6th- Second 9 weeks 

During the second nine weeks, students will attempt to achieve at least 30 reading counts points independently. Students will use a novel to create a book report about a biography.  In class, students will read Tuck Everlasting together. They will answer comprehension questions based on this novel, study vocabulary from the novel, and participate in activities connected to standards based on the novel.  Students will also create a variety of essays guided by EBW writing using the writing process. In class, students will participate and complete a variety of assignments based on  bolded ELA standards that are listed below. 

6.RC.1  Analyze what a text says explicitly as well as draw inferences from the text through citing textual  evidence. (E) 

6.RC.2  Determine how a theme or central idea of a work of literature is conveyed through particular  details; provide a detailed, objective summary of the text. (E) 

6.RC.3  Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a  work of literature and contributes to the development of the theme, characterization, setting, or  plot. (E) 

6.RC.5  Determine how a central idea of a text is conveyed through particular details; provide an  objective summary of the text.

6.RC.6  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.RC.7  Determine an author’s perspective or purpose in a text, and explain how it is conveyed in the  text. (E) 

6.RC.8  Trace and evaluate the argument and specific claims in a text, distinguishing claims that the  author supports with reasons and evidence from claims that are not supported. 

6.RC.9  Integrate information presented in different media or formats (e.g., visually, quantitatively,  verbally) to demonstrate a coherent understanding of a topic or issue. 

6.RC.10  Use context to determine or clarify the meaning of words and phrases. 

6.RC.12  Distinguish among the connotations of words with similar denotations. 

6.RC.13  Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a  word (e.g., audience, auditory, audible). (E) 

6.W.1: Write arguments in a variety of forms.

6.W.4: Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative.

6.W.5: Conduct Research assignment and tasks to build knowledge about the research process and the topic under study.

6.W.6: Demonstrate command of English grammar and usage focusing on pronouns and usage.

6.W.7: Demonstrate command of conventions of standard English capitalization, punctuation, and spelling focusing on punctuation.

6.CC.1  Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and  teacher-led) on grade appropriate topics, texts, and issues, building on others’ ideas and  expressing personal ideas clearly. (E) 

6.CC.2  Pose and respond to specific questions with elaboration and detail by making comments that  contribute to the topic, text, or issue under discussion. (E) 

6.CC.3  Review the key ideas expressed and demonstrate understanding of multiple perspectives  through reflection and paraphrasing. (E) 

6.CC.5  Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by  reasons and evidence from claims that are not. 

6.CC.6  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. 

6.CC.7  Develop engaging presentations that include multimedia components (e.g., graphics, images,  music, sound) and visual displays in presentations to clarify information. 

6.CC.8  Use evidence to evaluate the accuracy of information presented in multiple media messages. (E)

• 6.RC.1 

  • Standard

    • Analyze what a text says explicitly as well as draw inferences from the text through citing textual evidence. (E)

  • Evidence Statement

    • Analyze text for explicit meaning.

    • Draw inferences from text.

    • Cite evidence to support inferences.

• 6.RC.2 

  • Standard

    • Determine how a theme or central idea of a work of literature is conveyed through particular details; provide a detailed, objective summary of the text. (E)

  • Evidence Statement

    • Use details to explain how a theme is conveyed in a work of literature.

    • Use details to explain the central idea of a work of literature.

    • Develop a detailed, objective summary of the text.

• 6.RC.3

  • Standard

    • Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a work of literature and contributes to the development of the theme, characterization, setting, or plot. (E) 

  • Evidence

    • Explain how chapters/scenes/stanzas fit together to contribute to structure.

    • Explain how a story or drama’s plot is developed by a series of events.

    • Describe how a character changes over the course of a story.

    • Analyze a pattern of events in a story and discuss what that tells the reader about the setting, characters, and theme in that story.

    • Identify how a story’s structure differs from other stories and describe the impact of the author’s choice. 

• 6.RC.5

  • Standard

    • Determine how a central idea of a text is conveyed through particular details; provide an objective summary of the text.

  • Evidence

    • Use details to explain how a central idea is conveyed in nonfiction text.

    • Develop an objective summary of the text.

• 6.RC.6

  • Standard

    • Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

  • Evidence 

    • Determine whether a text or passage focuses on an individual, event, or idea.

    • Using details, explain how the author introduces the topic (individual, event, or idea).

    • Using details, explain how the author illustrates the topic (individual, event, or idea).

