Grade 6: M/J Language Arts 1 Curriculum Map...2019-2020 Grade 6: M/J Language Arts 1 Curriculum Map 4 LAFS.6.W.4.10 Write routinely over extended time frames (time for research, …

2019-2020 Grade 6: M/J Language Arts 1 Curriculum Map 1

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org.

The main resource for the support of instruction is the Florida Collections textbook series and digital platform found at http://my.hrw.com. Course materials are available on Canvas, located in the VPortal: https://launchpad.classlink.com/volusia. The Can-Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at https://www.wida.us/standards/CAN_DOs/ .

Overview of Grade 6 ELA Curriculum Map Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

6 Writing Arguments

Comparing Authors’ Choices Literary Elements and Word

Choice Informative Writing

Informative Writing Structure in Poetry Informational Texts

Comparing Poetic Forms

Central Idea Comparing Themes Across

Different Genres Character Motivation and

Development Comparing Presentation of

Events

Review of Argumentative and Informative Writing

Review of Reading Skills Comparing Genres

The Novel

Assessments PT: Argument Speech DIA 1

VLT 1: Argumentative Essay PT: Expository Essay

VLT 2: Informative Essay DIA 2

PT: Personal Narrative

PT: Play or Myth DIA 3 (optional)

The curriculum map represents what is required in each quarter of instruction to ensure that all the standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the texts and activities to add additional resources from Florida Collections or other outside sources to best support students’ learning needs. The VLT is the Volusia Literacy Test which will be given two times a year to assess student success with the LAFS. The DIA is the District Interim Assessment of Reading Standards which will be given 2 or 3 times per year. The PT is a Performance Task which will assess student success with specific LAFS linked to a particular unit of the Florida Collections textbook. The Assessment of Standards (AOS) is a mastery assessment of the focus standards for the nine weeks taken from the Collections end-of-collection printable assessments. During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing, research, discussions and presentations. The study and application of vocabulary and grammar should take place within the context of what students read and write.

Grade 6: M/J Language Arts 1 Curriculum Map

http://www.cpalms.org/

http://my.hrw.com/

https://launchpad.classlink.com/volusia

https://www.wida.us/standards/CAN_DOs/


Grade 6 Language Arts Florida Standards Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed. Strand: READING STANDARDS FOR LITERATURE

LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RL.1.2 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.

LAFS.6.RL.1.3 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.

LAFS.6.RL.2.4 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.

LAFS.6.RL.2.5 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.

LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.

LAFS.6.RL.3.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

LAFS.6.RL.3.9 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.

LAFS.6.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RI.1.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

LAFS.6.RI.3.7 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.

LAFS.6.RI.3.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

LAFS.6.RI.3.9 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).

LAFS.6.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Strand: WRITING STANDARDS

LAFS.6.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.

LAFS.6.W.1.1a Introduce claim(s) and organize the reasons and evidence clearly.

LAFS.6.W.1.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

LAFS.6.W.1.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

LAFS.6.W.1.1d Establish and maintain a formal style.

LAFS.6.W.1.1e Provide a concluding statement or section that follows from the argument presented.

LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.6.W.1.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

LAFS.6.W.1.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

LAFS.6.W.1.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

LAFS.6.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

LAFS.6.W.1.2e Establish and maintain a formal style.

LAFS.6.W.1.2f Provide a concluding statement or section that follows from the information or explanation presented.

LAFS.6.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

LAFS.6.W.1.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

LAFS.6.W.1.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

LAFS.6.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

LAFS.6.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

LAFS.6.W.1.3e Provide a conclusion that follows from the narrated experiences or events.

LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.6.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6)

LAFS.6.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

LAFS.6.W.3.8 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.

LAFS.6.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.6.W.3.9a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

LAFS.6.W.3.9b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).


LAFS.6.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Strand: SPEAKING AND LISTENING STANDARDS

LAFS.6.SL.1.1 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.

LAFS.6.SL.1.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

LAFS.6.SL.1.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

LAFS.6.SL.1.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

LAFS.6.SL.1.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

LAFS.6.SL.1.2 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.

