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Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
1st Six Weeks
Unit 1: Fiction and Nonfiction
Big Question: How do we decide what is true?
Selections Listed may be replaced by other text.
NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
Days 1 & 2
Aug 25-26
Discuss the Classroom
Syllabus and
School Handbook,
Build Classroom
Rules/Expectations
Pretest
Class Syllabus
EMS School Handbook
Classroom
Rules/Expectations
Diagnostic Assessment
Week 1
Aug 29-Sept 2
I Can:
1.02.6 Draw inferences and
conclusions from expressive
works.
5.01.1 Use effective reading
strategies.
2.01.7 Draw inferences and
conclusions from
informational materials.
I Can:
RSL1) Cite textual evidence
to support analysis of what
the text says explicitly as
well as inference drawn
from the text.
RSIT2) 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.
RSIT1) Cite textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
Introduce
Vocabulary for the
Unit
Selection
Vocabulary
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Teach Elements of Fiction and
Types of Fiction
Teach Characteristics of
Nonfiction and Types of
Nonfiction
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(Stray or The Homecoming)
Reading Skill Focus: Use Prior
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
Daily Formative
Assessments
Selection Assessments
Writing Assessments
(Rubric)
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
5.01.7 Interpret text by
explaining various thematic
and stylistic elements.
text.
RSIT6) Determine an
author’s point of view or
purpose in a text and
explain how it is conveyed
in the text.
Knowledge to Make Predictions
Literary Analysis: Plot
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
2
Sept 5-9
I Can:
1.02.6 Draw inferences and
conclusions from expressive
works.
1.02.7 Determine main idea
or significance of events.
I Can:
RSL1) Cite textual evidence
to support analysis of what
the text says explicitly as
well as inference drawn
from the text.
RSL2) 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.
Selection
Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(The Drive-In Movies or The
Market Square Dog)
Reading Skill Focus: Read
Ahead to Verify Predictions
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
5.01.7 Interpret text by
explaining various thematic
and stylistic elements.
RSIT6) Determine an
author’s point of view or
purpose in a text and
explain how it is conveyed
in the text.
Literary Analysis: Narrator and
Point of Vies
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Week 3
Sept 12-16
I Can:
2.01.2 Study the
characteristics of
informational works.
2.01.4 Determine the
importance and accuracy of
information.
2.01.6 Compare and
contrast information.
I Can:
RSIT3) Analyze in detail
how a key individual, event,
or idea is introduced,
illustrated, and elaborated
in a text (e.g., through
examples or anecdotes).
RSIT2) 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.
RSIT9) Compare and
contrast one author’s
presentation of events with
that of another (e.g., a
memoir written by and a
biography on the same
person).
Selection
Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Introduce the author of the
selection
Read Informational Text
(www.animaland.org)
Reading Skill Focus: Analyze
Text structure
Introduce the author of the
selection
Comparing Literary Works
Teach the following selections:
(Why Monkeys Live in Trees
and The Case of the Monkeys
That Fell From the Trees)
Literary Analysis: Comparing
Fiction and Nonfiction
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Common Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
5.02.2 Interpret the impact
of genre-specific
characteristics on a work’s
meaning.
1.01.1 Use a coherent
structure appropriate to
purpose, audience and
context to narrate an
account.
1.01.3 Use feelings and
details to narrate an
account.
RSL3) Describe how a
particular story’s or drama’
plot unfolds in a series of
episodes as well as how the
characters respond or
change as the plot moves
toward a resolution.
WS4) Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
WS3) Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
d) Use precise words and
phrases, relevant
descriptive details, and
sensory language to convey
experiences and events.
Complete Selection Activities
Complete Writing Workshop
Extend Your Learning Activity
Research and Technology
Activity
Administer Common
Assessment
Reteach skills, judging which
skills to reteach by evaluating
students’ performance on the
Common Assessment.
Week 4
Sept 19-23
I Can:
3.01.8 Distinguish between
fact and opinion.
I Can:
RSL1) Cite textual evidence
to support analysis of what
the text says explicitly as
Selection
Vocabulary
Reteach Skills Not Mastered
by students during this week.
Continue Discussions/Activities
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Daily Formative
Assessments
Selection Assessments
Writing
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
6.01.7 Expand vocabulary
by learning and using new
words.
