Evidence Outcomes:

a. 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. (CCSS: SL.6.1)

i. 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. (CCSS: SL.6.1a)

ii. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (CCSS: SL.6.1b)

iii. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (CCSS: SL.6.1c)

iv. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (CCSS: SL.6.1d)

b. Interpret information presented in diverse media and formats (for example: visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (CCSS: SL.6.2)

c. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS: SL.6.3)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Creatively, effectively and efficiently communicate in a variety of group settings and situations through analysis and synthesis of information.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

How to:

• Collaborate with others

• Be prepared (read/study material)

• Apply rules for formal discussions

• Interpret information and assess its relevance to discussion

• Delineate an argument and specific claims, evidence and reasoning

• Clearly communicate key ideas and arguments

In order to meet these essential understandings, students must know...

• To prepare for discussion

  • Skills for including and using research or information

• To collaborate in a discussion

  • Set goals and deadlines

  • Communicating the goal and purpose

  • Defining individual roles and their interactions

  • Consistent participation

  • Incorporate politeness and respect for other participants

  • Demonstrate preparedness

  • Stay on topic

  • Question Formulation Technique (QFT)

  • Acknowledge and build on the ideas of others

  • Critically listening to understand

• To evaluate

  • Claims

  • Evidence

  • Reasoning

In order to meet these essential understandings, students must be able to...

• Read/study required materials and resources

• Refer to evidence on the topic, text or issue

• Reflect on ideas under discussion

• Elaborate and explain reasoning with evidence presented

• Pose and respond to specific questions through elaboration, questions and building on others ideas

• Review key ideas and demonstrate understanding

• State your own ideas and evidence for support

• Interpret information

• Assess the contribution of ideas and materials presented

• Use planning strategies to organize key ideas and arguments

• Practice delivery of key ideas and arguments

Evidence Outcomes:

a. 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. (CCSS: SL.6.4)

b. Include multimedia components (for example: graphics, images, music, sound) and visual displays in presentations to clarify information. (CCSS: SL.6.5)

c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.6.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Deliver effective oral presentations for varied audiences and varied purposes.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• How to plan an effective oral presentation

• How to give an effective oral presentation

• How to create an effective oral presentation

• How to use visual displays and multimedia components to clarify information in a presentation

In order to meet these essential understandings, students must know...

• Differences between an effective oral presentation and an ineffective oral presentation

  • do’s: use appropriate eye contact, adequate volume, clear pronunciation, appropriate body language

• Effective planning strategies

• Considering audience, formality level and content

• How multimedia components and visual displays clarify information

• Visual displays help readers see what they are reading

• Visual displays and multimedia components add to our understanding

• Visual displays and multimedia components add variety to a presentation

• Visual displays and multimedia components can clarify and provide examples

• Visual displays and multimedia components create more of an impact

In order to meet these essential understandings, students must be able to...

• Sequence ideas logically

• Use pertinent descriptions, facts, and details to accentuate main ideas or themes

• Include multimedia components and visual displays in presentations to clarify information

• Adapt speech to a variety of contexts and tasks

• Demonstrate command of formal English

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.6.1)

ii. 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. (CCSS: RL.6.2)

iii. 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. (CCSS: RL.6.3)

b. Use Craft and Structure to:

i. 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. (CCSS: RL.6.4)

ii. 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. (CCSS: RL.6.5)

iii. Explain how an author develops the point of view of the narrator or speaker in a text. (CCSS: RL.6.6)

c. Use Integration of Knowledge and Ideas to:

i. 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. (CCSS: RL.6.7)

ii. Compare and contrast texts in different forms or genres (for example: stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. (CCSS: RL.6.9)

d. Use Range of Reading and Complexity of Text to:

i. 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. (CCSS: RL.6.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a wide range of literary texts to build knowledge and to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Analyze and synthesize literary elements within different types of literature to make meaning.

