Course Description

 

For Sixth Grade Language Arts, we cover a variety of different topics related to language, reading, writing and public speaking. All are meant to enhance students’ abilities to comprehend stories and texts, make inferences, discuss main idea, compare and contrast texts, and speak in front of an audience. Students will also be able to form well-thought out written works using proper grammar, usage and diverse vocabulary. Students will use both fiction and nonfiction texts to help develop their reading, writing and language skills. They will also analyze various fiction works including Tuck Everlasting, Holes and Number the Stars. Students will review grammar and mechanics, with a focus on parts of speech. They will have various written assignments and speaking projects. Students will be expected to read independent novels, try their best in class, and bring a positive attitude to class everyday!

 

Curriculum Calendar

Quarter One

1) Unit 1 (Fiction)

2) Unit 2 (Parts of Speech)

3) Unit 3 (Latin Roots)

4) Unit 4 (Creative Short Story)

5) Unit 11 (Grammar)

6) Unit 14 (Book Report)

Quarter Two

  1. Unit 2 (Part of Speech)

  2. Unit 3 (Greek Roots)

  3. Unit 5 (Nonfiction)

  4. Unit 6 (Tuck Everlasting)

  5. Unit 7 (Reader’s Theater)

  6. Unit 11 (Grammar)

  7. Unit 14 (Book Report)

Quarter Three

  1. Unit 2 (Parts of Speech)

  2. Unit 8 (Number the Stars)

  3. Unit 9 (Figurative Language)

  4. Unit 5 (Nonfiction)

  5. Unit 10 (Prefixes)

  6. Unit 11 (Grammar)

  7. Unit 14 (Book Report)

Quarter Four

  1. Unit 12 (Procedural Writing)

  2. Unit 13 (Holes)

  3. Unit 10 (Suffixes)

  4. Unit 11 (Grammar)

  5. Unit 14 (Book Report)

Please see below for our proficiency learning targets for example grade level:

*please note: All the following statements are “I can” statements. They would all start with “I can,” and then finish with the following learning targets.

 

Unit 1: Fiction Short Stories (Reading Street: “Old Yeller,” “Mother Fletcher’s Gift,” “Viva New Jersey,” “Goodbye to the Moon”)

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.4.1.1) Give evidence from the text to support my answers and inferences.

  2. (6.4.2.2) Determine a theme; summarize the text in my own words.

  3. (6.4.3.3) Describe how a story’s or drama’s plot unfolds and changes throughout the story.

  4. (6.4.4.4) Figure out what words mean using clues from the text.

  5. (6.4.6.6) Explain point of view; identify the narrator.

  6. (6.4.9.9) Compare and contrast different texts and genres that have similar themes or topics.

  7. (6.11.4.4) Determine the meaning of unknown and multiple meaning words and phrases by using context clues.

 

Unit 2: Parts of Speech (Interactive Notebook Lessons)

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.11.1.1) Demonstrate the proper use of English grammar and usage, focusing on parts of speech.

  2. (6.11.4.4) Determine the meaning of unknown or multiple meaning words and phrases by using references materials (like a dictionary) to look it up.

  3. (6.11.4.4) Determine the meaning of unknown and multiple meaning words and phrases by verifying the meaning of the words and phrases.

 

Unit 3: Latin and Greek Roots

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.11.4.4) Determine the meaning of unknown and multiple meaning words and phrases by using Greek and Latin roots as clues to help them figure out the meaning.




 

Unit 4: Creative Short Story (usually the ZED creative writing; can be extended)

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.7.3.3) Write a creative short story with characters, details and a plot.

    1. Write a good beginning for the story.

    2. Use literary techniques, like dialogue, to develop the story and make it more interesting.

    3. Use transitions to help the plotline flow.

    4. Use a variety of vocabulary words,specific details and figurative language to give an experience to the reader.

    5. Conclude the story in a way that makes sense.

  2. (6.7.4.4) Produce writing that is clear and makes sense, and that is meant for a specific purpose.

  3. (6.7.5.5) Use the writing process (planning, drafting, revising, editing, rewriting) to write a text.

  4. (6.7.6.6) Use technology, including the Internet, to make and publish my writing.

  5. (6.11.1.1) Demonstrate the proper use of English grammar and usage.

  6. (6.11.2.2) Demonstrate the proper use of capitalization, punctuation and spelling when writing.

  7. (6.11.3.3) Use knowledge of language when writing by using a variety of sentences to keep it interesting, and maintaining consistency in style and tone.

 

Unit 5: Nonfiction Short Stories (Reading Street: “Saving the Rain Forests,” “When Crowbar Came,” “The Universe,” Dinosaur Ghosts,” “A Week in the 1800s,” “Egypt”)

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.5.1.1) Give evidence from the text that supports my answers and inferences.

  2. (6.5.2.2) Determine the main idea

    1. Summarize the text in my own words

  3. (6.5.3.3) Analyze how a person, event or idea is introduced and changes during the text.