LAFS.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

LAFS.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

LAFS.6.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3)

Strand: LANGUAGE STANDARDS

LAFS.6.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.6.L.1.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

LAFS.6.L.1.1b Use intensive pronouns (e.g., myself, ourselves).

LAFS.6.L.1.1c Recognize and correct inappropriate shifts in pronoun number and person.

LAFS.6.L.1.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

LAFS.6.L.1.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.6.L.1.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

LAFS.6.L.1.2b Spell correctly.

LAFS.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.6.L.2.3a Vary sentence patterns for meaning, reader/listener interest, and style.

LAFS.6.L.2.3b Maintain consistency in style and tone.

LAFS.6.L.3.4 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.

LAFS.6.L.3.4a 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.

LAFS.6.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).


LAFS.6.L.3.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

LAFS.6.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.6.L.3.5a Interpret figures of speech (e.g., personification) in context.

LAFS.6.L.3.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

LAFS.6.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

LAFS.6.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Quarter 1 Grade 6: M/J Language Arts 1

Assessments Assessed Standards

• Performance Task: Present an Argument in a Speech, p. 247

Note: Students should evaluate other students’ speeches to address LAFS.6.SL.1.3.

LAFS.6. W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.6. W.3.8: Gather relevant information from multiple print and digital assess the credibility of each source; and quote or paraphrase the data and conclusions of le avoiding plagiarism and providing basic bibliographic information for sources. LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

• District Interim Assessment (DIA) of Reading 1 (Formative)

LAFS.6.RL.1.2: 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. LAFS.6.RL.1.3: 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. LAFS.6.RL.2.4: 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. LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics. LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RI.3.7: Integrate information presented in different media or formats, as well as in words to develop a coherent understanding of a topic or issue. LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another. LAFS.6.L.1.1b: Use intensive pronouns. LAFS.6.L.1.1c: Recognize and correct inappropriate shifts in pronoun number and person. LAFS.6.L.1.2a: Use punctuation to set off nonrestrictive/parenthetical elements.

• Assessment of Standards (optional) This is a mastery assessment of the focus

standards for this nine weeks taken from the Collections end-of-collection printable

assessments.

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Applicable Standards for All Quarter 1 Texts LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.


Quarter 1 - Curriculum Focus: Writing Arguments

Performance Assessment booklet-- Unit 1: Argumentative Essay, p. 1-32 (Choose activities based on students’ needs.)

Students must complete Step 3 of Performance Assessment booklet, p. 9, in order to practice LAFS.6.RI.3.7.

For resources and materials, please access the Writing Center in Canvas.

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

LAFS.6.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.6.RL.3.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Quarter 1 - Curriculum Focus: Comparing Authors’ Choices

Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text Set: “The First Day of School,” p. 271 “The Road Not Taken,” p. 281 Learning Target: Students will provide a description of how the theme or central idea is conveyed through particular details. (RL.1.2) Learning Target: Students will determine the meaning of words and phrases using the context of the text. (RL.2.4) Learning Target: Students will provide a statement on the impact of a specific word choice on the meaning and tone of the overall text. (RL.2.4)

Suggested pacing: 2 weeks

Close Read: Determine Meanings: Mood, Questions A, C, E, F, I

Determine Meanings of Words and Phrases, p. 277

Analyzing the Text, p. 278, Questions 1, 4, 6

LAFS.6.RL.1.2: 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. LAFS.6.RL.2.4: 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. FSA Standards Specifications: Items may ask the student to determine a theme or central idea and how it is conveyed through key details. Themes or central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey theme or central idea and not the manner in which the author handles them. Items may ask the student to summarize all or part of the text. (RL.1.2) Items may ask the student to use the text to determine the meanings of words and phrases. Items should focus on how the words or phrases function within a passage and may require the student to analyze the impact of word choice on the text. Items should focus on words and phrases that are central to the meaning of text. Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. (RL.2.4)

Close Read: Determine Theme, Teacher Edition, Question C

Determine Theme, p. 283

Analyzing the Text, p. 284, Questions 1, 2, 5

Suggested Common Assessment: Performance Task, Discussion, p. 284 Use Compare and Contrast Graphic Organizer

