Unit 5: Examining Differing Approaches (February 27-April 13)
Concept: Identity/Adversity
Essential Questions:
- How does adversity influence an individual's decisions and actions?
- How might it feel to live through adversity that may disrupt your way of life?
- In the face of adversity, what causes an individual to prevail while others fail?
- How does an individual's point of view change when affected by adversity?
In this unit, writers will draw evidence from texts in order to craft information/explanatory projects that examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Writing standard being assessed:
W6.2 (a-f) - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Unit 4: Analyzing Author's Craft (January 29-February 26)
Concept: Identity
Essential Questions:
- How do your actions define your identity?
- How do you craft writing to show your identity?
- How do authors purposefully craft stores to create or force connections with their readers?
In this unit, readers will analyze how structure contributes to the development of theme, setting or plot in literary texts and how authors develop the point of view of the narrators or speakers.
Writers will craft creative narrative projects to tell a story through words, descriptions, and other techniques that represent an overarching theme.
Reading standards being assessed in this unit:
- RL6.5 Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text contributes to the development of the theme, setting, or plot.
- RL6.6 Explain how an author develops the point of view of the narrarotor or speaker in a text.
Writing standards being assessed in this unit:
- W6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Unit 3 - The Power of Arguments: What is Worth Fighting For?
Essential Questions:
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Why would someone fight for something they believe in?
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Why are some situations more significant than others?
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What makes something important even if it doesn’t impact me?
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Why is it important to evaluate what I believe in, regardless of others’ beliefs?
In this unit, readers will analyze structure within literary nonfiction, tracing and evaluating authors’ arguments, claims, reasoning and evidence. Writers will draw evidence from nonfiction texts in order to support analysis, reflection, and research and will write arguments to support claims with clear reasons and relevant evidence.
In this unit, students will be able to…
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Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (RI.6.5)
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Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (RI.6.8)
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Write arguments to support claims with clear reasons and relevant evidence. (W6.1)
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Introduce claim(s) and organize the reasons and evidence clearly. (W.6.1.a)
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Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. (W.6.1.b)
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Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (W.6.1.c)
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Establish and maintain a formal style. (W.6.1.d)
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Provide a concluding statement or section that follows from the argument presented. (W.6.1.e)
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Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.6.9)
Unit 5: Examining Differing Approaches (February 27-April 13)
Concept: Identity/Adversity
Essential Questions:
- How does adversity influence an individual's decisions and actions?
- How might it feel to live through adversity that may disrupt your way of life?
- In the face of adversity, what causes an individual to prevail while others fail?
- How does an individual's point of view change when affected by adversity?
In this unit, writers will draw evidence from texts in order to craft information/explanatory projects that examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Writing standard being assessed:
W6.2 (a-f) - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Unit 4: Analyzing Author's Craft (January 29-February 26)
Concept: Identity
Essential Questions:
- How do your actions define your identity?
- How do you craft writing to show your identity?
- How do authors purposefully craft stores to create or force connections with their readers?
In this unit, readers will analyze how structure contributes to the development of theme, setting or plot in literary texts and how authors develop the point of view of the narrators or speakers.
Writers will craft creative narrative projects to tell a story through words, descriptions, and other techniques that represent an overarching theme.
Reading standards being assessed in this unit:
- RL6.5 Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text contributes to the development of the theme, setting, or plot.
- RL6.6 Explain how an author develops the point of view of the narrarotor or speaker in a text.
Writing standards being assessed in this unit:
- W6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Unit 3 - The Power of Arguments: What is Worth Fighting For?
Why would someone fight for something they believe in?
Why are some situations more significant than others?
What makes something important even if it doesn’t impact me?
Why is it important to evaluate what I believe in, regardless of others’ beliefs?