2.02.3 Analyze the effects of
presentations and the
accuracy of their
information.
4.01.3 Identify and explore
author’s underlying
assumptions.
6.01.4 Use pronouns
correctly; include clear
antecedent and case.
well as inferences drawn
from the text.
LS4) 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.
b. Use common, grade-
appropriate Greek or Latin
affixes and roots as clues to
the meaning of a word (e.g.,
audience, auditory, audible).
SLS5) Include multimedia
components (e.g. graphics,
images, music, sound) and
visual displays in
presentations to clarify
information.
RSL4) 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.
LS1) Demonstrate
command of the
conventions of standard
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Introduce the author of the
selection
Choose a selection to teach
(Stage Fright or My Papa,
Mark Twain)
Reading Skill Focus: Recognize
Clues That Indicate an Opinion
Literary Analysis: Author’s
Perspective
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Assessments/Rubric
Vocabulary Assessment
Project Rubric
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
English grammar and usage
when writing or speaking.
a. Ensure that pronouns are
in the proper case
(subjective, objective,
possessive).
b. Use intensive pronouns
(e.g., myself, ourselves).
c. Recognize and correct
inappropriate shifts in
pronoun number and
person.*
d. Recognize and correct
vague pronouns (i.e., ones
with unclear or ambiguous
antecedents).*
Week 5
Sept. 26-30
I Can:
4.01.4 Analyze the effects of
the author’s craft on the
reader.
5.01.7 Interpret text by
explaining various thematic
and stylistic elements.
2.01.2 Study the
I Can:
RSL4) 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.
RSIT6) Determine an
author’s point of view or
purpose in a text and
explain how it is conveyed
in the text.
RSIT3) Analyze in detail
Selection
Vocabulary
Continue Discussion/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(The Lady and the Spider or
Names/Nombres)
Reading Skill Focus: Use
Resources t o Check Facts
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
characteristics of
information works.
2.01.7 Draw inferences and
conclusions from
informational materials.
how a key individual, even,
or idea is introduced,
illustrated, and elaborated
in a text (e.g., through
examples or anecdotes).
RSIT1) Cite textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text.
Literary Analysis: Tone
Informational Text
The Caribbean (Atlases)
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Week 6
Oct. 3 - 7
I Can:
5.01.6 Discuss and analyze
the effects of literary
techniques on texts.
5.01.11 Explore
relationships among
characters, ideas and
experiences.
I Can:
RSL4) 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.
RSL3) 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 resolution.
&
RSIT3) Analyze in detail
how a key individual, event,
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Comparing Literary Works
Teach the following selections:
(The Sound of Summer
Running and Eleven)
Literary Analysis: Comparing
Use of Symbolism
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Daily Formative Assessment
Selection
Writing Assessment/Rubric
Vocabulary Assessment
Six Week Assessment
Project Rubric
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
6.02.1 Use common spelling
rules and patterns and
master a list of often
misspelled words to identify
and edit errors in spoken
and written English.
1.01.1 Use coherent
structure appropriate to
purpose, audience and
context to narrate an
account.
1.04.1 Describe personal
learning growth and
changes in perspective by
reflecting on learning
experiences.
or idea is introduced,
illustrated, and elaborated
in a text (e.g., through
examples or anecdotes).
LS2) Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Use punctuation
(commas, parentheses,
dashes) to set off
nonrestrictive/parenthetical
elements.*
b. Spell correctly.
WS4) Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
SLS1) 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.
Own Your Own
Readings in Contemporary
Fiction from Bad Boy
Complete Selection Activities
Complete Spelling Workshop
Complete Writing Workshop
Complete Communications
Workshop
Extend Your Learning Activity
Research and Technology
Activity
Administer Six Week
Assessment
Cumulative Project
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
6.01.9 Develop awareness of
language conventions and
usage informal
presentations.
d. Review the key ideas
expressed and demonstrate
understanding of multiple
perspectives through
reflection and
paraphrasing.
LS2) Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Use punctuation
(commas, parentheses,
dashes) to set off
nonrestrictive/parenthetical
elements.*
b. Spell correctly.
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
2nd Six Weeks
Unit 2: Short Stories
Big Question: Is conflict always bad?