    • Give examples of how the author elaborates on their topic (individual, event, or idea).

• 6.RC.7 

  • Standard

    • Determine an author’s perspective or purpose in a text, and explain how it is conveyed in the text. (E) 

  • Evidence

    • Determine an author’s purpose or perspective.

    • Explain how an author’s purpose or perspective is developed.

    • Highlight sentences that provide clues explaining why an author wrote a text.

• 6.RC.8 

  • Standard

    • Trace and evaluate the argument and specific claims in a text, distinguishing claims that the author supports with reasons and evidence from claims that are not supported.

  • Evidence

    • Identify an author’s argument and specific claims.

    • Determine how an author uses evidence to support arguments

    • Identify how evidence supports a claim.

    • Analyze whether or not a claim is supported by evidence.

• 6.RC.9 

  • Standard

    • Integrate information presented in different media or formats (e.g., visually, quantitatively, verbally) to demonstrate a coherent understanding of a topic or issue

  • Evidence

    • Compare and contrast how authors use different modes of presentation to provide information on the same topic.

    • Summarize the similarities and differences between two versions of an article or story.

    • Identify how a graphic supports a text.

    • Determine how graphics relate to a text.

    • Identify how graphics and text support claims.

    • Explain how graphics support the central ideas of a text

• 6.RC.10 

  • Standard

    • Use context to determine or clarify the meaning of words and phrases  

  • Evidence

    • IUse context clues to determine or clarify the meaning of words.

    • Use context clues to determine or clarify the meaning of phrases.

• 6.RC.12

  • Standard

    • Distinguish among the connotations of words with similar denotations.

  • Evidence 

    • Define connotation and denotation.

    • Identify examples of connotation and denotation.

    • Examine how word choice affects meaning.

    • Revise passages for vivid, connotative language

• 6.RC.13

  • Standard

    • Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (E) 

  • Evidence

    • Identify and define Greek roots.

    • Identify and define Latin roots.

    • Identify and define affixes.

    • Predict the meaning of unknown words using Greek or Latin affixes and roots as clues

• 6.W.1 

  • Standards

    • Write arguments in a variety of forms that:

      • Introduce claim(s) using strategies such as textual analysis, comparison/contrast, and cause/effect.

      • Use an organizational structure to group related ideas that support the argument.

      • Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

      • Establish and maintain a consistent style and tone appropriate to the purpose and audience.

      • Use appropriate transitions that enhance the progression of the text and clarify the relationships among claim(s) and reasons.

      • Provide a concluding statement or section that follows from the argument presented. (E) 

  • Evidence

    • Identify claims, reasons, and relevant evidence within text.

    • Outline an argument, introducing the claim with a thesis statement and organizing the reasons and evidence clearly in order to support the claim.

    • Determine how to structure an argument using textual analysis, comparison/contrast, or cause/effect.

    • Formulate support for claims with clear reasons and relevant evidence.

    • Evaluate the credibility of sources used and relevance of the evidence.

    • Write an argument to introduce and support a claim with clear reasons and relevant evidence.

    • Utilize words, phrases, and clauses that show relationships between the claim and reasons.

    • Establish and maintain a formal style.

    • Plan and write an appropriate conclusion that follows the argument presented

• 6.W.4

  • Standard

    •  Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative: 

      • Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, and edit to produce and strengthen writing that is clear and coherent with some guidance and support from peers and adults.

      • Use technology to interact and collaborate with others to generate, produce, and publish writing.

  • Evidence

    • Determine the appropriate writing mode necessary to fit the specific task, purpose, and audience.

    • Engage in all steps of the writing process: planning, developing, drafting, revising, and publishing.

    • Draft writing pieces that adhere to a clear topic or purpose.

    • Incorporate revisions in order to make substantive changes to writing.

    • Edit writing to align with grade level appropriate expectations for grammar and mechanics.

    • Actively participate in peer review opportunities, providing and utilizing academic feedback in order to strengthen and enhance the clarity and coherence of writing.

    • Use appropriate technology in order to interact and collaborate with others.

    • Use appropriate technology to produce and publish writing.

    • Select and use appropriate tools for communicating and collaborating.

• 6.W.5

  • Standard

    • Conduct research assignments and tasks to build knowledge about the research process and the topic under study. 

      • Formulate a research question (e.g., In what ways did Madame Walker influence Indiana society?).

      • Gather relevant information from multiple sources and annotate sources.

