McDowell County Schools
Sixth Grade Language Arts Resources and Pacing Guide
First Six Weeks
2009-2010
Topic SCOS Skill Genre Resources/ Trade Vocabulary Interdisciplinar Writing Topics Essential Questioning
Reading
Writing
Objective Books y Connections/
Speaking
Listening
Thematic Unit
Research
R 1.02 Plot, sequence, setting and main idea Science Fiction Holt Elements of Plot Daily/Weekly Journal Based on the selection, what
W Literature Collection 1) entries can you infer?
L 1.04 Compare/contrast Realistic Fiction Marzano’s Lists of Sequence
R Questioning Quick Writes in Holt How did the main character’s
S Journal writing Play/Drama PAIDEIA Seminars Main idea Elements of Literature actions affect the outcome or
2.01
“The Black Cauldron” other characters in the story?
Brochure/Newsletter Historical “City of Ember” Compare/ Argumentative Writing
2.02 Fiction “Number the Stars” Contrast Prompt What details helped you draw
Summarizing “Matilda Bone” a conclusion about _______?
Informational Text Summarize Examining/Create
3.01 “Fly Away Home”
Author’s purpose Persuasive Writing How has my perspective
“Faithful Elephants”
Humorous Fiction Purpose Patterns grow/developed from this
4.01 Drawing conclusions “Call of the Wild” learning experience?
Thinking Maps Conclusion
5.01 Class seminar Graphic Organizers After reading the selection,
Stephanie Harvey Tool Genre how would you summarize
5.02 Characteristics of genre Kit the narrator’s feelings?
4-Block Noun
6.01 Synonyms/Antonyms United Streaming How can you tell the main
Accelerated Reader Pronoun character learned a life
6.02 Sentence structure SSR lesson?
TIME for Kids Verb
Parts of Speech (nouns, pronouns, verbs) What details can you connect
Analyze to predict the outcome or
Punctuation draw conclusions?
Common spelling patterns How does the author’s word
choice shape the meaning of
the text?
Why did the author most
likely write this selection?
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McDowell County Schools
Sixth Grade Language Arts Resources and Pacing Guide
Second Six Weeks
2009-2010
Topic SCOS Skill Genre Resources/ Trade Vocabulary Interdisciplinar Writing Topics Essential Questioning
Reading
Objective Books y Connections/
Writing
Speaking Thematic Unit
Listening
Research
R 1.01 Conflict Realistic Fiction Holt Elements of Theme Daily/Weekly Also See Essential Questioning from
W Literature (Collection Journal entries 1st 6 Weeks
L 1.02 Characterization Play/Drama 2) Conflict
R Marzano’s Lists of Quick Writes in Holt How can I retell a new story or
S Theme Historical Questioning Characterization Elements of historical episode and establish a
1.04 Fiction PAIDEIA Seminars Literature point of view?
Subject/Verb Agreement Reader’s Theater Point of View
2.01 Informational Text- Literature Circles Argumentative What is the significance of this
Inference Nonfiction “Julie of the Wolves” Inference Writing Prompt event on future generations?
2.02 “The Black
Point of View – First Person Predictions Examining/Create What strategies must I use to find a
Cauldron”
Persuasive Writing solution to problems in literature
3.02 “City of Ember”
Predictions Cause & Effect Patterns and other materials?
“Number the Stars”
Cause & Effect “Matilda Bone” Plot Resolution Analyze
4.01
“Fly Away Home” Characteristics of What are appropriate criteria to
4.02 Plot Resolution/Climax “Faithful Elephants” Climax Argumentative evaluate the quality of the
“Call of the Wild” Works communication?
5.01 Compare/Contrast Thinking Maps Analyze
Graphic Organizers How do I develop the criteria used
5.02 Idioms/Simile/Metaphor Stephanie Harvey in criticism?
Tool Kit
6.01 Conjunctions/Interjections/ 4-Block What reading strategies do I use
Adjectives/Adverbs United Streaming with various types of text?
6.02 Brain Pop
Common spelling patterns Accelerated Reader How do I recognize and analyze
SSR literary devices and elements of a
TIME for Kids story?
What do you know about the
selection before you began reading?
What did you infer from the title
before you began reading?
What is the effect of the author’s use
of dialogue, etc. in this selection?
