Unit 1: Reading is Thinking
Standards Covered:
6.4.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.4.3.3 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.
6.4.5.5 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.
6.4.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range.
a. Self-select texts for personal enjoyment, interest and academic tasks.
Assessment: Reading Response
Unit 2: Nonfiction Reading
Standards Covered:
6.5.1.1 Cite textual evidence to support analysis of what a text says explicitly and inferences drawn from the text; summarize the text
6.5.2.2 Distinguish between stated and inferred central ideas; determine the themes and central ideas and support determination with evidence and inferences drawn from the text
6.11.4.4 Examine academic and technical vocabulary in informational text through study of word origins (morphology and etymology) and use of reference tools
6.5.10.10 Locate, select, and read texts representing various perspectives and identities from dominant, non-dominant, and marginalized social groups, using various methods of searching for text (e.g. literary award lists, curated book lists, book reviews)
Assessment: Central Idea Assessment
Unit 3: Informational Writing Unit
Standards Covered:
6.7.2.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. 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.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
Embedded Reading Standards:
6.5.3.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
6.5.5.5 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.
6.5.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
6.5.7.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Assessment: Paragraph and Informational Article
Unit 4: Book Club Unit
Standards Covered:
6.4.3.3 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.
6.4.2.2 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 judgements.
6.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 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.
e. Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.
Assessment: Book Club Assessment
Unit 5: Argument/Persuasive Writing
Standards Covered:
6.7.1.1 Write to argue, articulating both an argument and a counter-argument, building on skills from previous years OR Write to persuade, employing emotional strategies (e.g. manipulation, motivation, inspiration) and articulating benefits of the strategies used, building on skills from previous years.
6.11.4.4 Examine academic and technical vocabulary in informational text through study of word origins (morphology and etymology) and use of reference tools
6.5.10.10 Locate, select, and read texts representing various perspectives and identities from dominant, non-dominant, and marginalized social groups, using various methods of searching for text (e.g. literary award lists, curated book lists, book reviews)
Assessment: Argument/Persuasive Writing
Unit 6: Author’s Purpose Unit
Standards Covered:
6.4.6.6 Explain how an author develops the point of view of the narrator or speaker in a text
6.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience
6.4.2.2 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.
Spiraled Standards:
6.7.5.5 With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, re-writing, or trying a new approach
6.11.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing
6.11.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
Assessment: Author’s Purpose Assessment
Unit 7: Poetry
Standards Covered:
6.5.4.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings.
6.4.2.2 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.
6.4.7.7 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.
6.5.10.10- 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. a. Self-select text for personal enjoyment, interest and academic tasks.
Assessment: Poetry Assessment
Unit 8: Narrative Writing Unit
Standards Covered:
6.7.3.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
6.7.5.5 With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising and editing, rewriting or trying a new approach (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 73 of standards document).
6.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.7.10.10 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.
Assessment: Final Narrative
Ongoing: Independent Reading and Writing
Standards Covered:
6.5.10.10 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.
a. Self-select text for personal enjoyment, interest and academic tasks.
6.7.10.10 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.
a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Assessment: Reading Conferences, Reading Responses, Book Commercials, Writing Conferences, Quick Writes