• How the structure of text contributes to development

• How literary elements contribute and convey theme

• How words and phrases impact meaning and tone

• How an author develops point of view of the narrator or speaker

• How to support analysis and thinking using textual evidence

In order to meet these essential understandings, students must know...

• Literary Elements

  • Theme (universal message)

  • Setting (when and where the story takes place)

  • Plot (sequence of events or episodes of a story)

  • Characters (who or what the story is about)

• Key Ideas and Details

  • Determine textual evidence to support analysis of a text

  • How to determine a theme using particular details

  • How a story’s or drama’s plot unfolds

  • How the characters respond or change

• Craft and Structure

  • Determine the meaning of words and phrases in context

  • Distinguish between figurative and literal meaning; connotative and denotative meaning

  • How a particular sentence, chapter, scene, or stanza fits into the overall structure of the text

  • How a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting or plot

  • How an author develops point of view of the narrator or speaker in a text

• Integration of Knowledge and Ideas

  • Compare and contrast the experience of reading a literary text to listening to or viewing an audio, video, or live version of the text

  • Contrast what is “seen” and “heard” when reading the text to what they perceive when they listen or watch

  • Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics

In order to meet these essential understandings, students must be able to...

• Read and comprehend a variety of literature on grade level

• Analyze how particular parts (sentence, chapter, stanza or scene) fits into the overall structure of a text

• Analyze how particular parts (sentence, chapter, stanza, or scene) contributes to the development of the theme, setting or plot

• Analyze and determine how a theme is conveyed through particular details

• Provide a summary of the text distinct from personal opinions and judgments

• Analyze the impact of specific word choice on meaning and tone

• Cite textual evidence to support analysis of the text (explicitly and inferences drawn)

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.6.1)

ii. 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. (CCSS: RI.6.2)

iii. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated on in a text (for example: through examples or anecdotes). (CCSS: RI.6.3)

b. Use Craft and Structure to:

i. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (CCSS: RI.6.4)

ii. 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. (CCSS: RI.6.5)

iii. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. (CCSS: RI.6.6)

c. Use Integration of Knowledge and Ideas to:

i. Integrate information presented in different media or formats (for example: visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (CCSS: RI.6.7)

ii. 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. (CCSS: RI.6.8)

iii. Compare and contrast one author’s presentation of events with that of another (for example: a memoir written by and a biography on the same person). (CCSS: RI.6.9)

d. Use Range of Reading and Complexity of Text to:

i. 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. (CCSS: RI.6.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a wide range of informational texts to build knowledge and to better understand the human experience and the world around us.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

How to:

• Synthesize information and support thinking with evidence

• Broaden vocabulary and understand the impact of words

• Understand perspectives and structure of informational texts

• Analyze information presented in different mediums and credibility of arguments

In order to meet these essential understandings, students must know...

• Key ideas and details

  • Determining textual evidence to support an analysis of the text

  • Determining a central idea of a text

  • Determining key individuals, events, or ideas introduced, illustrated, and elaborated on in a text

• Craft and Structure

  • Determining the meaning of words and phrases used in context

  • Distinguishing between the figurative, connotative and technical meaning of words

  • How particular sentence, paragraph, chapter, or section fits into the overall structure of a text

  • How a particular sentence, paragraph, chapter, or section contributes to the development of ideas in a text

  • Determining an author’s point of view or purpose in a text

• Integration of Knowledge and Ideas

  • Integrating information presented in different media, formats and words to develop a coherent understanding of a topic or issue

  • Tracing the argument and specific claims in a text

  • Comparing and contrasting one author’s presentation of events with that of another

In order to meet these essential understandings, students must be able to...