Days NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
Week 1
Oct. 10-14
I Can:
2.01.7 Draw inferences and
conclusions from
informational materials.
6.01.6 Determine meaning
of unfamiliar vocabulary
using various tools and
contextual clues.
I Can:
RSIT1) Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text.
LS4) 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.
a. Use context (e.g., the
overall meaning of a
sentence or paragraph; a
word’s position or
function in a sentence) as
a clue to the meaning of a
word or phrase.
b. Use common, grade-
appropriate Greek or
Latin affixes and roots as
clues to the meaning of a
Introduce Vocabulary
for the Unit
Selection Vocabulary
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Teach Elements of Short
Stories
Choose a selection to teach
(The Tail or Dragon, Dragon)
Reading Skill Focus: Use
Details to Make Inferences
Literary Analysis:
Characterization
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Activity
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
word (e.g., audience,
auditory, audible).
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Week 2
Oct. 17-21
I Can
1.04.3 Interpret how
personal circumstances
shape interaction with text.
5.01.7 Interpret text by
explaining various thematic
and stylistic elements.
I Can:
SLS1) Engage effectively
in a range of
collaborative discussions
(one-on-one, in groups,
teacher-led) with diverse
partners on grade 6
topics, texts, and issues,
building on others’ ideas
and expressing their own
clearly.
d. Review the key ideas
expressed and
demonstrate
understanding of multiple
perspectives through
reflection and
paraphrasing
RSIT6) Determine an
author’s point of view or
purpose in a text and
explain how it is conveyed
in the text.
Selection Vocabulary
Continue
Discussions/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(Zlateh the Goat or The Old
Woman Who Lived With the
Wolves)
Reading Skill Focus: Use
Prior Knowledge to Make
Inferences
Literary Analysis: Conflict
and Resolution
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Activity
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Week 3 I Can: I Can: Selection Vocabulary Continue Textbook Daily Formative Assessments
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Oct. 24-28
2.01.2 Study the
characteristics of
informational works.
5.01.1 Use effective reading
strategies to increase
fluency and literacy.
1.02.3Determine the
effect(s) of literary
devices/strategies by
exploring expressive
materials.
1.02.5 Compare and
contrast information by
exploring expressive
materials.
5.02.4 Explore the impact of
literary elements on a text’s
RSIT3) Analyze in detail
how a key individual,
event, or idea is
introduced, illustrated,
and elaborated in a text
(e.g., through examples or
anecdotes).
RSIT2) 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.
RSL2) 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.
RSL1) Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text.
RSL3) Describe how a
particular story’s or
Discussions/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Read Informational Text
(Poland)
Reading Skill Focus: Using
Text Aids and Text Features
Introduce the author of the
selection
Comparing Literary Works
Teach the following
selections:
(Becky and the Wheels-and -
Brake Boysand The
Southpaw)
Literary Analysis: Comparing
Characters’ Motives
Complete Selection Activities
Complete Writing Workshop
Extend Your Learning
Activity
Research and Technology
Activity
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Common Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
meaning. 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.
&
RSL5) 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.
Administer Common
Assessment
Reteach skills, judging which
skills to reteach by evaluating
students’ performance on the
Common Assessment.
Week 4
Oct 31-Nov 4
I Can
6.01.3 Demonstrate
different roles of parts of
speech in sentences.
1.02.6 Draw inferences and
conclusions form expressive
works.
I Can:
LS3) Use knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
a. Vary sentence patterns
for meaning,
reader/listener interest,
and style.*
b. Maintain consistency
in style and tone.*
RSL1) Cite textual
evidence to support
analysis of what the text
says explicitly as well as
Selection Vocabulary
Reteach Skills Not Mastered
by students during this week.
Continue
Discussions/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(The All-American Slurp or
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
5.01.7 Interpret text by
explaining various thematic
and stylistic elements.
inferences drawn from
the text.
RSIT7) 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.
The Circuit)
Reading Skill Ask Questions
to Identify Supporting Details
Literary Analysis: Theme
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Activity
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Week 5
Nov 7-10
I Can:
1.03.3 Connect personal
experiences to content in
group settings.