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McDowell County Schools
Sixth Grade Language Arts Resources and Pacing Guide
Third Six Weeks
2009-2010
Topic SCOS Skill Genre Resources/ Trade Vocabulary Interdisciplinary Writing Topics Essential Questioning
Reading
Objective Books Connections/
Writing
Speaking Thematic Unit
Listening
Research
R 1.01 Theme Realistic Fiction Holt Elements of Theme Daily/Weekly Journal Also See Essential Questioning
W Literature (Collection entries from 1st and 2nd 6 Weeks
L 1.02 Summarize Plot Fairy Tale 3) Plot
R Marzano’s Lists of Quick Writes in Holt What are appropriate criteria to
S Evaluate Writer’s Conclusion Folk Tale Questioning Generalization Elements of Literature evaluate the quality of the
1.04 communication?
PAIDEIA Seminars
Generalizations Myths Reader’s Theater Evaluate Argumentative Writing
How do I develop the criteria
2.01 Literature Circles Prompt
using criticism?
Recognize and Evaluate Evidence Informational Text- “Tuck Everlasting” Fact/Opinion
2.02 Nonfiction “Roll of Thunder, Examining/Create What reading strategies do I use
Make Connections Homophone Persuasive Writing
Hear My Cry” with various types of text?
Informational Text- Patterns
3.01 “Sounder”
Fact/Opinion Statistics/Evaluating Personification
“Brian’s Winter”
Evidence Analyze Characteristics How do I recognize and analyze
Compare/Contrast “The Incredible Irony of Argumentative
3.03 literary devices and elements of a
Journey” Works story?
Homophone “The Lightening Tone
4.01 Thief”
Hyperbole/Idioms/Metaphor/ “InkHeart” Pun What did you know about the
4.02 Thinking Maps selection before you began
Simile/Personification
Graphic Organizers Preposition reading?
4.03
Context Clues Stephanie Harvey
Tool Kit Brochure What are the characteristics of
5.01 literary genres?
Word Origins 4-Block
5.02 United Streaming Infomercials
How did this particular selection
Character Traits Brain Pop fit the characteristics of said
6.01 Accelerated Reader Electronic genre?
Quotations SSR Database
6.02 TIME for Kids How does the author’s word
Irony choice shape the meaning of the
selection?
Tone
How do I recognize a critic’s
Puns point of view?
Multiple Meaning Words How do I keep an open mind
when viewing a critic’s point of
Punctuation Common spelling patterns view?
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McDowell County Schools
Sixth Grade Language Arts Resources and Pacing Guide
Fourth Six Weeks
2009-2010
Topic SCOS Skill Genre Resources/ Trade Vocabulary Interdisciplinary Writing Topics Essential Questioning
Reading
Objective Books Connections/
Writing
Speaking Thematic Unit
Listening
Research
R 1.02 Literary Devices (Irony, Imagery, Realistic Fiction Holt Elements of Metaphor Daily/Weekly Journal Also See Essential Questioning
W Symbolism) Literature (Collection entries from 1st /2nd /3rd 6 Weeks
L 1.03 Fairy Tale 6 & 7) Imagery
R Inference Marzano’s Lists of Reader’s Response to What reading strategies do I
S Science Fiction Questioning Inference Poetry use with various types of text?
1.04 Analyze Assertions & Cite Sources PAIDEIA Seminars
Short Story Reader’s Theater Symbolism Create Works How do I recognize and
3.01 Use Prior Knowledge Literature Circles Containing Figurative analyze literary devices and
Essay “Phantom Tollbooth” Analyze Language elements of a story?
3.03 Draw Conclusions/Make Generalizations “Tuck Everlasting”
Based on Textual Evidence Article Citation Quick Writes in Holt What did you know about the
“Roll of Thunder,
Elements of Literature selection before you began
4.01 Hear My Cry”
Increase Fluency/Rate Poetry Flashback reading?
“Sounder”
Argumentative Writing
4.02 Antonyms Informational Text- “The Incredible Sarcasm Prompt What is the effect of the
Nonfiction Journey” author’s use of dialogue, etc. in
4.03 Character’s Influence “InkHeart” Figurative Examining/Create this selection?
Thinking Maps Language Persuasive Writing
5.01 Hyperbole/Idioms/Metaphor/ Graphic Organizers Patterns What are the characteristics of
Simile/Personification/ Stephanie Harvey Antonyms literary genres?