Suggested Learning Strategy Final Word, Reading Appendix- Protocols and Resources, p. 12

Resources for Focus Standards LUT- Setting and Mood

Language Conventions: Varying Sentence Patterns, p. 280

LAFS.6.L.2.3a: Vary sentence patterns for meaning, reader/listener interest, and style.

https://volusia.instructure.com/courses/7269/pages/6th-grade-writing-center

https://my.hrw.com/la3/la09/student/minisites/igo/pdf/comparison_contrast_chart.pdf


https://volusia.instructure.com/courses/7269/files/2267720/download?wrap=1


Quarter 1 - Curriculum Focus: Literary Elements and Word Choice


Text Set: Poetry “A Voice,” p. 241 “Words Like Freedom,” p. 244 Learning Target: Students will provide a statement on the impact of a specific word choice on the meaning and tone of the overall text. (RL.2.4)

Suggested pacing: 1 week

Determining the Meaning of Figurative Language, p. 245 Use Close Read: Determine the Meaning of Figurative Language activity suggestion in Teacher Edition, p. 245.

LAFS.6.RL.2.4: 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. FSA Standard Specifications: Items may ask the student to use the text to determine the meanings of words and phrases. Items should focus on how the words or phrases function within a passage and may require the student to analyze the impact of word choice on the text. Items should focus on words and phrases that are central to the meaning of text. Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. (RL.2.4)

Analyze Tone, p. 245 Use Close Read: Analyze Tone activity suggestion in Teacher Edition, p. 245.

Analyzing Text, p. 246, Questions 1-3; 5-7

Suggest Common Assessment: Analyze Style, Practice and Apply p. 246a

Suggested Learning Strategy Gallery Walk, Reading Appendix – Protocols and Resources, p. 14

Resources for Focus Standard LUT: Figurative Language IWL: Determine Meaning- Imagery



Quarter 1 - Curriculum Focus: Argumentative Texts


Text Set: Argument “Wild Animals Aren’t Pets,” p. 223 “Let People Own Exotic Animals” p. 227 Learning Target: Students will trace an argument and specific claims in a text. (RI.3.8) Learning Target: Students will evaluate the argument and specific claims in a text. (RI.3.8)


Analyzing the Text, p. 226, Questions 1-4 LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. FSA Standard Specifications: Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the entire text. Items may focus on distinguishing arguments or claims that are supported with evidence from those that are not. Items should not exclusively ask the student to identify the argument or claims in a text. (RI.3.8)

Analyzing the Text, p. 229, Questions 1-3

Suggested Common Assessment: Questions 1 & 4, p. 230

Suggested Learning Strategy Back-to-Back and Face-to-Face, Reading Appendix- Protocols and Resources, p. 5

Resources for Focus Standard

LUT: Elements of an Argument LUT: Analyzing Arguments LUT: Elements of an Argument Guiding Questions Close Reader, “Views on Zoos” Critical Vocabulary “Views on Zoos” p. 63-68

Language and Editing: Part to Whole Analogies, p. 231

LAFS.6.L.3.5b: Use the relationship between particular words to better understand each of the words.



https://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/gr6/guided_questions/teacher/index.html




• VLT 1: Argumentative Essay (see Canvas)

(Summative grade after remediation)

The window for administering, scoring, entering scores in Eduphoria, remediating, and grading the VLT is October 21 –

November 8.

LAFS.6.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence.

• Performance Task: Writing an Expository Essay, Collections, p. 67

(to be completed after the Fear and Phobias text set)

LAFS.6.W.1.2a-e: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LAFS.6.W.3.8: 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.

• Assessment of Standards (optional) This is a mastery assessment of the focus standards for this

nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. LAFS.6.RL.2.5: 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. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.

Applicable Standards for All Quarter 2 Texts LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RL.2.4: 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. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.


Quarter 2 - Curriculum Focus: Informative Writing

Texts and Activities Focus Standards and Notes

Performance Assessment booklet-- Unit 2: Informative Essay, pp. 33-66

(Choose activities based on students’ needs.)