      • Assess the credibility of each source.

      • Quote or paraphrase the information and conclusions of others.

      • Avoid plagiarism and provide basic bibliographic information for sources.

      • Present information, choosing from a variety of formats. (E)

  • Evidence

    • Develop a research question.

    • Conduct an investigation of multiple sources in order to develop an answer or a hypothesis to a research question.

    • Assess the credibility of each source.

    • Annotate sources.

    • Construct an answer or hypothesis in the form of a thesis statement.

    • Use correct formatting to quote or paraphrase information found in sources.

    • Construct and correctly format a works cited page to house citations and avoid plagiarism.

    • Present information, choosing from a variety of formats.

• 6.W.6 

  • Standard

    • Demonstrate command of English grammar and usage, focusing on:

      • Pronouns – Using a variety of pronouns, including subject, object, possessive, and reflexive; ensuring pronoun antecedent agreement; recognizing and correcting vague pronouns (i.e., ones with unclear or ambiguous antecedents).

      • Usage – Writing simple, compound, complex, and compound-complex sentences; recognizing sentence fragments and run-ons. (E)

  • Evidence

    • Identify and demonstrate correct use of subject pronouns.

    • Identify and demonstrate correct use of object pronouns.

    • Identify and demonstrate correct use of possessive pronouns.

    • Identify and demonstrate correct use of reflexive pronouns.

    • Practice writing with pronoun antecedent agreement.

    • Recognize and correct vague pronouns.

    • Write using a variety of sentence types.

    • Recognize and avoid using sentence fragments.

    • Recognize and avoid using run-on sentences

• 6.W.7 

  • Standard

    • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling, focusing on: 

      • Punctuation

        • Using punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

        •  Using semicolons to connect main clauses and colons to introduce a list or quotation. (E) 

  • Evidence

    • Write using standard English conventions that are appropriate for the grade level.

    • Explain how nonrestrictive/parenthetical elements function in a sentence.

    • Use commas, parentheses, and dashes to set off nonrestrictive/parenthetical elements in a sentence.

    • Identify main (or independent) clauses.

    • Use semicolons to connect main, or independent clauses.

    • Use colons to introduce a list or quotation.

• 6.CC.1 

  • Standard

    • Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) on grade appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly. (E)

  • Evidence

    • Participate in different types of discussions (i.e., pairs, groups, whole class).

    • Participate in discussions with a diverse group of partners about grade six topics, texts, and issues.

    • Add to others’ ideas while contributing to one’s own ideas.

    • Reflect on discussion topics using evidence from the text, issue, and topic.

    • Formulate comments, questions, and responses based on evidence from the text or topic.

• 6.CC.2

  • Standard

    • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (E)

  • Evidence

    • Develop and pose questions related to the topic, text, or issue under discussion.

    • Monitor comprehension by composing factual and inferential questions.

    • Respond to specific questions with elaboration and detail that contributes to the topic, text, or issue under discussion

• 6.CC.3 

  • Standard

    • Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (E) 

  • Evidence

    • Outline the key ideas expressed by a speaker.

    • Demonstrate understanding by paraphrasing and reflecting on a speaker’s information.

• 6.CC.5 

  • Standard

    • Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

  • Evidence

    • Identify a speaker’s claim.

    • Outline an argument made by a speaker, including evidence used to support main points.

    • Evaluate which points are supported by evidence and which are not.

• 6.CC.6 

  • Standard

    • 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

  • Evidence

    • Understand the difference between claims and findings.

    • Present claims and findings.

    • Organize ideas logically, and use the most pertinent information.

    • Ensure all details work to support the main idea or theme.

    • Use appropriate eye contact.

    • Use adequate volume.

    • Use clear pronunciation

• 6.CC.7 

  • Standard

    • Develop engaging presentations that include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

  • Evidence

    • Use a variety of digital and traditional tools when asked to present information. 

    • Add graphics, images, music, and sound to clarify information and add interest.

• 6.CC.8 

  • Standard

    • Use evidence to evaluate the accuracy of information presented in multiple media messages. (E)

  • Evidence

    • Evaluate and compare online information sources for accuracy, relevance, and bias.

    • Apply knowledge of reputable online sources to determine which sites are credible and which are not

Writing/ Grammar:

EBW Writing

NoRedInk

Reading:

Reading Counts

A selection of short fiction/nonfiction texts.

Tuck Everlasting

Readworks