5.02 Alliteration/Onomatopoeia Tool Kit Analyze Characteristics
4-Block Rhyme of Argumentative How did this particular
6.01 Connotations United Streaming Works selection fit the characteristics
Brain Pop of said genre?
6.02 Fact/Opinion Create a Variety of
Accelerated Reader Poetic Works How does the author’s word
Context Clues SSR choice shape the meaning of
McDowell County the selection?
Elements of Poetry Schools-Classroom
Reading List What strategies do I use to
Types of Poetry Shel Silverstein recognize imagery?
Collections
Implied vs. Supported RAFT Assignments What strategies do I use to
recognize and interpret tone
Punctuation and/or mood?
Common spelling patterns Why does the author use
repetition?
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McDowell County Schools
Sixth Grade Language Arts Resources and Pacing Guide
Fifth Six Weeks
2009-2010
Topic SCOS Skill Genre Resources/ Trade Vocabulary Interdisciplinary Writing Topics Essential Questioning
Reading
Objective Books Connections/
Writing
Speaking Thematic Unit
Listening
Research
R 1.01 Identify Speaker Autobiography Holt Elements of Inference Daily/Weekly Journal Also See Essential Questioning
W 1st & 3rd Person Literature (Collection 4 & entries from 1st /2nd /3rd/4th 6 Weeks
L 1.02 Main Idea Biography 5) Analyze
R Context Clues Quick Writes in Holt How can I retell a new story or
S Multiple Meaning Words Informational Text- Marzano’s Lists of Dialogue Elements of Literature historical episode and establish
1.03 Nonfiction Questioning a point of view?
Clarify Word Meaning
Autobiographic Generate/Create an
Contrast Point of View/Affects on
1.04 Theme Historical Fiction PAIDEIA Seminars Autobiography What is the significance of this
Reflect event on future generations?
Analyze Autobiography
Realistic Fiction Reader’s Theater Examining/Create
2.01 Understand Description
Impact Persuasive Writing How did this particular
Infer Main Idea Folk Tales Literature Circles Patterns selection fit the characteristics
3.01 Main Idea Across Text Summarize of said genre?
Summarize Main Events Myths Read, Write, Think Analyze Characteristics
4.01 Context Clues Website Connections of Argumentative How does the author’s word
Compare/Contrast Autobiography Works choice shape the meaning of
4.02 vs. Biography Thinking Maps Evaluate the selection?
Paraphrasing
5.01 Dialogue Graphic Organizers Primary Source How do I appropriately interact
Sequencing with others in a class
5.02 Dialect Stephanie Harvey Tool Secondary Source discussion?
Moral Kit
6.01 Punctuation What rules of etiquette do I
Common spelling patterns 4-Block follow in group settings?
6.02
United Streaming How could I improve my
involvement in group
Brain Pop discussions/projects?
Accelerated Reader What questions could I ask to
better understand what is
SSR expected of me?
RAFT Assignments
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McDowell County Schools
Sixth Grade Language Arts Resources and Pacing Guide
Sixth Six Weeks
2009-2010
Topic SCOS Skill Genre Resources/ Trade Vocabulary Interdisciplinary Writing Topics Essential Questioning
Reading
Objective Books Connections/
Writing
Speaking Thematic Unit
Listening
Research
R 1.01 Review of Critical Components for Autobiography Holt Elements of Stereotype Daily/Weekly Journal See Essential Questioning from
W End of Grade Review Literature (Collection entries 1st/ 2nd /3rd/4th/5th
L 1.02 Informational Text- 8) Propaganda 6 Weeks
R Fact/Opinion Nonfiction Holt’s Standardized Quick Writes in Holt
S Valid Opinion Testing Prep Distortion Elements of Literature
1.03
Inference Historical Fiction Marzano’s Lists of
Critique Characters Questioning Consequence Generate/Create an
1.04 Figurative Language Realistic Fiction PAIDEIA Seminars Autobiography
Critique Plot EOG Prep (Buckle Evidence
Examining/Create
2.01 Setting Down, Coach,
Implication Persuasive Writing
Suspense Sharpen Up,
Competitive Edge, Patterns
3.01 Stereotyping Technique
Dramatic Irony EOG Samples from
DPI) Analyze Characteristics
Main Idea Emotional Factor of Argumentative
4.01 Reader’s Theater
Generalizations Works
Persuasion Literature Circles
4.02 Relevant
Read, Write, Think
Logic
Website
5.01 Reasoning Editorial
Thinking Maps
Punctuation
Graphic Organizers Author’s Purpose
5.02 Common spelling patterns
Stephanie Harvey
6.01 Tool Kit
4-Block
6.02 United Streaming
Brain Pop
Accelerated Reader
SSR
RAFT Assignments
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McDowell County Schools
6th Grade Language Arts “Family Friendly” SCOS Goals
Goal 1: Students will use personal experiences to express
themselves. Goal 4: Use critical thinking skills and create criteria to evaluate
Identify story parts print and non-print materials.