5.02.4 Explore the impact of
literary elements on a text’s
I Can:
SLS1) Engage effectively
in a range of
collaborative discussions
(one-on-one, in groups,
and teacher-led) with
diverse partners on
grade6 topics, texts, and
issues, building on others’
ideas and expressing their
own clearly.
d. Review the key ideas
expressed and
demonstrate
understanding of multiple
perspectives through
reflection and
paraphrasing.
RSL3) Describe how a
particular story’s or
Selection Vocabulary
Continue
Discussion/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(The King of Mazy May or
Aaron’s Gift)
Reading Skill Focus: Use
Prior Knowledge to Draw
Conclusions
Literary Analysis: Setting
Informational Text
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
meaning.
6.02.4 Develop an
awareness of errors in
everyday speech.
2.01.6 Compare and
contrast information.
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.
&
RSL5) 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.
LS2) Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Use punctuation
(commas, parentheses,
dashes) to set off
nonrestrictive/parenthetic
al elements.*
b. Spell correctly.
RSIT9) Compare and
contrast one author’s
presentation of events
with that of another (e.g.,
Race to the End of the Earth
(Comparison-and-Contrast
Articles)
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Activity
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
5.01.9 Recognize underlying
messages in order to
identify recurring textual
themes.
a memoir written by and
a biography on the same
person).
RSIT7) 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.
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Week 6
Nov 14-22
I Can:
5.01.9 Recognize underlying
message in order to identify
recurring textual themes.
5.01.11 Explore
relationships among
characters, ideas and
experiences.
I Can:
RSIT7) Integrate
information presented in
different media or
formats (e.g., visually,
quantitatively as well as
in words to develop a
coherent understanding.
RSL3) 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.
Continue
Discussion/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
Comparing Literary Works
Reading Skill Focus:
Comparing Character Traits
and Theme
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
3rd Six Weeks
Unit 3: Types of Nonfiction
Big Question: What is important to know?
NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
Week 1
Nov. 28-Dec. 2
I Can:
4.01.3 Identify and explore
author’s underlying
assumptions.
6.01.6 Determine meaning
of unfamiliar vocabulary
using various tools and
contextual clues.
1.02. 2 Analyze the
characteristics of
I Can:
RSL4) 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.
LS4) 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.
a. Use context (e.g., the
overall meaning of a
sentence or paragraph; a
word’s position or function
in a sentence) as a clue to
the meaning of a word or
phrase.
RSL2) Determine a theme
or central idea of a text and
Introduce
Vocabulary for the
Unit
Selection
Vocabulary
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Teach Elements of
Non-Fiction Writing and
Types of Nonfiction Writing
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(Hard as Nails or Water)
Reading Skill Focus:
Recognize Details That
Indicate Author’s Purpose
Literary Analysis:
Autobiographical Narrative
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
expressive works.
1.02.6 Draw inferences and
conclusions from
expressive works.
how it is conveyed through
particular details; provide a
summary of the text distinct
from personal opinions or
judgments.
RSL1) Cite textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Activity
Week 2
Dec. 5-9
I Can:
2.01.5 Make connections
between informational
works, self and related
topics.
I Can:
RSIT7) 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.
Selection
Vocabulary
Continue
Discussions/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(The Shutout or Jackie
Robinson: Justice at Last)
Reading Skill Focus: Ask
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Questions to Understand
Author’s Purpose
Literary Analysis: Expository
Essay
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Activity
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Week 3
Dec. 12-16
I Can:
3.01.4 Summarize author’s
point of view.
3.01.2 Analyze
characteristics of
argumentative works.
5.02.1 Read a variety of
literature to study the
characteristics of genres.
I Can:
RSL2) 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.
SLS3) Cite textual evidence
to support analysis of what
the text says explicitly as
well as inference drawn
from the text.
RSL5) 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.
Selection
Vocabulary
Continue
Discussions/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Read Informational Text
(Preserving a great American
symbol – Persuasive Speech)
Reading Skill Focus: Evaluate
Evidence for an Author’s
Conclusions
Introduce the author of the
selection
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Common Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
1.02.4 Make connections
among works, self and
related topics by exploring
expressive materials.
2.01.2 Study the
characteristics of
informational works.
2.02.3 Analyze the effects
of presentations and the
accuracy of their
information.