For resources and materials, please access the Writing Center in Canvas.

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

LAFS.6.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 2 - Curriculum Focus: Structure in Poetry


Text:

“Life Doesn’t Frighten Me,” p. 37-38

Learning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza fits into the overall structure of a text. (RL.2.5)

Learning Target: Students will provide an explanation of how an author develops the point of view of the narrator or speaker in a text. (RL.2.6)


Analyze Structure, p. 39

Bulleted questions- Use Close Read activity suggestion in Teacher Edition, p. 39.

LAFS.6.RL.2.5: 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. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. FSA Standard Specifications: Items may ask the student to analyze the purpose of specific sentences, scenes, or stanzas. Items may ask the student to consider the effect of a particular sentence, scene, or stanza on the overall structure and meaning. (RL.2.5) Items should focus on how specific structural elements create a comprehensive picture of the theme, setting, or plot. (RL.2.6)

Close Read Guiding Questions in Teacher Edition, A-D

Analyze the Text, p. 40, Questions 1, 2, 4

Suggested Common Assessment: Analyze the Text, p. 40, Question 5

Suggested Learning Strategy Discussion Appointments, Reading Appendix- Protocols and Resources, p. 11

Resources for Focus Standard(s) Analyze Structure: Rhyme Scheme-Practice and Apply (in writing), p. 40a Analyze Structure: Lyric Poetry, 40a IWL: Sound Devices

https://volusia.instructure.com/courses/7269/pages/6th-grade-writing-center



Quarter 2 - Curriculum Focus: Informational Text


Text Set: Fears and Phobias

“Fears and Phobias,” p. 41

“In the Spotlight,” p. 51

“Wired for Fear,” p. 61

Learning Target: Students will provide a statement of a theme or central idea of a text. (RI.1.2) Learning Target: Students will provide a description of how the theme or central idea is conveyed through particular details. (RI.1.2) Learning Target: Students will provide a summary of the text distinct from personal opinions or judgments. (RI.1.2) Learning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza fits into the overall structure of a text. (RI.2.5) Learning Target: Students will provide an explanation of how the author’s point of view or purpose is conveyed in the text. (RI.2.6)


Cite evidence and Analyze Structure – Bulleted Questions, p. 47 Use Close Read activities suggestion in Teacher Edition.

Analyzing the Text Questions 2, 4, 5, 6, p. 48

Suggested Common Assessment: Performance Task: Writing Activity: Summary, p. 48

Determine Central Idea and Determine Details, p. 55 Use Close Read activities suggestion in Teacher Edition.

Analyzing the Text, p. 56, Questions 2, 3, 4, 5

Interpret Information, p. 61 (answer bullets at bottom)

Analyze the Media, p. 62, Questions 1 - 5

Suggested Common Assessment: Write an Expository Essay, p. 67 (Teacher may change this assignment to a multi-media presentation utilizing digital tools, etc.)

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. LAFS.6.L.1.1a: Ensure that pronouns are in the proper case. FSA Standards Specifications: Items may ask the student to determine a central idea and how it is conveyed through key details. Central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey the central idea and not the manner in which the author handles them. Items may ask the student to summarize the text. (RI.1.2) Items may ask the student to analyze the purpose of specific sentences, paragraphs, chapters, or sections. Items may ask the student to consider the effect of a particular sentence, paragraph, chapter, or section on the overall structure and meaning. Items should focus on how specific structural elements work together and/or help to develop ideas. (RI.2.5) Items may ask the student to determine the author’s point of view or purpose in a text and to explain the strategies the author uses to convey point of view or purpose. (RI.2.6)

Suggested Learning Strategy Jigsaw, Reading Appendix- Protocols and Resources, p. 20 Gallery Walk, Reading Appendix- Protocols and Resources, p. 14

Resources for Focus Standard(s)

Guiding Questions: “Fears and Phobias,” 2, 4, 5, 9, 11, 12; “Into the Spotlight,” 1-4, 6 IWL: Write a Summary, p. 50a Close Read Screencast lines 9-12 LUT: Determine Central Ideas and Details Close Reader, “Face Your Fears: Choking Under Pressure Is Every Athlete’s Worst Nightmare,” p. 9CR and “Face Your Fears and Scare Phobias Our of Your Brain,” p. 13 CR

Language Conventions Subjective and Objective Pronouns, p. 50; Possessive Pronouns, p. 58.