• Read and comprehend a variety of literary nonfiction at grade level

• Cite textual evidence to support an analysis of the text

• Analyze and determine how a central idea is conveyed through particular details

• Provide a summary distinct from personal opinions and judgment

• Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated on in a text

• Analyze how a particular sentence, paragraph, chapter or section fits into the overall structure of a text

• Analyze how a particular sentence, paragraph, chapter or section contributes to the development of ideas

• Analyze and explain how an author’s point of view is conveyed in the text

• Evaluate the argument and specific claims to distinguish claims that are supported by reasons and evidence from claims that are not

Evidence Outcomes:

a. 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. (CCSS: L.6.4)

i. Use context (for example: 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. (CCSS: L.6.4a)

ii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (for example: audience, auditory, audible). (CCSS: L.6.4b)

iii. Consult reference materials (for example: 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. (CCSS: L.6.4c)

iv. Verify the preliminary determination of the meaning of a word or phrase (for example: by checking the inferred meaning in context or in a dictionary). (CCSS: L.6.4d)

b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.6.5)

i. Interpret figures of speech (for example: personification) in context. (CCSS: L.6.5a)

ii. Use the relationship between particular words (for example: cause/effect, part/whole, item/category) to better understand each of the words. (CCSS: L.6.5b)

iii. Distinguish among the connotations (associations) of words with similar denotations (definitions) (for example: stingy, scrimping, economical, unwasteful, and thrifty). (CCSS: L.6.5c)

c. 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. (CCSS: L.6.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Understand how language functions in different contexts and adjust and adapt to various situations when writing or speaking.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Use word relationships, word structures, and sentence structures to determine meaning of new words in context.

• Choose flexibly between a variety of strategies for determining meaning

• How to build vocabulary knowledge

• Understand figurative language

In order to meet these essential understandings, students must know...

• To broaden vocabulary

  • Use context clues

  • Use common, grade-appropriate Greek or Latin affixes and roots

  • Consult reference materials, both print and digital

  • Verify the preliminary determination of the meaning of a work or phrase.

  • Use the relationship between particular words (part to whole; whole to part; item to category; synonym; antonym; analogy; etc)

• Figurative language

• Personification

• Hyperbole

• Simile

• Metaphor

In order to meet these essential understandings, students must be able to...

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies

• Interpret figures of speech in context

• Distinguish among the connotations of words with similar denotations

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

• Build vocabulary knowledge when considering a word or phrase important to comprehension or expression

Evidence Outcomes:

a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.6.1)

i. Introduce claim(s) and organize the reasons and evidence clearly. (CCSS: W.6.1a)

ii. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. (CCSS: W.6.1b)

iii. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (CCSS: W.6.1c)

iv. Establish and maintain a formal style. (CCSS: W.6.1d)

v. Provide a concluding statement or section that follows from the argument presented. (CCSS: W.6.1e)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Craft arguments using techniques specific to the genre.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

How to...

• Create credible arguments to support claims using reasons, evidence, and analysis

• Formal writing structures and format

In order to meet these essential understandings, students must know...

• Writing Strategy:

  • Formats for writing a thesis

  • Methods for determining relevant evidence from credible sources

  • Methods for determining clear reasons

  • Methods for developing a concluding statement or section

• Writing Style:

  • Words, phrases, and clauses that clarify relationships among claim(s) and reasons

  • Formal style of writing

  • Formal structure of writing

• Subject-specific formatting (Chicago, MLA, etc.)

In order to meet these essential understandings, students must be able to...

NOTE 1: these are minimum requirements for mastery; they need not be utilized in every assignment

NOTE 2: tasks that are italicized are new to the grade level, and should be given more attention; other tasks have been introduced in prior years

Write a strong argument that includes the following elements:

• Write a thesis that:

  • Includes a claim that is relevant and arguable

• Choose evidence:

  • Use evidence from relevant sources

  • Use multiple pieces evidence

  • Incorporates transitions with each piece of evidence to clarify relationships

  • Include accurate in-text citations for all evidence

• Provide reasoning that:

  • Explains each piece of evidence to demonstrate understanding

• Transitions:

  • Use transitions within individual paragraphs

• Format/Style:

  • Use a clear and established structure

  • Use appropriate formatting for the assignment

• Conclusion:

  • Recap the claim

  • Summarize the arguments made

****Suggested structure for grade level appropriate essay:

• Include 2 pieces of evidence per paragraph supporting each part of the thesis

• Each piece of evidence should be accompanied by thorough reasoning and explanation

• Suggested length for a formal essay: At least 5 paragraphs

Evidence Outcomes:

a. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.6.2)

i. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (for example: headings), graphics (for example: charts, tables), and multimedia when useful to aiding comprehension. (CCSS: W.6.2a)

ii. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.6.2b)

iii. Use appropriate transitions to clarify the relationships among ideas and concepts. (CCSS: W.6.2c)

iv. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.6.2d)

v. Establish and maintain a formal style. (CCSS: W.6.2e)

vi. Provide a concluding statement or section that follows from the information or explanation presented. (CCSS: W.6.2f)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Craft informational/explanatory texts using techniques specific to the genre.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Write to inform or explain a topic using analysis and synthesis of information through selection, organization and analysis of relevant content.

In order to meet these essential understandings, students must know...

• Writing Strategy

  • Formats for writing a thesis

  • Elements of a paragraph

  • Appropriate transitions to clarify the relationships among ideas and concepts

  • Precise language and domain-specific vocabulary to inform a about or explain the topic

  • Methods for developing a concluding statement or section

• Writing Style

  • Formal style of writing

  • Formatting

  • Graphics

  • Multimedia

  • Formal structure of writing

• Subject specific formatting (Chicago, MLA, etc.)

In order to meet these essential understandings, students must be able to...

NOTE 1: these are minimum requirements for mastery; they need not be utilized in every assignment

NOTE 2: tasks that are italicized are new to the grade level, and should be given more attention; other tasks have been introduced in prior years

Write an informative piece that includes the following elements:

• Introduce a topic:

  • Provide relevant background information on a topic

  • Include a thesis that:

    • Introduces the topic

    • Indicates the significance this information

• Evidence:

  • Use credible sources

  • Select relevant evidence

  • Use a variety of formats for providing evidence: quote, paraphrase, summary, etc

  • Use multiple pieces of evidence

  • Include accurate in-text citations for all evidence

• Reasoning:

  • Explain ideas and concepts

  • Use effective transitions to create cohesion

• Conclusion:

  • Effectively wrap up and support the information presented

• Format and Style:

  • Use an appropriate organizational system for the the task

  • Use appropriate structure for the assignment (headers, formatting, etc.)

  • Use precise language and domain-specific vocabulary, when appropriate

Evidence Outcomes:

a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.6.3)

i. 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. (CCSS: W.6.3a)

ii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (CCSS: W.6.3b)

iii. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.6.3c)

iv. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. (CCSS: W.6.3d)

v. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.6.3e)

vi. Use stylistic techniques (for example: alliteration, onomatopoeia, rhyme scheme); figurative language (for example: simile, metaphor, personification); and graphic elements (for example: capital letters, line length, word position) to express personal or narrative voice.

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Craft narratives using techniques specific to the genre.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Creatively write about imagined or real experiences

• Organize the narrative logically to engage the audience

• Use sensory details and stylistic/narrative techniques to enhance the story and create further engagement

In order to meet these essential understandings, students must know...

• Writing Structure

Effective storytelling:

• Identify narrator/characters and understand context

• Sequential and logical organization of details/plot structure (organized with beginning, middle conclusion and message)

• Style, Mechanics, and Conventions

  • Narrative techniques (dialogue, pacing, description and reflection)

  • Phrases, clauses, sequencing (time frame and setting)

  • Relevant and rich vocabulary and sensory details/language

  • Sentence structure

  • Figurative language

In order to meet these essential understandings, students must be able to...