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (RI.6.5)
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (RI.6.8)
Write arguments to support claims with clear reasons and relevant evidence. (W6.1)
- Introduce claim(s) and organize the reasons and evidence clearly. (W.6.1.a)
- Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. (W.6.1.b)
- Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (W.6.1.c)
- Establish and maintain a formal style. (W.6.1.d)
- Provide a concluding statement or section that follows from the argument presented. (W.6.1.e)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.6.9)
Unit 1: Authors as Mentors
September 5 - October 6, 2017
Essential Questions:
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How do we become successful readers and writers?
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What do authors do to improve that I can also adapt into my own reading/writing?
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How do small efforts help me have larger successes?
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How do my mistakes/failures generate long-term learning?
In this unit, students will explore, analyze, and discuss various texts that deepen their understanding of how authors better their craft. Students will choose a novel at their level and begin working in book groups. These novels will serve as a mentor text for narrative writing. Within their book groups, students will be expected to maintain a calendar of their commitments and come to meetings prepared to discuss the text in depth. Students will also explore short stories to help them determine theme, analyze character development, track plot, and summarize accurately. At the conclusion of the unit, students will write their own narrative using techniques learned throughout the unit.
In this unit, students can...
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Cite textual evidence to support analysis of what the text says explicitly as well as make inferences drawn from the text (RL 6.1)
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Determine the theme or central idea of a text and how it is conveyed through particular details. (RL 6.2)
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Describe how a particular story’s plot unfolds as well as how the characters respond or change as the plot moves toward a resolution. (RL 6.3)
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Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. (RL 6.4)
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Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (W 6.3)
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Engage and orient the reader by establishing context and introducing a narrator and other characters. Organize an event sequence that unfolds naturally and logically. (W 6.3.a)
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Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (W 6.3.b)
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Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (W 6.3.c)
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Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. (W 6.3.d)
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Provide a conclusion that follows from the narrated experiences or events. (W 6.3.e)
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L 6.2)
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL 6.1)
Unit 2: Becoming a Critical Consumer
October 3 - TBD
Overarching Concept: Influence
Essential Questions:
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How am I influenced by others?
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How do I know what is true?
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How do outside influences change my ideas and actions?
In this unit, students will determine the central ideas of nonfiction texts and analyze how they are conveyed through particular details as well as how key aspects of texts are both shaped and elaborated upon. Writers will engage in research, assessing the credibility of sources in order to write informative/explanatory texts which examine a topic, convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
In this unit, students can…
Writing
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
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.
Language
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
Reading
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener interest, and style.*
Maintain consistency in style and tone.*
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Speaking & Listening
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.
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.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
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.
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
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.
How do we become successful readers and writers?
What do authors do to improve that I can also adapt into my own reading/writing?
How do small efforts help me have larger successes?
How do my mistakes/failures generate long-term learning?
Cite textual evidence to support analysis of what the text says explicitly as well as make inferences drawn from the text (RL 6.1)
Determine the theme or central idea of a text and how it is conveyed through particular details. (RL 6.2)
Describe how a particular story’s plot unfolds as well as how the characters respond or change as the plot moves toward a resolution. (RL 6.3)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. (RL 6.4)
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (W 6.3)
- Engage and orient the reader by establishing context and introducing a narrator and other characters. Organize an event sequence that unfolds naturally and logically. (W 6.3.a)
- Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (W 6.3.b)
- Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (W 6.3.c)
- Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. (W 6.3.d)
- Provide a conclusion that follows from the narrated experiences or events. (W 6.3.e)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L 6.2)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL 6.1)
Unit 2: Becoming a Critical Consumer
October 3 - TBD
Overarching Concept: Influence
Essential Questions:
- How am I influenced by others?
- How do I know what is true?
- How do outside influences change my ideas and actions?
In this unit, students will determine the central ideas of nonfiction texts and analyze how they are conveyed through particular details as well as how key aspects of texts are both shaped and elaborated upon. Writers will engage in research, assessing the credibility of sources in order to write informative/explanatory texts which examine a topic, convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
In this unit, students can…
Writing
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
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.
Language
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
Reading
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener interest, and style.*
Maintain consistency in style and tone.*
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Speaking & Listening
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.
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.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
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.
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
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.