Vocabulary Vocabulary Strategy: Prefixes that Mean “Not,” p. 49 Vocabulary Strategy: Suffixes that Form Nouns p. 57

Quarter 2 - Curriculum Focus: Comparing Poetic Forms


Text Set: “After the Hurricane,” p. 157-164 “Watcher,” p. 166-167 Learning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza contributes to the development of the theme, setting or plot. (RL.2.5) Learning Target: Students will provide an explanation of how an author develops the points of view of the narrator in a text. (RL.2.6) Learning Target: Students will compare poetic forms with similar topics. (RL.3.9)

Suggested pacing: 1-2 weeks

Close Read: Analyze Structure, questions A, D, E, I (TE apron)



Close Read: Analyze Structure, questions A, B, D, E (TE apron)



LAFS.6.RL.2.5: 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. LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.L.1.1a: Ensure that pronouns are in the proper case (subjective, objective, possessive). LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

FSA Standards Specifications: Items may ask the student to analyze the purpose of specific sentences, paragraphs, chapters, or sections. Items may ask the student to consider the effect of a particular sentence, paragraph, chapter, or section on the overall structure and meaning. Items should focus on how specific structural elements work together and/or help to develop ideas. (RL.2.5) Items may ask the student to determine the author’s point of view or purpose in a text and to explain the strategies the author uses to convey point of view or purpose. (RL.2.6)

Compare & Contrast Poetic Forms, p. 169 (Use Close Read activity suggestion in Teacher Edition wraparound and Graphic Organizer in Teacher Resources.)

Suggested Common Assessment: Analyze the Text, p. 170, Questions 4-5

Suggested Learning Strategy

Socratic Seminar, Reading Appendix- Protocols and Resources, p. 31 Ask students to have the graphic organizer completed for the discussion.

Resources for Focus Standards

Analyze Structure Activity, p. 168 LUT: Elements of Poetry IWL: Compare Poetic Forms Reteach Activity, p. 170a Guiding Questions: “After the Hurricane,” 1, 4, 5, 9; “Watcher,” 1, 5 (Located under HMH resources tab)






• VLT: Informative Essay (see Canvas)

(Summative grade after remediation) The window for administering, scoring, entering scores in

Eduphoria, remediating, and grading the VLT is January 13-31.

LAFS.6.W.1.2a-e: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

•District Interim Assessment (DIA) of Reading 2 (Formative)

LAFS.6.RL.1.2: 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. LAFS.6.RL.1.3: 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. LAFS.6.RL.2.4: 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. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RL.3.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics. LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. LAFS.6.RI.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another. LAFS.6.L.1.1b: Use intensive pronouns. LAFS.6.L.1.2a: Use punctuation to set off nonrestrictive/parenthetical elements.

• Performance Task: Write a Personal Narrative, Collections, p. 303

(to be completed after the Colin Powell text set)

LAFS.6.W.1.3 a-e: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. LAFS.6. W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• Assessment of Standards (optional) This is a mastery assessment of the focus standards

for this nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. LAFS.6.RI.3.7: Integrate information presented in different media or formats, as well as in words to develop a coherent understanding of a topic or issue.


Applicable Standards for Quarter 3 Texts LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.

Quarter 3 - Curriculum Focus: Central Idea


Text Set: “The Gods of Olympus,” Safari Montage “The Roles of Myths in Ancient Greece from Greek Mythology,” p. 363

Learning Target: Students will provide a statement of how the central idea is conveyed through particular details. (RI.1.2) Learning Target: Students will provide an objective summary of the text distinct from personal opinions or judgments. (RI.1.2) Suggested pacing: 1 week

Watch video and have students answer the question: Why were myths important to the ancient Greeks?