• Write a narrative with a logical and sequential beginning, middle and end

• Establish characters

• Employ narrative techniques such as dialogue and pace to enhance storyline and character

• Employ figurative language to create rich detail and engage the audience

• Employ different sentence structures including clauses and phrases to enhance language and dialogue

Evidence Outcomes:

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.6.1)

i. Ensure that pronouns are in the proper case (subjective, objective, and possessive). (CCSS: L.6.1a)

ii. Use intensive pronouns (e.g., myself, ourselves). (CCSS: L.6.1b)

iii. Recognize and correct inappropriate shifts in pronoun number and person. (CCSS: L.6.1c)

iv. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). (CCSS: L.6.1d)

v. Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. (CCSS: L.6.1e)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.6.2)

i. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (CCSS: L.6.2a)

ii. Correctly spell frequently used words and consult reference materials (for example: dictionaries, both print and digital, spell check, and/or trusted peers and/or adults) to determine the spelling of less frequent vocabulary. (adapted from CCSS: L.6.2b)

c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.6.3)

i. Vary sentence patterns for meaning, reader/listener interest, and style. (CCSS: L.6.3a)

ii. Maintain consistency in style and tone. (CCSS: L.6.3b)

d. 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 grade level expectations 1 and 2 above.) (CCSS: W.6.4)

e. 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. (CCSS: W.6.5)

f. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. (adapted from CCSS: W.6.6)

g. 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. (CCSS W.6.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Craft engaging and significant narratives that illustrate universal truths about the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

How to...

• Apply grammar skills to speaking and writing, formal or informal

• Collaboratively and independently engage in the revision process to improve the clarity of writing and speaking

In order to meet these essential understandings, students must know...

• Conventions: Grammar & Usage

  • Grammar skills and tools: pronouns

  • Shifts in verb voice and mood (3.4aiv)

• Mechanics: (capitalization, punctuation, spelling)

  • Understand the rules for commas, parentheses, dashes

  • Correction of spelling and where/how to find correct spelling

• Writing & Revision Process

  • Vary sentence structure

  • Maintain style and tone

  • Writing format and style for different genres

  • Planning/outlining/revising/formatting

  • Editing skills and tools

  • Publishing and producing writing

  • Writing extended pieces in order to research, write, reflect and revise

• Technology supports

  • How to research using scholarly websites/databases, spellcheck, voice-to-text, text-to-speech, Google

In order to meet these essential understandings, students must be able to...

• Employ correct grammar (pronouns-subjective, objective, possessive, intensive, adapt for number)

• Demonstrate command of conventions (commas, parentheses, dashes, and spelling)

• Write with varied sentence structures

• Organize and create a clear and cohesive written work

• Plan/outline written work

• Edit and revise written work

• Use technology to produce, share, and collaborate on work

• Write in different styles and in varied time frames

Evidence Outcomes:

a. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. (CCSS: W.6.7)

b. 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. (CCSS: W.6.8)

c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.6.9)

i. Apply grade 6 Reading standards to literature (for example: “Compare and contrast texts in different forms or genres [for example: stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (CCSS: W.6.9a)

ii. Apply grade 6 Reading standards to literary nonfiction (for example: “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”). (CCSS: W.6.9b)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Gather information from a variety of sources, analyze and evaluate its quality and relevance, and use it to provide credible answers complex questions

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

How to…

• Gather credible evidence from a variety of sources

• Determine and evaluate the credibility of the evidence

• Use the evidence to answer questions and support claims

In order to meet these essential understandings, students must know...

• Research Process

• Gather and use evidence

  • Draw evidence from literary or informational texts to support research

  • Analyze arguments/claims for accuracy, reasoning, relevance

• Source/text analysis

• Creating citations and bibliographies

• Finding and using multiple and varied sources

• Analyzing and evaluating the credibility and relevance of a source

In order to meet these essential understandings, students must be able to...

• Create a short research project that uses multiple, varied, and credible sources

• Analyze and evaluate the credibility and relevance of sources

• Use credible evidence to support claims/explain topic

• Create analysis, based off of credible evidence, that supports that claim/explains topic

• Create citations/bibliography for sources