  4. (6.5.4.4) Figure out what words mean using context clues.

  5. (6.5.5.5) Analyze how a particular sentence or section helps the main idea develop.

  6. (6.5.6.6) Determine the author’s point of view.

    1. Determine the author’s purpose and how he/she does that.

  7. (6.5.7.7) Use information from different places or formats to help me understand the topic or issue.

  8. (6.5.8.8) Evaluate an argument, figuring out what evidence and claims are based on facts.

  9. (6.5.9.9) Compare and contrast one author’s presentation of events to another.

  10. (6.9.7.7) Understand, analyze and use different types of print, digital and multimodal media.

    1. Evaluate the quality of mass media.

    2. Evaluate the accuracy of information and bias from mass media.

    3. Recognize ethical standards in media.

 

Unit 6: Tuck Everlasting

As evidence based on classroom assessment and learning, the student is able to:

Reading the Book:

  1. (6.4.1.1) Give evidence from the text to support my answers and inferences.

  2. (6.4.2.2) Determine a theme; summarize the text in my own words

  3. (6.4.3.3) Describe how a story’s or drama’s plot unfolds and changes throughout the story.

  4. (6.4.4.4) Figure out what words mean using clues from the text

    1. Analyze how specific words impact the story.

  5. (6.4.5.5) Analyze how a particular sentence or section helps the story or theme develop.

  6. (6.4.6.6) Explain point of view; identify the narrator.

  7. (6.4.7.7) Compare and contrast a written text to its visual or live version.

    1. Contrast what they see and hear between the two versions.

    2. (6.9.1.1) Engage in discussions with different people, expressing my ideas clearly.

      1. Be prepared for the discussion.

      2. Follow discussion rules.

      3. Use specific and detailed questions during discussion.

      4. Use paraphrasing to explain multiple perspectives.

      5. Cooperate and problem solve to make decisions during discussion.

    3. (6.9.3.3) Figure out a speaker’s argument, claims and intended audience, and figure out valid claims and not valid claims.

    4. (6.9.4.4) Present information in an order that makes sense, and using good presentation skills like eye contact, voice volume and speaking clearly.

    5. (6.9.6.6) Change my speaking to fit my audience and what I’m talking about.

 

Writing Assignment

  1. (6.7.1.1) Write an argument that uses facts and evidence to support it.

    1. Introduce argument and evidence clearly.

    2. Support argument with clear facts from credible sources.

    3. Use proper vocabulary to make argument clear and valid.

    4. Write using a formal style.

    5. Conclude the argument in a way that wraps everything up clearly.

  2. (6.7.4.4) Produce writing that is clear and makes sense, and that is meant for a specific purpose.

  3. (6.7.5.5) Use the writing process (planning, drafting, revising, editing, rewriting) to write a text.

  4. (6.7.9.9) Use evidence from texts to analyze.

  5. (6.11.2.2) Demonstrate proper use of capitalization, punctuation, and spelling when writing.

  6. (6.11.3.3) Use knowledge of language when writing.

    1. Use a variety of sentences to keep it interesting.

    2. Maintain consistency in style and tone.

 

Unit 7: Reader’s Theater

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.9.6.6) Change my speaking to fit my audience and what I’m talking about.

 

Unit 8: Number the Stars

As evidence based on classroom assessment and learning, the student is able to:

Reading the Book:

  1. (6.4.1.1) Give evidence from the text to support my answers and inferences.

  2. (6.4.2.2) Determine a theme; summarize the text in my own words.

  3. (6.4.3.3) Describe how a story’s or drama’s plot unfolds and changes throughout the story.

  4. (6.4.4.4) Figure out what words mean using clues from the text.

    1. Analyze how specific words impact the story.

  5. Analyze how a particular sentence or section helps the story or theme develop.

  6. (6.4.6.6) Explain point of view; identify the narrator.

  7. (6.4.7.7) Compare and contrast a written text to its visual or live version (movie)

    1. Contrast what they see and hear between the two versions.

  8. (6.4.9.9) Compare and contrast different texts and genres that have similar themes.

  9. (6.7.7.7) Conduct research projects to answer questions.

 

Writing Assignment:

  1. (6.7.2.2) Write an informative/explanatory paper using important information

    1. Introduce and organize information using specific formatting.

    2. Develop the topic with important information, examples and quotations.

    3. Use good transitions when writing.

    4. Use precise language and vocabulary to explain the topic

    5. Use a conclusion to help wrap up all the information.

  2. (6.7.4.4) Produce writing that is clear and makes sense, and that is meant for a specific purpose.

  3. (6.7.5.5) Use the writing process (planning, drafting, revising, editing, rewriting) to write a text.

  4. (6.7.6.6) Use technology, including the Internet, to make and publish my writing.

  5. (6.7.8.8) Gather information from multiple print and digital sources, putting it into your own words.