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.L.1.2a: Use punctuation to set off nonrestrictive/parenthetical

elements. FSA Standard Specifications: Items may ask the student to determine a theme or central idea and how it is conveyed through key details. Themes or central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey theme or central idea and not the manner in which the author handles them. Items may ask the student to summarize all or part of the text. (RI.1.2)

Collaborative Discussion, p. 368 (see notes in Teacher Edition)

Analyzing the Text, p. 370, Questions 1,2,4

Suggested Common Assessment: Performance Task- Speaking Activity: Discussion, p. 370

Suggested Learning Strategy Socratic Seminar, Reading Appendix- Protocols and Resources, p. 31


IGO- Spider Maps IWL- Summarizing Text LUT- Reading for Details- LUT- Main Idea and Supporting Details Paraphrase the text p. 372a, TE

Vocabulary Latin Roots, p. 371

Language Conventions Parentheses, p. 372



Quarter 3 - Curriculum Focus: Comparing Themes Across Different Genres


Text Set from Black Ships Before Troy- The Story of the Iliad, p.313 “The Apple of Discord,” p. 331 Learning Target: Students will provide a statement of a theme or central idea of a text. (RL.1.2) Learning Target: Students will provide a description of how the theme or central idea is conveyed through particular details. (RL.1.2) Learning Targets: Students will provide a comparison and contrast of texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. (RL.3.9)


Describe Stories: Myth and Determine Theme, p. 327

Have students complete the activities for both Myths and Determine Theme on p. 327.

LAFS.6.RL.1.2: 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. LAFS.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics. FSA Standards Specifications: Items may ask the student to determine a theme or central idea and how it is conveyed through key details. Themes or central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey theme or central idea and not the manner in which the author handles them. Items may ask the student to summarize all or part of the text. (RL.1.2) Items may ask the student to analyze similarities and differences in how texts approach the similar themes or topics. Items may require the student to use key details to explain how texts are similar or different in their approach. Items should not simply ask the student to identify common themes or topics. Items should be developed with text sets from different genres. (RL.3.9)


Compare and Contrast Genres, p. 333 Guide students to answer the bulleted questions.

Suggested Common Assessment: Analyzing the Text, p. 334, Questions 4-6


Marking the Text, Summarizing/Paraphrasing, ELA Instructional Strategies Think, Pair, Share, Reading Appendix- Protocols and Resources, p. 35

Resources for Focus Standard LUT: Myths, Legends, and Tales Black Ships Before Troy Graphic Organizer





Quarter 3 - Curriculum Focus: Character Motivation and Development


Text:

“Eleven,” p. 233-236

Learning Target: Students will provide a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution. (RL.1.3) Learning Target: Students will determine the meaning of words and phrases and analyze their impact on meaning and tone (RL.2.4)


Describe Characters’ Responses, p. 237 Create a Character Motivation chart like the example on p. 240c.

LAFS.6.RL.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RL.2.4: 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. LAFS.6.L.3.5c: Distinguish among the connotations of words with similar denotations.

FSA Standard Specifications: Items may ask the student to use details from the text to explain how a character responds as the plot unfolds. Items may ask how a story’s plot develops over time. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about plot and character. (Rl.1.3) Items may ask the student to use the text to determine the meanings of words and phrases. Items should focus on how the words or phrases function within a passage and may require the student to analyze the impact of word choice on the text. Items should focus on words and phrases that are central to the meaning of text. Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. (RL.2.4)

Analyze Word Choice and Tone, p. 237


Suggested Common Assessment: Performance Task, Speaking Activity: Discussion, p. 238

Suggested Learning Strategy Jigsaw, Reading Appendix – Protocols and Resources, p. 20 (bullets from the Performance Task on p. 238.)


