Standards

COURSE CONTENT STRANDS/OBJECTIVES: Students will be exposed to the South Carolina content strands of reading/literature, grammar, writing, speaking, and listening.

ALL UNITS:

UNIT 1 Facing Fears

LANGUAGE ARTS: Skills Review/Writing Workshop, Narrative, Autobiographical, Descriptive Essay, Research Essay, Following Directions, Diagnostic Test/Skills Preview. Phrases: Using the Subject in Different Positions; Compound Subjects and Predicates; Varying the Four Kinds of Sentences: Correcting fragments and Run-ons; Proofreading, Revision, and Drafting Skills; Applications in Writing and Literature; Writing Connection: Persuasive Writing.

STANDARDS COVERED:

RL 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences dr awn from the text. (SC 6-1.1) RL 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 (SC 6-3.1, 6-3.3, 6-3.4)

RL 7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio tape, 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 (SC 6-1.6)

RL 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.

RI 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (SC 6-2.2)

RI 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 (SC 6-6.3)

RI 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.

W 1: Write arguments to support claims with clear reasons and relevant evidence (SC 6-5.4)

a. introduce claim(s) and organize the reasons and evidence clearly (SC 6-4.1)

b. support claims(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text c.. use words, phrases, and clauses to clarify the relationships among claims(s) and reasons (SC 6-4.3) d.. establish and maintain a formal style (SC 6-5.1, 6-5.4) e. provide a concluding statement or section that follows from the argument presented. (SC 6-4.3)

W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience . (SC 6-4.1, 6-4.3)

W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research (SC 6-4.3)

a. 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).

b. 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.”)

SL 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on 6^th grade topics, texts, and issues, building on others’ ideas and expressing their own clearly:

a. 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.

b. follow rules for collegial discussions, set specific goals and deadlines, and define individual

roles as needed

c. pose and respond to specific questions with elaboration and detail by making comments that

contribute to the topic, text or issue under discussion

d. review the key ideas expressed and demonstrate understanding of multiple perspectives through

reflection and paraphrasing

L 1: Demonstrate command of the conventions of standard English grammar and usage when speaking

and writing.

a. ensure that pronouns are in the proper case (subjective, objective, possessive)

b. use intensive pronouns (e.g., myself, ourselves)

c.. recognize and correct inappropriate shifts in pronoun number and person (SC 6-4.4)

d.. recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents) (SC 6- 4.4)

e.. recognize variations from standard English in their own and other’s writing and speaking, and

identify and use strategies to improve expression in conventional language. (SC 6-4.4, 6-6.4)

L 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.

a. 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. (SC 6-3.1)

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a

word (e.g., audience, auditory, audible). (SC 3.2)

c. 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.(SC 6-6.7)

d. 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). (SC 6-6.7)

L 5: Demonstrate understanding of figurative language, word relationships and nuances in word

meanings

a. interpret figures of speech (e.g., personification) in context (SC 6-1.3)

UNIT 2 Animal Intelligence

LANGUAGE ARTS: Skills Review/Writing workshop, narrative essays, short story evaluations, persuasive essays. Subject and Object Pronouns; Subject and Object Pronouns in Compound Parts; Pronoun Problems; Personal, Possessive, Interrogative, and Indefinite Pronouns; Reflexive and Intensive Pronouns; Proofreading and Revision Skills; Writing Connection: Descriptive Writing.

STANDARDS COVERED:

Focus Standards: the standards listed below are to be the focus of intentional instruction during the second quarter, however, not to the exclusion of other standards. Since ELA standards are recursive, many are familiar to the students and the teacher can assume students bring with them prior knowledge of literacy skills and literary devices. Therefore, the teacher should feel free to incorporate other standards into his/her instruction while maintaining focus on these below :

RL 2:Determine a theme or central idea of a text as it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments. (SC 6-1.6, 6-1.7)

RL 3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the

characters respond to change as the plot moves toward a resolution. (SC 6-1.4, 6-1.10)

RL 5: Analyze how a particular sentences, chapter, scene or stanza fits into the overall structure of a text

and contributes to the development of the theme, setting or plot. (SC 6-1.4, 6-1.8)

RL 6: Explain how an author develops the point of view of a narrator or speaker in a text.(SC 6-1.2)

RL 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

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

(SC 6-1.2, 6-2.3, 6-2.9)

RI 9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir

written by and a biography of the same person) (SC 6-2.1, 6-2.3)

RI 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.

W 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through the selection, organization and analysis of relevant content (SC 6-4.1, 6-4.3, 6-5.1)

A. introduce topic; organize ideas, concepts and information using strategies such as definition, classification, comparison/contrast and cause and effect; include formatting (e.g., headings), graphics (e.g. charts, tables) and multimedia when useful in aiding comprehension (SC 6-6.6)

B. Develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples (SC 6-4.3)

C. Use appropriate transitions to clarify the relationship among ideas and concepts (SC 6-4.3)

D. Use precise language and domain specific vocabulary to inform about or explain the topic (SC 6-5.3)

E. Establish and maintain a formal style (SC 6-5.1)

F. Provide a concluding statement or section that follows from the information or explanation presented (SC 6-4.3)

W5: 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) (SC 6-4.5, 6-4.6, 6-4.7)

S/L 1c: Pose and respond to specific questions with elaboration and detail by making comments that

contribute to the topic, text, or issue under discussion

S/L 1 d: Review the key ideas expressed and demonstrate understanding of multiple perspectives

through reflection and paraphrasing.

