6th+Grade+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** ||
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || Folklore
 * Fairytales
 * Folktales
 * Legends
 * Myths

Historical Fiction

Realistic Fiction

Poetry

Literary Nonfiction || Author's Point of View || Evaluate the text by locating vocabulary in to select a particular view point. || [|A picture is worth a thousand words]

[|Point of view definitions]

[|Point of View - Who's Telling the Story?] || The students will be given pieces of literature to determine their point of view as a small group, and as a whole class.

[|Critical Literacy: Point of View] || Students should maintain a summative level of skill. This will be assessed via reading passages and identifying point of view of author. ||  ||
 * **Determine Author’s Purpose** || Nonfiction
 * Informational Text

Literary Nonfiction to inform: all the features of the shoe
 * Persuasive || Author's Purpose || Identify the main idea and supporting details to determine the author's purpose. || Teacher will save junk mail from home and will distribute to students. Teacher and students will discuss each piece as it pertains to the author's purpose - was this written to persuade me to do something? to inform me? to entertain me? || Random shoes can be placed at tables or hung from the ceiling! Students will write a piece, from the point of view of that shoe, for various purposes -

to persuade: why would this shoe be good to wear?

to entertain: what fun this shoe could add to your life

After completing this activity, students can complete the following activity

[|Author's purpose] || Students will identify the author's purpose of different writing samples using the criteria that was created throughout the unit of study.

Writing samples can either be selected by teacher or students. ||  ||
 * **Follow a Sequence of Instructions** || Nonfiction
 * Procedural Writing || Sequence of Instructions || Read and follow step by step sequential directions. || Teacher will model how to follow a squence of directions.

Examples:


 * how to make a sandwich
 * how to play a game
 * how to use a search engine
 * how to get dressed || To practice this skill, students will sequence their morning, from the time they got up to the moment they walked into school. This will be done in the same format as a recipe, step 1, step 2, etc.

In groups of 2, have one student be the writer and the other the "eyes". The "eyes" will explain how to step by step recreate the picture (provided by teacher). The writer will follow the directions given by the "eyes". Students will see how clarity of directions is vital to successful recreate drawing. || To practice this skill, students will choose a skill that they can present to the class. They will take time to write the steps to their skill. They will then bring all props necessary for demonstrating this skill in front of the class. Skills can range from making a particular recipe, to demonstrating a dance or sports move. ||  ||
 * **Identify Features of Electronic Text** || Online Encyclopedias

Online News Sites

Educational Blogs

PodCasts || Electronic Text Features || Identify the various features used to highlight important terms or facts. || Teacher will ask students to bring their science, social studies, and math textbooks to class. In partners, students will do a "textbook flush". Using sticky notes, they will determine the features that the author/publisher uses to highlight important facts (bold, italics, color, charts, graphs, summaries, etc). Students will do this for two or three of their textbooks. A class discussion will focus on the similarities and differences between texts. || Lesson will focus on the difference between traditional printed text and electronic text.

[|Traditional vs electronic] || Students will develop a pros/cons list to print newspaper and online news sites.

[|Black, White, and Digitized All Over]

[|From Printed Page to Home Page] ||  ||
 * **Infer** || Realistic Fiction

Historical Fiction

Informational Texts

Mystery

Folklore
 * Fairytales
 * Folktales
 * Myths and Legends || Infer || Students || Teacher will model inferencing questions that connect with a particular text. ||  || Using various past ELA State exams, students will determine which of the questions were based on inferencing. This test deconstruction will help them to recognize the various skills that they are being tested on.

Teacher can copy various questions and assess the students on their ability to use inferencing. ||  ||
 * **Interpret Character from Dialogue, Actions, Thoughts** || All types of Fictional texts || Character || Identify character based on character's thoughts and actions and provide support from the text.

Use graphic organizers to classify various character traits. || To begin to discuss character traits, students will describe traits of themselves. This can be done orally or in written form.

Distribute [|Sample Character Traits Handout] and will highlight all traits that pertain to themselves.