RSL2) 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.
RSIT5) 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.
SLS5) Include multimedia
components (e.g., graphics,
images, music, sound) and
visual displays in
presentations to clarify
information.
Comparing Literary Works
Teach the following
selections:
(from Something to Declare
and A Backwoods Boy)
Literary Analysis:
Autobiography and Biography
Complete Selection Activities
Complete Writing Workshop
Extend Your Learning
Activity
Research and Technology
Activity
Administer Common
Assessment
Reteach skills, judging which
skills to reteach by evaluating
students’ performance on the
Common Assessment.
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Week 4
Jan 2-6
I Can:
1.02.7 Determine main idea
or significance by
exploring expressive
materials.
I Can:
RSL2) 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.
Selection
Vocabulary
Reteach Skills Not Mastered
by students during this week.
Continue
Discussions/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
6.01.7 Expand vocabulary
by learning and using new
words.
6.01.3
Demonstrate different
roles of pats of speech in
sentences.
LS4) 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.
a. Use context (e.g., the
overall meaning of a
sentence or paragraph; a
word’s position or function
in a sentence) as a clue to
the meaning of a word or
phrase.
LS3) Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening.
a. Vary sentence patterns
for meaning, reader/listener
interest, and style.*
b. Maintain consistency in
style and tone.*
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose a selection to teach
(Langston Terrace or
Turkeys)
Reading Skill: Using Key
Details to Determine the Main
Idea
Literary Analysis: Author’s
Influences
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Activity
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Week 5
Jan 9-13
2.01.2 Study the
characteristics of
informational works.
RSIT5) 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.
Selection
Vocabulary
Continue
Discussion/Activities on the
Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-reading Strategies
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
4.01.1 Monitor
comprehension for
author’s purpose.
1.02.7 Determine main idea
or significance by
exploring expressive
materials.
6.01.3 Demonstrate
different roles of parts of
speech in sentences.
RSL7) 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.
RSL2) 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.
LS3) Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening.
a. Vary sentence patterns
for meaning, reader/listener
interest, and style.*
b. Maintain consistency in
style and tone.*
During Reading Strategies
After Reading Strategies
Informational Text
Where Do Turkeys Go After
Being Pardoned by the
President? (Magazine
Article)
Introduce the author of the
selection
Choose a selection to teach
(La Lena Buena or from The
Pigman & Me)
Reading Skill Focus:
Distinguish Between
Important and Unimportant
Details
Literary Analysis: Mood and
Authors’ Styles
Complete Selection Activities
Complete Writing Activity
Extend Your Learning
Activity
Research and Technology
Activity
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Week 6
Jan 17-20
1.02.5 Make connections
among works, self and
relate topics by exploring
expressive materials.
5.01.6
Discuss and analyze the
effects of literary
techniques on texts.
6.02.1
Use common spelling rules
and patterns and master a
list often misspelled words
to identify and edit errors
in spoken and written
English.
3.01.8 Distinguish between
fact and opinion.
3.02.2
RSL1) Cite textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RSL4) 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.
LS2) Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Use punctuation
(commas, parentheses,
dashes) to set off
nonrestrictive/parenthetical
elements.*
b. Spell correctly.
RSL1) Cite textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
WS1) Write arguments to
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Comparing Literary Works
Teach the following:
(Letter From a
Concentration Camp and
Letter to Scottie)
Reading Skill: Distinguish
Between Important and
Unimportant Details
Literary Analysis: Mood and
Authors’ Styles
Own Your Own
Readings in Contemporary
Fiction from Bad Boy
Complete Selection Activities
Complete Spelling Workshop
Complete Writing Workshop
Complete Communications
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis
Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative Assessments
Selection Assessments
Writing Assessments/Rubric
Vocabulary Assessment
Six Week Assessment
Project Rubric
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Prepare essays and
presentations that focus on
problem diagnosis and
solution.
&
3.03.2 Prepare essays and
presentations that use
evaluative techniques.
support claims with clear
reasons and relevant
evidence.
b. Support claim(s) with
clear reasons and relevant
evidence, using credible
sources and demonstrating
an understanding of the
topic or text.