L 2: Demonstrate command of the conventions of standard English capitalization, punctuation and

spelling when writing (SC 6-4.6, 6-4.7)

A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical

elements (SC 6-4.6)

B. Spell correctly (SC 6-4.7)

L 3: Use knowledge of language and its conventions when writing, speaking, reading or listening.

A. Vary sentence patterns for meaning, reader/listener interest, and style (SC 6-4.2)

B. Maintain consistency in style and tone (SC 6-4.5)

L 5: Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings (SC SC 6-1.3, 6-3.4)

A. interpret figures of speech (e.g., personification) in context (SC 6-1.3)

B. use relationships between particular words (e.g., cause/effect, part/whole, item category) to

better understand each of the words

C. distinguish among the connotations (associations) or words with similar denotations

(definitions) (e.g., stingy, scrimping, economical, thrifty, unwasteful) (SC 6-3.4)

Gap Standards: Those SC standards not adequately covered by Common Core

SC 6-2.4: Create responses to informational texts through a variety of methods (for example, drawings,

written work, oral and auditory presentations, discussions, and media productions)

SC 6-2.8: Predict events in informational texts on the basis of cause-and-effect relationships

SC 6-2.9: Indentify propaganda techniques (including testimonials and bandwagon) in informational texts.

UNIT 3 Dealing with Diaster

Language Arts: Skills Review/Writing workshop, Expository: How-To-Essay, Writing for Assessment, Persuasive Writing, Speeches, and Research Essay. Understanding Sentences: Complete/Simple Subjects and Predicates; Types of Verbs: Verb Using Nouns: Identifying Nouns; Various Uses of Nouns; Common and Proper Nouns; Singular and Plural Nouns; Possessive Nouns; Using Plural and Possessive Nouns Correctly; Appositives; Combining Sentences Using Appositives and Possessive Nouns; Proofreading, Revision, and Drafting Skills; Applications in Writing and Literature; Writing Connection: Informative Writing. Using Verbs: Kinds of Verbs; Verb Phrases; Direct Objects; Predicate Words; Verb Tenses; Principal Parts of Verbs; Irregular Verbs; Contractions; Proofreading, Revision, and Drafting Skills; Applications in Writing and Literature; Writing Connection: Narrative and Literary Writing. Using Adjectives: Identifying Adjectives and Words Modified; Predicate Adjectives; Comparative and Superlative Degrees of Adjectives; Proofreading and Drafting Skills; Applications in Writing and Literature; Writing Connection: Informative Writing

Focus Standards: the standards listed below are to be the focus of intentional instruction during the third quarter, however, not to the exclusion of other standards. Since ELA standards are recursive, many are familiar to the students and the teacher can assume students bring with them prior knowledge of literacy skills and literary devices. Therefore, the teacher should feel free to incorporate other standards into his/her instruction while maintaining focus on these below:

RL 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. (SC 6-1.6)

RI 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. (SC 6-2.1, 6-5.1)

RI 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). (SC 6-1.4, 6-1.5)

RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (SC-3.1, SC 6-3.3, 6-3.4)

RI 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.

RI 10: By the end of the year, read literary non-fiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range

W 7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. (SC 6-5.1, 6-6.1, 6-6.8)

W 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. (SC 6-2.1, 6-2.3, 6-2.9, 6-6.3, 6-6.8)

S/L 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. (SC 6-2.5, 6-2.6, 6-2.7, 6-6.4, 6-6.5)

S/L 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. (SC 6-6.5)

S/L 5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (SC 6-6.6)

Gap Standards: Those SC standards not adequately covered by Common Core

SC 6-6.2: Use direct quotations, paraphrasing or summaries to incorporate into written, oral, auditory, or

visual works the information gathered from a variety of sources.

UNIT 4 Making Your Voice Heard

LANGUAGE ARTS: Letters, research paper in conjunction with Social Studies, Varying the Four Kinds of Sentences; Proofreading, Revision, and Drafting Skills.

Focus Standards: the standards listed below are to be the focus of intentional instruction during the fourth quarter, however, not to the exclusion of other standards. Since ELA standards are recursive, many are familiar to the students and the teacher can assume students bring with them prior knowledge of literacy skills and literary devices. Therefore, the teacher should feel free to incorporate other standards into his/her instruction while maintaining focus on these below:

RI 7: Integrate information presented in different media or formats (e.g. visually, quantitatively) as well

in words to develop a coherent understanding of a topic or issue. (SC 6-2.6)

RI 10: By the end of the year, read and comprehend literary non-fiction in the grades 6–8 text complexity

band proficiently, with scaffolding as needed at the high end of the range

W 3: Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences. (SC 6-4.3, 6-5.2, 6-5.3)

a. 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.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,

events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from

one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey

experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

W 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.

S/L 3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

S/L 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.) (SC 6-6.4)