Recall events in a story Explain what is read, heard or viewed and recognize what is not understood
Interact in group settings Recognize bias, hidden messages, stated messages and propaganda
Identify literary elements in a story Identify author’s purpose, style and point of view
Name characters of fiction and autobiographical works Draw conclusions
Goal 2: Explore and look closely at information from different Goal 5: Respond to various literary genres.
sources. Explain literary devices of figurative language, dialogue, flashback, irony and
Identify elements of fiction sarcasm
Explain what is read Explain elements of fiction
Identify importance and accuracy of information Understand theme, stereotype, character relationships and author’s choice of
Understand difference between compare and contrast genre
Explain inferences and /or conclusions
Select primary and secondary sources Goal 6: Understand and apply grammar and language usage.
Identify sentence types
Goal 3: Examine the foundations and use of argument. Understand and use punctuation correctly
Explain author’s style Identify and use parts of speech correctly
Recognize author’s purpose, tone, and point-of-view Identify phrases and clauses
Make inferences Understand new vocabulary
Identify fact and opinion Understand dialect
Connect between text, self, and world Speak correctly in oral presentation
Recognize problems and solutions Recognize and correct spelling errors in written English
Critique argumentative work
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McDowell County Schools
6th Grade Science “Family Friendly” SCOS Goals
Goal 1: Students will learn the steps in solving a problem by using a scientific process to develop experimental investigation.
Goal 2: Students will show an understanding of how new products are designed and tested.
Goal 3: Students will learn about the earth’s interior, volcanoes, earthquakes and examine the qualities of soil, rocks and minerals.
Goal 4: Students will learn how energy flows through nature; discuss producers, consumers and decomposers and explore how plants make their own food.
Goal 5: Students will gain an understanding of the solar system, explore types of space travel and investigate the International Space Station.
Goal 6: Students will investigate how heat and energy flow through materials and/or across space as well as learn how light and sound travel.
Goal 7: Students will investigate how populations of organisms interact with the environment and will understand conservation strategies.
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McDowell County Schools
6th Grade Social Studies “Family Friendly” SCOS Goals
Students will focus on information about different people, places and regions in Europe and South America.
Goal 1: Students will interpret and create maps, globes, charts, graph and databases to generate information about environments and society.
Goal 2: Students will compare and contrast people and countries of South America and Europe.
Goal 3: Students will describe the environmental impact of activities such as deforestation, urbanization, industrialization and evaluate significance to the global community.
Goal 4: Students will investigate past movements of people, goods, ideas, trade, economics, political and social development and evaluate their importance.
Goal 5: Students will examine the different economic systems in Europe and South America and analyze their effectiveness in meeting basic needs.
Goal 6: Students will investigate the relationship between economic activity and quality of life in Europe and South America.
Goal 7 & 8: Students will examine the role of key historical events and figures while evaluating their importance on past and present societies in Europe and South America.
Goal 9 & 10: Students will describe and trace how different governments in Europe and South America evolved and changed over time.
Goal 11 & 12: Students will examine the common characteristics of the different cultures in Europe and South America and analyze how language, religion, family and ethnic
identity both link and separate society.
Goal 13: Students will investigate the historical movements such as colonization, revolution, emerging democracies, migration/ immigration and the influence on local, state,
regional, national and international communities.
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