Workshop
Extend Your Learning
Activity
Research and Technology
Activity
Administer Six Week
Assessment
Cumulative Project
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
4th Six Weeks
Unit 4: Poetry
Big Question: Do we need words to communicate well?
NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
Week 1
Jan 25-27
I Can:
1.02.2 Analyze the
characteristics of expressive
works.
6.01.6 Determine meaning of
unfamiliar vocabulary using
various tools and contextual
clues.
5.01.6 Discuss and analyze the
effects of literary techniques
on texts.
I Can:
RSL2) 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.
LS4) 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.
RSL4) 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
Introduce Vocabulary
for the Unit
Selection Vocabulary
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Teach Elements of
Poetry and Types of Poetry
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose poems to teach
(Adventures of Isabel ,
Ankylosaurus, Wilbur Wright
and Orville Wright, A Dream
Within a Dream, Life Doesn’t
Frighten Me and/or The
Walrus and the Carpenter )
Reading Skill Focus: Preview to
Identify Unfamiliar Words
Literary Analysis: Rhythm and
Rhyme
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
meaning and tone.
Research and Technology
Activity
2
Jan 30-Feb 3
2.02.3 Analyze the effects of
presentations and the accuracy
of their information.
6.01.6 Determine meaning of
unfamiliar vocabulary using
various tools and contextual
clues.
5.01.6 Discuss and analyze the
effects of literary techniques
on texts.
SLS5) Include
multimedia components
(e.g., graphics, images,
music, sound) and visual
displays in presentations
to clarify information.
LS4) 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.
RSL4) 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.
Selection Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Choose poems to teach
(Simile: Willow and Ginkgo,
Fame Is a Bee, April Rain
Song, Abuelito Who, The
World Is Not a Pleasant Place
to Be and/or Child on Top of a
Greenhouse)
Reading Skill Focus: Read
Ahead to Find Context Clues
Literary Analysis: Figurative
Language: Simile, Metaphor,
Personification
Reading Informational Text
Origami: Apatosaurus
(Instruction Manual)
Reading Skill Focus: Using
Context to Understand
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Specialized or Technical
Language
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
Week 3
Feb 6 - 10
1.04.3 Interpret how personal
circumstances shape
interaction with text.
SLS1) Engage effectively
in a range of
collaborative discussions
(one-on-one, in groups,
and teacher-led) with
diverse partners of grade
6 topics, texts, and issues,
building on others’ ideas
and expressing their own
clearly.
d. Review the key ideas
expressed and
demonstrate
understanding of
multiple perspectives
Selection Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Comparing Literary Works
Teach the following poems:
(Dust of Snow and who knows
if the moon’s)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Common Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
5.01.7 Interpret text by
explaining various thematic
and stylistic elements.
3.03.2 Prepare essays and
presentations that use
evaluative techniques.
6.01.1 Use various sentence
types, employing proper
punctuation and structure.
through reflection and
paraphrasing.
RSIT6) Determine an
author’s point of view or
purpose in a text and
explain how it is
conveyed in the text.
WS1) Write arguments
to support claims with
clear reasons and
relevant evidence.
b. Support claim(s) with
clear reasons and
relevant evidence, using
credible sources and
demonstrating an
understanding of the
topic or text.
LS3) Use knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
a. Vary sentence patterns
for meaning,
reader/listener interest,
and style.*
b. Maintain consistency
in style and tone.*
Literary Analysis: Comparing
Imagery
Complete Selection Activities
Complete Writing Workshop
Extend Your Learning Activity
Research and Technology
Activity
Administer Common
Assessment
Reteach skills, judging which
skills to reteach by evaluating
students’ performance on the
Common Assessment.
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Week 4
Feb 13 - 17
I Can:
5.01.1 Use effective reading
I Can:
RSIT2) Determine a
Selection Vocabulary
Reteach Skills Not Mastered
by students during this week.
Textbook
Revised Blooms Taxonomy
Daily Formative
Assessments
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
strategies to increase fluency
and literacy.
6.01.1Use various sentence
types, employing proper
punctuation and structure.
5.02.1 Read a variety of
literature to study the
characteristics of genres.
5.02.4 Explore the impact of
literary elements on a text’s
meaning.
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.