  6. (6.11.1.1) Demonstrate proper use of English grammar and usage.

  7. (6.11.2.2)  Demonstrate proper use of capitalization, punctuation, and spelling when writing.

  8. (6.11.3.3) Use knowledge of language when writing.

    1. Use a variety of sentences to keep it interesting.

    2. Maintain consistency in style and tone.

  9. (6.11.6.6) Use grade appropriate language.

 

Unit 9: Figurative Language

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.11.5.5) Demonstrate understanding of figurative language.

    1. Interpret figures of speech in context

    2. Use the relationship between particular words to better understand the words.

    3. Distinguish between connotations and denotations of words.

  2. (6.4.2.2) Determine a theme; summarize the text in my own words.

  3. (6.4.4.4) Figure out what words mean using clues from the text.

    1. Analyze how specific words impact the story.

 

Unit 10: Prefixes and Suffixes

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.11.4.4) Determine the meaning of unknown and multiple meaning words and phrases by using prefixes and suffixes as clues.

 

Unit 11: Grammar (Reading Street Grammar Book)

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.11.1.1) Demonstrate proper use of English grammar and usage, focusing on pronouns.

    1. Ensure the pronouns are in the their proper case.

    2. Use intensive pronouns.

    3. Recognize and fix the wrong shifts in pronoun number and person.

    4. Recognize and fix vague pronouns.

    5. Be able to edit and fix your own grammar and others’ grammar.

  2. Demonstrate proper use of capitalization, punctuation and spelling when writing.

 

Unit 12: Procedural Writing

As evidence based on classroom assessment and learning, the student is able to:

Writing

  1. (6.7.2.2) Write an informative/explanatory paper using important information.

    1. Introduce and organize information using specific formatting.

    2. Develop the topic with important information, examples and quotations.

    3. Use good transitions when writing

    4. Use precise language and vocabulary to explain the topic

    5. Use a conclusion to help wrap up all the information.

  2. (6.7.4.4) Produce writing that is clear and makes sense, and that is meant for a specific audience.

  3. (6.7.5.5) Use the writing process (planning, drafting, revising, editing, rewriting) to write a text.

  4. (6.7.6.6) Use technology, including the Internet, to make and publish my writing.

  5. (6.11.1.1) Demonstrate proper use of English grammar and usage.

  6. (6.11.2.2) Demonstrate proper use of capitalization, punctuation and spelling when writing.

  7. (6.11.3.3) Use knowledge of language when writing.

    1. Use a variety of sentences to keep it interesting.

    2. Maintain consistency in style and tone.

 

 

Presentation

  1. (6.9.4.4) Present information in an order that makes sense, and using good presentation skills like eye contact, voice volume and speaking clearly.

  2. (6.9.5.5) Use multimedia and visuals in your presentation.

  3. (6.9.6.6) Change my speaking to fit my audience and what I’m talking about.

 

Unit 13: Holes

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.4.1.1) Give evidence from the text to support my answers and inferences.

  2. (6.4.2.2) Determine a theme; summarize the text in my own words.

  3. (6.4.3.3) Describe how a story’s plot unfolds and changes throughout the story.

  4. (6.4.4.4) Figure out what words mean using clues from the text.

    1. Analyze how specific words impact the story.

  5. (6.4.5.5) Analyze how a particular sentence or section helps the story or theme develop.

  6. (6.4.6.6) Explain point of view; identify the narrator.

  7. (6.4.7.7) Compare and contrast a written text to its visual version

    1. Contrast what they see and hear between the two versions.

  8. (6.4.8.8) Compare and contrast different texts and genres that have similar themes or topics.

 

Unit 14: Book Reports

As evidence based on classroom assessment and learning, the student is able to:

  1. (6.4.10.10) Independently read and understand a fiction novel that is at my level.

    1. Pick out a book that I enjoy.

    2. Read to understand different points of view and perspectives.

  2. (6.5.10.10) Independently read and understand a nonfiction novel that is at my level.

    1. Pick a book about a topic that I like.

  3. (6.7.4.4) Produce writing that is clear and makes sense, and that is meant for a specific purpose.

  4. (6.9.4.4) Present information in an order that makes sense, and using good presentation skills like eye contact, voice volume and speaking clearly.

  5. (6.9.5.5) Use multimedia and visuals in your presentation.

  6. (6.9.7.7) Understand, analyze and use different types of print, digital and multimodal media.

  7. (6.9.8.8) By yourself or in a group, create a multimedia presentation or digital project with a specific purpose.

    1. Demonstrate an understanding of copyright, Fair Use and citation.

    2. Publish the work and share with an audience.

  8. (6.11.1.1) Demonstrate proper use of English grammar and usage.

  9. (6.11.2.2) Demonstrate proper use of capitalization, punctuation and spelling.

  10. (6.11.3.3) Use knowledge of language when writing, speaking, reading and listening.

  11. (6.11.6.6) Use grade appropriate language.