Achievethecore lesson: “Eleven” IWL- Characterization Guiding Questions: 1-2, 4-6 Close Reader “What Do Fish Have to Do with Anything?” p. 69

Vocabulary Vocabulary Strategy: Denotation and Connotation, p. 239





Quarter 3 - Curriculum Focus: Comparing Presentation of Events


Text Set: from It Worked for Me, p. 253 from Colin Powell: Military Leader, p. 260 Learning Target: Students will provide detailed analysis of how a key individual, event or idea is introduced, illustrated and elaborated in a text. (RI.1.3) Learning Target: Students will provide a comparison and contrast of one author’s presentation of events with that of

another. (RI.3.9) Suggested pacing: 3 weeks

• Analyzing the Text: p. 259, Questions 1, 3 LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another. LAFS.6.L.1.1d: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). FSA Standards Specifications: Items may ask the student to use details from the text to explain how an individual, event, or idea is introduced, illustrated, or elaborated in the text. Items should focus on individuals, events, or ideas that are central to the meaning of the text. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about events, individuals, or ideas. (RI.1.3) Items may ask the student to analyze similarities and differences in how authors present ideas or events. Items may require the student to use key details to explain how authors are similar or different in their approach. Items should not simply ask the student to identify common events. Items should be developed with text sets focusing on the same events or ideas. (RI.3.9)

Analyzing the Text: p. 266, Questions 2, 4

Analyze the Text, p. 268, Questions 1-5

Collaborative Discussion, p. 265 Complete Graphic Organizer from RC3 Lesson in Canvas before the discussion.

Suggested Common Assessment: Writing Connection- Comparing & Contrasting Memoir and Biography from RC3 Lesson in Canvas

Suggested Learning Strategy Socratic Seminar, Reading Appendix- Protocols and Resources, p. 31

Suggested Resources

Analyze the Text: Memoir, p. 259 Analyze the Text: Biography, p. 266 Analyze the Text: Sources and Compare and Contrast: Memoir and Biography, p. 267 LUT: Author’s Purpose; Biographies and Autobiographies Close Reader “Community Hero: Chief Wilma Mankiller” and “from Every Day Is a New Day,” p. 87CR.

Language and Editing: Language Conventions: Correct Vague Pronouns, p. 270

Vocabulary Vocabulary Strategy: Analogies p. 269








• Performance Task: Write a Play or a Myth, Collections, p. 377 OR

• Teacher-designed assessment related to the novel.

LAFS.6.W.1.3a-e: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Optional: District Interim Assessment of Reading 3

• Assessment of Standards (optional) This is a mastery assessment of the focus standards for this nine

weeks taken from the Collections end-of-collection printable assessments.

LAFS.6.RL.1.2: 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. LAFS.6.RL.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. LAFS.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

Applicable Standards for Quarter 4 Texts

LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.SL.1.1: 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.

Curriculum Focus: Review of Argumentative and Informative Writing (Complete before FSA ELA Writing Assessment)

Recommended resources include student writing samples and text sets to be used for Teacher-made review of writing skills:

• Grade 6 2018 FSA Writing Scoring Sampler- Informational

• Grade 6 2018 FSA Writing Informational Prompt

• Grade 6 2018 Paper-based Writing Practice Test- Informative

• Grade 5 2018 FSA Writing Scoring Sampler- Opinion

• Grade 5 2018 FSA Writing Opinion Prompt

• Grade 5 2018 Paper-based Writing Practice Test- Argumentative

• Grade 6 Achieve the Core- On-Demand Argument Prompt

• Grade 6 Achieve the Core- On-Demand Argument Student Sample

• Achieve the Core- On-Demand Information Prompt

• Achieve the Core- On-Demand Information Student Sample

• FSA Writing Rubric

LAFS.6. W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.6.W.1.2a-e: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Ways these resources might be used: • Compare argument and informational writing and have students identify

similarities and differences

• Have students identify and focus on skills needed to write both types of genres

• Use the FSA rubric to annotate and score the student samples

• Have students make improvements/corrections to essays

• Use samplers to create examples of various skills which need emphasis based on students’ needs



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https://scoringguides.airast.org/pdfs/Grade_5.pdf

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Quarter 4 - Curriculum Focus: Review of Reading Skills