LS3) Use knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
a. Vary sentence patterns
for meaning,
reader/listener interest,
and style.*
b. Maintain consistency
in style and tone.*
RSL5) 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.
RSL3) Describe how a
particular story’s or
drama’s plot unfolds in a
series of episodes as well
as how the characters
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Introduce the author of the
selection
Choose poems to teach
(Haiku, Limerick, The
Sidewalk Racer, and/or
Concrete Cat)
Reading Skill: Reread to
Paraphrase
Literary Analysis: Forms of
Poetry: Haiku, Limerick,
Concrete
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
respond or change as the
plot moves toward a
resolution.
&
RSL5) 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.
Week 5
Feb 20 - 24
I Can:
1.02.3 Determine the effects of
literary devices/strategies by
exploring expressive materials.
5.01.6 Discuss and analyze the
effects of literary techniques
on texts.
I Can:
RSL2) 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.
RSL4) 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.
Selection Vocabulary
Continue Discussion/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Informational Text
Madison County Library Card
Application and North
Carolina Poetry Society
Contest (Applications)
Introduce the author of the
selection
Choose poems to teach.
No Thank You, Wind and
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
2.01.1 Monitor comprehension
in informational materials.
2.01.2 Study the
characteristics of
informational works.
2.01.4 Determine the
importance and accuracy of
informational materials.
RSIT2) 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.
RSIT5) 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.
RSIT2) 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.
water and stone, Parade, The
Fairies’ Lullaby, Saying Yes,
and Cynthia in the Snow)
Reading Skill Focus: Read
Aloud According to
Punctuation
Literary Analysis: Sound
Devices: Alliteration,
Repetition, Onomatopoeia
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
Week 6
Feb 28 –
Mar 2
&
Mar 5- 8
I Can:
1.02.5 Compare and contrast
expressive materials.
1.02.8 Generate a learning log
or journal by exploring
expressive materials.
5.01.6 Discuss and analyze the
effects of literary techniques
on texts.
6.02.1 Use common spelling
rules and patterns and master
a list often misspelled words to
identify and edit errors in
spoken and written English.
I Can:
RSL1) Cite textual
evidence to support
analysis of what the text
sys explicitly as well as
inferences drawn from
the text.
RSL2) 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.
RSL4) 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.
LS2) Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Comparing Literary Works
Teach the following:
(Letter At First, It Is True, I
Thought There Were Only
Peaches & Wild Grapes and
Alphabet)
Literary Analysis: Comparing
Sensory Language
Own Your Own
Readings in Classic Stories
The Princess and the Pea
Complete Selection Activities
Complete Spelling Workshop
Complete Writing Workshop
Complete Communications
Workshop
Extend Your Learning Activity
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Six Week Assessment
Project Rubric
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
3.03.2 Prepare essays and
presentations that use
evaluative techniques.
WS1) Write arguments
to support claims with
clear reasons and
relevant evidence
(a, b, c, d, e).
Research and Technology
Activity
Administer Six Week
Assessment
Cumulative Project
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
5th Six Weeks
Unit 5: Drama
Big Question: How do we decide who we are?
NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
Week 1
Mar 12 - 16
I Can:
1.02.7) Determine main idea or
significance by exploring
expressive materials.
&
3.01.4 Summarize author’s
point of view.
2.01.3 Restate and summarize
informational material.
5.01.6 Discuss and analyze the
effects of literary techniques
on texts.
I Can:
RSL2) 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.
RSIT2) 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.
RSL4) 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
Introduce Vocabulary
for the Unit
Selection Vocabulary
Introduce the Unit Big
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Teach Elements of
Drama and Types of Drama
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Teach: The Phantom
Tollbooth, Act I
Reading Skill Focus: Reread to
Identify Main Events
Literary Analysis: Dialogue
Complete Selection Activities
Complete Writing Activity
Extend Your Learning Activity
Research and Technology
Activity
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
meaning and tone.
2
Mar 19 - 23
I Can:
1.02.7) Determine main idea or
significance by exploring
expressive materials.
&
3.01.4) Summarize author’s
point of view.
&
1.02.4 Make connections
among works, self and related
topics by exploring expressive
materials.
5.02.3 Explore how author’s
use of genre affects a work’s
meaning.