Teacher will explain that characters have traits just as we do. Class should be reading a novel that is good for character development. This novel will be used for the assessment. || Students will do a "Dictionary Dig" to create dictionary posters of themselves. After teaching the various features of a dictionary definition, students will create a poster in which their picture and name is defined through various sentences including a noun, verb, adjective, and adverb. These can be hung around the room.

This can also be done using a character as the focus instead of the actual student. || After reading an adequate number of chapters in a novel, when the major characters have all been introduced, students will choose a character that they will be for the rest of the novel. They will be required to write a specific number of character diary entries, from the point of view of that character. These diaries can be written after a predetermined event or one in which the student feels is important. These diaries can be graded based on diary format (date, salutation, closing), pertinent details included, character's voice, and correct conventions. ​ ||  ||
 * **Interpret Data, Charts, Graphs** || Nonfiction
 * Textbooks
 * Newspapers
 * Magazines
 * Encyclopedias
 * Lab Results
 * Atlas
 * Almanac || Data, Charts, Graphs || Students || Students will again do a "Textbook Flush", focusing on the charts and graphs presented in the various texts. What are some of the common features? What information can be yielded from these?
 * This should be done before the ELA Assessment. Many times this is focused upon during DBQ prep, which is after the ELA.** || In prepping for the DBQ, students will interpret pictures, charts, graphs to answer questions. Specific reference will be made to the information found in the captions. || Various forms of charts, data, and graphs we be used to assess students ability to interpret the information provided. ||  ||
 * **Interpret Graphic Organizers** || Nonfiction
 * Textbooks
 * Magazines
 * Newspapers
 * Almanac
 * Atlas
 * Lab Results
 * Encyclopedia || Graphic Organizers || Students use graphic organizers to organize information || Teachers review purpose of specific graphic organizer. Example: Venn Diagram -compare/contrast

Use graphic organizers that are partially filled in. Students determine what information is needed and fill in remainder of organizer. || These organizers should be used as applicable. More sophisticated Narrative Arcs should be expected at this age, including exposition, conflict, climax, resolution. ||  ||   ||
 * **Interpret Literary Devices** || Poetry

Historical Fiction

Realistic Fiction

Biography/Autobiography

Fantasy

Folklore
 * Fairytales
 * Folktales
 * Myths and Legends

Short Stories

Mystery || Literary Devices ||  || Literary Devices [|Notes]

[|Lesson on Figurative Language] || Students will be given a variety of books that are examples of similes, metaphors, personification [|Books] When reading these books, students will complete a bookmark with their favorite examples of figurative language [|Bookmark] Students will then gather in groups based on a specific figure of speech. They will decide upon their favorite example of that figure of speech. || The group will create an acceptance speech for the Figurative Language Award. They are to use as many examples of their figure of speech as possible in their acceptance. Their favorite example will be shared aloud to the class. One student from the group will be the spokesperson. ||  ||
 * **Interpret Poetry** || Poetry

Song Lyrics || Poetry ||  || To link students' background knowledge to interpreting poetry, various songs will be played aloud. Correlations will be made to the mood, rhythm, flow of a song and that of poetry.

[|Poet's Cues] || Students will bring in the lyrics to their favorite song and will present a stanza of their lyrics to the class. They can read, rap, or sing it. They will discuss what this song means to them.

During the presentation, students will identify various poetic devices based on a rubric created by the teacher. || Partners will get together with their individual songs. They will cut apart each song to create a new poem.This poem will be read aloud and its meaning will be interpreted. ||  || America the Beautiful Preamble to the Constitution
 * **Interpret Vocabulary** || All Genres || Vocabulary ||  || Pledge of Allegiance

These can be used to reinforce the important of understanding vocabulary. || [|America the Beautiful]

Pick the vocabulary words and use 4 square method-definition, sentence, draw picture, and use synonyms. || Refer to the America the Beautiful website for ideas.

