6th- Third 9 weeks 

During the third nine weeks, students will attempt to achieve at least 30 reading count points independently. In class, students will read The Watsons go to Birmingham together. They will answer character journals based off of events that have occurred in the novel, and they will complete a variety of reading activities based on ELA standards.  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 

  • 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.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.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.2 

  • Standard

    • Write informative compositions on a variety of forms that:

      • Introduce a topic; organize ideas, concepts, and information using strategies such as definition and classification.

      • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.

      • Use appropriate transitions to clarify the relationships among ideas and concepts.

      • Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.

      • Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

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

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

• Evidence

  • Identify components of informative writing.

  • Determine a structure for writing that best organizes ideas, concepts, and information on a topic using strategies such as definition and classification. Students may be asked to respond in writing using a specific organizational structure such as compare/contrast, cause/effect, problem/solution.

  • Outline informative writing tasks to examine a topic and convey ideas, concepts, and information through text selection, organization, and analysis of relevant content.

  • Determine when to include formatting, graphics, and/or multimedia to aid in comprehension.

  • Introduce and develop a topic in writing using a thesis statement, relevant facts, definitions, concrete details, quotations, examples, or other information from various sources.

  • Select and use various transitions that clarify relationships among presented ideas and concepts.

  • Use precise language and domain-specific vocabulary when writing to inform or explain a topic.

  • Establish and maintain a formal style when writing.

  • Plan and write an appropriate conclusion that follows the information or explanation 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.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.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.4

  • Standard

    • 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.

  • Evidence 

    • Incorporate and assess the quality of information conveyed in different media formats.

    • Analyze the purpose of information in diverse media.

    • Give a thorough explanation of how the media helps listeners/readers better understand the topic, text, or issue.

• 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

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.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.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.2: Write informative compositions 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.4  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. 

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

Writing/Grammar:

EBW Writing

NoRedInk

Reading:

Reading Counts

A selection of short fiction/nonfiction texts.

The Watsons Go to Birmingham-1963

Readworks