentice Hall Text Book: “Dragon, Dragon” “The Friends of Kwan Ming” “The Wounded Wolf” “Grandpa and the Statue” “The Phantom Toll Booth”
January/February 6.W.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. S2C1.PO6 - Draw conclusions about mood based on authors’ word choice Atmosphere Readers’ feeling toward text Breaker’s Bridge Obstacle Writhing Piers Executioner Immortal Prentice Hall Text Book: “The Wounded Wolf” January/February 6.RL.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. S2C1.PO8 - Identify various genres of fiction and their characteristics Mystery Science Fiction Fantasy Historical Fiction Drama Realistic Fiction Comedy Tragedy Horror Thriller Fairy Tales Tall Tales Mythology Fables The Fun They Had Calculate Loftily Dispute Nonchalantly Prentice Hall Text Book: “Aaron’s Gift” “The Stone” “Dragon, Dragon” “The Friends of Kwan Ming” “The Wounded Wolf” January/February Grandpa and the Statue Stingy Subscribe Peeved Uncomprehending Tempest
January/February S2C2.PO1 & PO2 - Describe and identify common structures and stylistic elements of literature, folklore, and myths Common Assessment Myths, Legends…, 6th Grade Specific genre Setting Era Character Analysis Natural Occurrences Academic Vocabulary Myth Mythology Folktale Culture A Crippled Boy” Foliage Amuse Pity Demonstrate “Orpheus” Inspiration Preside Fierce “The Gorgon’s Head” Evade Perilous Venomous Abash Valorous Rivulets Prentice Hall Text Book: “Orpheus” “The Gorgon’s Head” “Arachne” “Why the Tortoise’s Shell is Not Smooth” “The Ant and the Dove” “He Lion, Bruh Bear, and Bruh Rabbit” “Senor Coyote” “Why Monkey’s Live In Trees” “A Crippled Boy” “The Three Wishes” “Loo-Wit, The Fire-Keeper” January/February S2C1.PO1 - Describe plot and its components Common Assessment Myths, Legends…, 6th Grade Conflict “Why Monkey’s Live In Trees” Satisfied Disturbing Semicircle Astonished Sturdy He Lion, Bruh Bear, and Bruh Rabbit” Liar Cordial Prentice Hall Text Book: “Orpheus” “The Gorgon’s Head” “Arachne” “The Emperor’s New Clothes” “The Ant and the Dove” “He Lion, Bruh Bear, and Bruh Rabbit” “Senor Coyote”
January/February S2C1.PO2 - Identify theme in short stories Author’s message Central/main idea Relate to life Directly/indirectly stated “The Emperor’s New Clothes” Exquisite Property Dreadful Rogues Becoming “Why the Tortoise’s Shell is Not Smooth” Famine Orator Eloquent “The Ant and the Dove” Startled “Senor Coyote” Gnaw Ungrateful Reproachfully Indignantly Prentice Hall Text Book: “Arachne” “Why the Tortoise’s Shell is Not Smooth” “The Emperor’s New Clothes” “The Ant and the Dove” “He Lion, Bruh Bear, and Bruh Rabbit” “Senor Coyote” “Why Monkey’s Live In Trees” “A Crippled Boy” “The Three Wishes” “Loo-Wit, The Fire-Keeper” January/February S2C1.PO3 - Character motivations Compare/Contrast Man vs. man Man vs. nature Man vs. self Man vs. society Impulses Protagonist Antagonist Emotions Desires “Arachne” Obscure Immortal Mortal Obstinacy The Three Wishes” Embrace Covetous Content Custom Lodge Prentice Hall Text Book: “Orpheus” “Arachne” “Why the Tortoise’s Shell is Not Smooth” “The Emperor’s New Clothes” “The Ant and the Dove” “He Lion, Bruh Bear, and Bruh Rabbit” “Senor Coyote” “Why Monkey’s Live In Trees” “A Crippled Boy” “The Three Wishes” “Loo-Wit, The Fire-Keeper”
Month: Performance Objective to be Taught Common Assessment Skills Vocabulary Resources January/February 6.RL.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 S2C1.PO7 - Identify the characteristics and structural elements of poetry Common Assessment VI, Poetry, 6th Grade Figurative Language Simile Metaphor Hyperbole Idiom Personification Sound Devices Rhyme/Rhyme Scheme Poem Form Mood/Tone Rhythm Repetition “Books Fall Open” Delver Venture “Change” Crimson “I’ll Tell You How the Sun Rose” Amethyst “Wilderness Rivers” Staid Relentless Exalted “Alone in the Nets” Opposition Evaporate “Adventures of Isabelle” Cavernous Ravenous Rancor “Was Worm” Mosaic Saffron Weaned Metamorphosis “The Open Road” Henceforth Whimper Querulous “Someone” Naught “Jimmy Jet and His TV Set” Lean Antennae Prentice Hall Text Book: “Books Fall Open” Rhyme, personification “Change” Simile, personification “I’ll Tell You How the Sun Rose” Simile, personification, mood, rhyme “Wilderness Rivers” Rhyme, personification, mood “The World is Not a Pleasant lace to Be” Personification “Alone in the Nets” Concrete form “Adventures of Isabelle” Rhyme, personification, stanza, rhythm “Life Doesn’t Frighten Me” Rhyme “Arithmetic” Simile ‘Was Worm” Alliteration “The Open Road” Free verse, mood “Someone” Repetition, rhyme, personification “Jimmy Jet and His TV Set” Hyperbole, rhyme
Month: Performance Objective to be Taught Common Assessment Skills Vocabulary Resources January/February (Continued) S2C1.PO7 - Identify the characteristics and structural elements of poetry Figurative Language Simile Metaphor Hyperbole Idiom Personification Sound Devices Rhyme/Rhyme Scheme Poem Form Mood/Tone Rhythm Repetition ‘The Sidewalk Racer’ Skimming “Two Limericks” Flue Flea Flaw “Parade” Gilded Leisurely “The Kitten at Play” Withered Prey Feats Prentice Hall Text Book: “The Geese” Stanza, mood “The Circle of Life” Rhyme “The Sidewalk Racer” Concrete form, rhyme “Concrete Cat” Concrete form “Haiku” by Basho Poem form, rhythm “Haiku” by MusoSoseki Poem form, rhythm “Two Limericks” Rhythm, rhyme, alliteration “Parade” Alliteration, personification, consonance “April Rain Song” Personification “The Kitten at Play” Rhyme, rhythm, assonance, simile “The Shark” Personification WS3C5.PO1 - Write Responses to Literature: present clear ideas, support inferences and conclusions Interpret Analyze Opinion Facts Feelings