Interpreting Vocabulary is an ongoing skill that is reviewed throughout the year. ||  ||
 * **Locate Stated Information** || Nonfiction
 * Informational text
 * Procedural Writing
 * Newspapers
 * Magazines

Editorials

Electronic Texts || Stated Information ||  || Teacher will introduce the 7 Step Strategy by Ruby Payne. The steps can be listed on booksmarks and posters. The steps are as follows:


 * Step 1** Box in and read the title
 * Step 2** Trace and number the paragraphs
 * Step 3** Stop anf think at the end of each paragraph to identify key points
 * Step 4** Circle the key or important word(s) or write the key point in the margin
 * Step 5** Read all questions! Label the Key words in the question
 * Step 6** Prove your answer. Locate the paragraph where the answer is found.
 * Step 7** Mark and record your answer. || Use various texts to practice using these strategies. At first, it will take the students longer to complete a reading and set of questions due to all the steps. With practice, their speed increases. || Summative assessment will include charts and reading passages that students must locate informatin from in order to answer the scaffolding questions. ||  ||
 * **Recall Fact and Detail** || Nonfiction
 * Newspapers
 * Magazines
 * Biography/Autobiography

Historical Fiction || Fact and Detail ||  || Teacher will reinforce the skills of main idea and details through the use of the following lesson: [|Fact and detail lesson] || Students are using various sized sticky notes to record the important information of a text. They are hearing the text 3 times and are sharing their thoughts on important details each time. || The formative assessment comes in the lesson when the students are sharing out their smallest sticky note. They should note the similarities in the most important details they are sharing. ||  ||
 * **Recognize Cause and Effect** || Realistic Fiction

Historical Fiction

Mystery

Science Fiction/Fantasy

Folklore
 * Fairytales
 * Folktales
 * Myths and Legends

Nonfiction
 * Biography/Autobiography || Cause and Effect ||  || [|Cause and effect lesson]

This website will take you through the introducing, practicing, and assessing steps for a cause and effect lesson.

Reinforcing Cause and Effect.doc ||  ||   ||   ||
 * ** Recognize Different Levels of Meaning in Text ** || Poetry

All Fiction Genres || Different Levels of Meaning ||  || To illustrate this skill, refer to the following website:

[|Levels of Meaning] ||  ||   ||   ||
 * **Set a Purpose for Reading** || All Genres || Purpose for Reading ||  || [|Anticipation Guides]

This lesson sets a distinct purpose for reading.

Setting a purpose for reading.doc ||  ||   ||   ||
 * **Understand Text as a Whole** || All Genres || Text as a Whole ||  || To begin a genre study, use the following link to teach fantasy, historical fiction, mystery, realistic fiction, and science fiction.

[|Genre study]

The teacher may want to duplicate this lesson with myths, legend, fairy tales as these genres are often used for the Listening Section of the ELA. ||  ||   ||   ||
 * **Understand Text Structures** || All genres || Text Structures || Compare the various text structures and identify their purpose || To introduce text structures, use the following link:

[|Text structures] ||  ||   ||   ||
 * **Construct a Thesis and Support with Fact** || Nonfiction || Thesis ||  || To teach students how to write a thesis statement, use the following link

[|Using Spongebob to teach Thesis Statement and Topic Statement] || Students can practice writing thesis statements using the theme of Holocaust. This can be used in conjunction with Number the Stars or other Holocaust books

[|Holocaust thesis] || Students will write a persuasive essay using a thesis statement and supporting facts

[|Persuasive Essay] ||  ||
 * **Construct Fluent Sentences** || All genres || Sentence Fluency ||  || To introduce the concept of sentence fluency, teacher can relate to the flow of a song. How would the song sound if it was choppy, one word lyrics are run-on 3 line lyrics?

Sentences should vary in length to create fluency. || Using Gary Paulsen's Hatchet, teacher should copy a page or two that illustrates a variety of sentence length. Paulsen used many one-word sentences for effect, ex "Divorce." "The secret."

Students will highlight all short sentences in yellow, longer sentences in green, and one-two word sentences in blue. The variety of colors should represent how the author uses sentences fluency. || Teacher can refer to 6traits+1 lessons that focus on sentence fluency ||  ||
 * **Critique** || All genres || Critique ||  || Lessons on peer-editing are a good starting point for teaching students to look critically at a piece.