Text: “The Making of a Scientist,” Achievethecore.org Learning Target: Students will provide a statement of how the central idea is conveyed through particular details. (RI.1.2) Learning Target: Students will provide detailed analysis of how a key individual, event or idea is introduced, illustrated and elaborated in a text. (RI.1.3) Learning Target: Students will provide an explanation of how the author’s point of view or purpose is conveyed in the text. (RI.2.6) Suggested pacing: 1 week

Questions 1 - 6

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. FSA Standard Specification: Items may ask the student to determine a theme or central idea and how it is conveyed through key details. Themes or central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey theme or central idea and not the manner in which the author handles them. Items may ask the student to summarize all or part of the text. (RI.1.2) Items may ask the student to use details from the text to explain how an individual, event, or idea is introduced, illustrated, or elaborated in the text. Items should focus on individuals, events, or ideas that are central to the meaning of the text. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about events, individuals, or ideas. (RI.1.3) Items may ask the student to determine the author’s point of view or purpose in a text and to explain the strategies the author uses to convey point of view or purpose. (RI.2.6)

Suggested Common Assessment: Question 7

Suggested Learning Strategy Think Aloud, ELA Instructional Strategies




Quarter 4 - Curriculum Focus: Comparing Genres

Texts and Targets Assignments and

Resources Focus Standards and FSA Item Specs

Text Set:

The Prince and the Pauper, p. 345

• The Prince and the Pauper from the novel by Mark Twain

• The Prince and The Pauper, dramatization, and

• “The Prince and the Pauper” Graphic Story, CR p. 124, Close Reader p. 115; Teacher Edition, p. 362b

• The Prince and the Pauper, chapter 3 (6 min 16 sec), Safari Montage

Learning Target: Students will provide a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution. (RL.1.3) Leaning Target: Students will provide an analysis of how a particular sentence, chapter, scene or stanza contributes to the development of the theme, setting or plot. (RL.2.5) Learning Target: Students will provide a comparison and contrast of 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. (RL.3.7)


Describe a Drama, p. 361

Guide students to answer the bulleted questions on p. 361.

LAFS.6.RL.1.3: 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. LAFS.6.RL.2.5: 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. LAFS.6.RL.3.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. LAFS.6.RL.3.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics. FSA Standards Specifications: Items may ask the student to use details from the text to explain how a character responds as the plot unfolds. Items may ask how a story’s plot develops over time. Items may ask for support that is directly stated in the text or ask the student to draw inferences. Items should not ask general questions about plot and character. (RL.1.3) Items may ask the student to analyze the purpose of specific sentences, scenes, or stanzas. Items may ask the student to consider the effect of a particular sentence, scene, or stanza on the overall structure and meaning. Items should focus on how specific structural elements create a comprehensive picture of the theme, setting, or plot. (RL.2.5) Items may ask the student to describe similarities and differences between reading a text and experiencing a media version of that text. Items should focus on what the student sees, hears, or perceives. Items should not ask about one literary text in isolation and should be used with a pairing of a text with a media version of that text. (RL.3.7)


Close Reader, questions 1-6 p. 115-120

Close Reader, questions 2 and 5 p. 123-124

Comparing Versions of “The Prince and the Pauper”

Use Graphic Organizer provided in RC3 Lesson on Canvas.

Suggested Common Assessment: Writing Task- Comparing Versions of “The Prince and the Pauper” Use the prompt contained with the RC3 Lesson on Canvas.


Praise, Question, Suggest, Reading Appendix- Protocols and Resources, p. 25 Marking the Text, ELA Instructional Strategies


LUT: Elements of Drama






Quarter 4 - Curriculum Focus: The Novel

Novel Study: Hatchet, Peak, The Fighting Ground or an appropriate ELA Department/PLC/Grade Level-based selection.

In order to ensure that students cover the LAFS before the ELA FSA, please do not teach the novel until all of the other Curriculum Map activities have been completed.

Suggested pacing: 2 – 3 weeks

Standards and activities must align with the Language Arts Florida Standards and will vary according to students’ needs.

Documents

Grade 6: M/J Language Arts 1 Curriculum Map...2019-2020 Grade 6: M/J Language Arts 1 Curriculum Map 4 LAFS.6.W.4.10 Write routinely over extended time frames (time for research, …