I Can:
RSL2) 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.
RSL4) 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.
Selection Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Continue Teaching: The
Phantom Tollbooth, Act I
Reading Skill Focus: Reread to
Identify Main Events
Literary Analysis: Dialogue
Comparing Literary Works
from The Phantom Tollbooth
Reading Skill Focus:
Comparing a Novel to Its
Dramatization
Complete Selection Activities
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Week 3
Mar 26 - 30
I Can:
2.01.3 Restate and summarize
informational material.
&
2.01.4 Determine the
I Can:
RSIT2: Determine a
central idea of a text and
how it is conveyed
through particular
Selection Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
importance and accuracy of
informational materials.
3.01.4 Summarize author’s
point of view.
4.01.1 Monitor comprehension
for author’s purpose.
details; provide a
summary of the text
distinct from personal
opinions or judgments.
RSL2) 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.
RSL7) 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.
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Reading informational
Materials
Teach
Boredom Blues Begone
(Problem-and-Solution Essay)
Reading Skill: Outlining
Complete Selection Activities
Complete Writing Workshop
Extend Your Learning Activity
Research and Technology
Activity
Administer Common
Assessment
Reteach skills, judging which
skills to reteach by evaluating
students’ performance on the
Common Assessment.
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Vocabulary Assessment
Common Assessment
Week 4
April 2 – 6
I Can:
2.01.6 Compare and contrast
I Can:
RSIT9) Compare and
Selection Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Textbook
Revised Blooms Taxonomy
Daily Formative
Assessments
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
and
Week 5
April 16 - 20
information.
5.02.4 Explore the impact of
literary elements on a text’s
meaning.
contrast one author’s
presentation of events
with that of another (e.g.,
a memoir written by and
a biography on the same
person).
RSL3) Use knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
a. Vary sentence patterns
for meaning,
reader/listener interest,
and style.*
b. Maintain consistency
in style and tone.*
&
RSL5) 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.
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
Teach: The Phantom
Tollbooth, Act II
Reading Skill Focus: Picture
the Action to Compare and
Contrast
Literary Analysis: Stage
Directions
Complete Selection Activities
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Selection Assessments
Writing
Assessments/Rubric
Vocabulary Assessment
Week 6
April 23 –
27
I Can:
3.02.2 Prepare essays and
presentations that focus on
problem diagnosis and
solution.
I Can:
WS1) Write arguments
to support claims with
clear reasons and
relevant evidence.
Selection Vocabulary
Continue Discussions/Activities
on the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Daily Formative
Assessments
Selection Assessments
Writing
Assessments/Rubric
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
6.02.3 Produce final drafts
with accurate spelling and
correct punctuation and
capitalization.
b. Support claim(s) with
clear reasons and
relevant evidence, using
credible sources and
demonstrating an
understanding of the
topic or text.
LS2) Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Use punctuation
(commas, parentheses,
dashes) to set off
nonrestrictive/parentheti
cal elements.*
b. Spell correctly.
Introduce the author of the
selection
Pre-reading Strategies
During Reading Strategies
After Reading Strategies
On Your Own: Readings in
Drama
from You’re a Good Man,
Charlie Brown
Complete Spelling Workshop
Complete Writing Workshop
Complete Communications
Workshop
Complete Selection Activities
Cumulative Project
Administer Six Week
Assessment
Warm-up Activities
Literary Analysis Activities
Writing About the Big
Question
Vocabulary Building
Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
www.PHSchool.com
Web Code: ela-6207
Vocabulary Assessment
Six Week Assessment
Project Rubric
Halifax County Pacing Guide Grade 6
RSL – Reading Standard for Literature
RSIT – Reading Standard for Informational Text
SLS – Speaking and Listening Standards
WS – Writing Standards
LS – Language Standards
6th Six Weeks
Big Question: How much do our communities shape us?
NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
Week 1
April 30 -
May 4
Review for EOG EOG Testing Strategies
2
May 7 - 11
Review for EOG EOG Testing Strategies
Week 3
May 14 - 18
Review for EOG EOG Testing Strategies
Week 4
May 21 – 25
EOG
Week 5
May 28 –
June 1
EOG
Week 6
June 4-June
8
Make-ups and Retest