[|Peer editing] ||  ||   ||   ||
 * **Establish Consistent Point of View in Writing** || All genres || Point of View in Writing ||  || [|Point of view in writing]

This website focuses on writing from a consistent point of view. Lessons should be done previously on identifying point of view in reading. ||  ||   ||   ||
 * **Generate Ideas/Brainstorm** || N/A || Ideas ||  ||   ||   ||   ||   ||
 * **Make Effective Word Choices** || Poetry

Peruasive Essays

Drama

Comedy || Word Choice ||  || 6+1 traits of writing-word choice ||   ||   ||   ||
 * **Note-taking** || Short Stories

Biography

Informational Writing || Note-taking ||  || One of the most important skills of notetaking is putting the facts in their own words.

[|Notes, Quotes, and Fact Fragments] ||  ||   ||   ||
 * **Organize Writing** || Expository

Persuasive

Biography/Autobiography || Organization ||  || 6+1 traits of writing-organization

Writer's Workshop ||  ||   ||   ||
 * **Recall Fact and Detail From Oral Text** || Biography

Informational Text

Short Stories || Fact and Detail from Oral Text ||  || To introduce this skill, students will draw a quick picture reference for each detail they feel is important in a story

To transition to a notetaking format, have student read a short piece aloud while teacher takes notes on overhead. Teacher should point out how every detail is not recorded, only pertinent details || Students can practice recalling fact and detail using various listening passages from the ELA. || Again, using ELA based questions from the listening passages ||  ||
 * **Recognize Different Levels of Meaning in Oral Text** || Biography

Short Stories

Informational Text || Different Levels of Meaning in Oral Text ||  ||   ||   ||   ||   ||
 * **Set Purpose for Listening** || All Genres || Purpose for Listening ||  || Reinforce the skill of calling upon background knowledge or schema when hearing the title of a listening passage ||   ||   ||   ||
 * **Use Conventions of English Language** || Short Stories

Science Fiction/Fantasy

Biography/Autobiography

Historical Fiction

Realistic Fiction || Spelling Sentence structure Punctuation ||  || 6+1 traits of writing - conventions ||   ||   ||   ||
 * **Using Effective Writer’s Voice** || Poetry

Editorials

Persuasive Writing

Political Cartoons || Voice ||  || 6+1 traits of writing - voice ||   ||   ||   ||
 * **Use Graphic Organizers** || All Genres || Graphic Organizers ||  || [|graphic organizers]

At this level, students may use graphic organizers that make sense to them ex web, bulleting, tchart, etc.

Depending upon the topic, teacher may introduce new graphic organizer. For example, DBQ graphic organizers are specific to the topic. || [|make your own graphic organizers] ||  ||   ||
 * **Use Sophisticated Vocabulary** || All Genres || Vocabulary ||  ||   ||   ||   ||   ||
 * **Compare and Contrast** || All Genres || *Character
 * Setting
 * Plot
 * Author's Purpose
 * Theme
 * Conventions
 * Word Choice
 * Text Structure ||  || [|compare and contrast] ||   ||   ||   ||
 * **Determine Importance** || All Genres || Determine Importance ||  || [|Determining importance] ||   ||   ||   ||
 * **Determine Theme** || Realistic Fiction

Historical Fiction

Poetry

Short Stories

Mystery || Theme || Identify the theme of a writing piece || Horton Hears A Who ||  ||   ||   ||
 * **Distinguish between Fact and Opinion** || Editorials

Persuasive Writing

Newspaper

Informational Writing || Fact and Opinion || Identify working definitions of fact and opinion || Highlight in yellow facts, blue opinions ||  ||   ||   ||
 * ** Paraphrase ** || Folklore
 * Fables

Expository || Paraphrase || Identify the main idea or concept in own words || give phrases - students are to change phrases into own words ||  ||   ||   ||
 * **Sequence** || Procedural Writing

Biography/Autobiography

Mystery

Realistic Fiction

Historical Fiction

Short Stories || Sequence ||  ||   ||   ||   ||   ||
 * **Summarize** || All genres || Summarize ||  ||   ||   ||   ||   ||
 * **Use Supporting Details** || All genres || Supporting Details ||  ||   ||   ||   ||   ||