Sixth Grade Curriculum Guide - DOC by bN5mG966

VIEWS: 136 PAGES: 39

									                                                                                     English Language Arts
                        Instructional Map
                                                                                            Grade 6
                                                                                                           Intervention/
     Knowledge/Skills       Instructional Practices   Instructional Resources   Outcomes     Assessments
                                                                                                            Enrichment




Page | 1
                                                                                                                                   English Language Arts
                                     Instructional Map
                                                                                                                                          Grade 6
                                                                                                                                                                                Intervention/
            Knowledge/Skills                     Instructional Practices            Instructional Resources                 Outcomes                  Assessments
                                                                                                                                                                                 Enrichment

           3rd Nine Weeks                                                        Primary Resources:                Evidence of Student            Formative/Summative   Tier I = Core Instruction
                                                                                                                   Learning From TN DOE
                                              Pre- Bell Work: Everyday           Holt Elements of Literature                                                            Comprehensive Literacy Plan
    Bell work :                                                                                                    Checks for Understanding
                                              introduce three new vocabulary                                                                                            Strategies
    SPI 0601.1.9 Recognize usage                                                 Holt Elements of Language
                                              words or homophones to the                                           0601.1.13 Use printed and
    errors occurring within context                                                                                                                                     Before Reading Strategies:
                                              student’s vocabulary noting        See also MCS’ Comprehensive       electronic dictionaries,
    (i.e., double negatives,                  part of speech and proper          Literacy Plan (CLP)               thesauruses, and glossaries                                  K-W-L
    troublesome words {to/too/two,            usage in a sentence.                                                 to determine word
    their/there/they’re, its/it’s, sit/set,                                      http://www.mcsk12.net/admin/tl    pronunciation, spelling, and                                 Text Structure
    lie/lay, affect/effect,                   Bell Work Each week choose         apages/literacy_sec/index.asp     part of speech; to clarify                                   Anticipation Guide
    may/can, leave/let, teach/learn,          a different SPI from Standard I
                                                                                 http://www.nettrekker.com         meaning and improve
    accept/except, capitol/capital,           ( Language) to implement with                                                                                                     Word Sorts
    principle/principal,                      the Quick-write prompt.            http://www.teachervision.fen.co   understanding of words
                                              Introduce new skills in whole                                        (including connotation and                           During Reading Strategies:
    between/among}).                                                             m/
    SPI 0601.1.15 Use context clues           group and promote mastery of                                         denotation); and to                                          Modeled Fluency
                                              the skills in the Literacy         http://my.hrw.com/nsmedia/intg    distinguish among
    and prior knowledge of roots and                                             os/html/igo.htm                                                                                Graphic Organizers
    affixes to determine the                  Learning Teams. Close with                                           contextually appropriate
    meaning of multi-meaning                  exit slips, quick writes, think-                                     synonyms and definitions.                                    DR-TA
    words.                                    pair-share, or any other                                             �� 0601.1.14 Define and
                                              appropriate closure activity.                                        recognize synonyms,                                          QAR
    SPI 0601.1.19 Recognize and
    use grade-appropriate and                 See MCS’ Comprehensive                                               antonyms, and homonyms.                              After Reading Strategies:
    content specific vocabulary               Literacy Plan for 12 before,                                         �� 0601.1.15 Identify and
                                              during, and after reading                                            define English words derived                                 Independent Study
    within
                                              strategies to support explicit                                       from Latin and Greek words                                    Strategies
    context.
                                              instruction.                                                         that form common roots.                                      RAFT
             L.6.4. Determine                *Activities listed are                                                                                                            Summarization
    or clarify the meaning of                 suggestions; not mandates. If
    unknown and multiple-                     the teacher has time tested                                                                                                       Reciprocal Teaching
    meaning words and                         best practices strategies that
    phrases based on grade 6                  they use perennially which fit
    reading and content,                      the curriculum for the week,
    choosing flexibly from a                  they are free to use them.
    range of strategies.

    a.Use context (e.g., the
    overall meaning of a
    Page | 2
                                                                                        English Language Arts
                         Instructional Map
                                                                                               Grade 6
                                                                                                              Intervention/
      Knowledge/Skills         Instructional Practices   Instructional Resources   Outcomes     Assessments
                                                                                                               Enrichment
sentence or paragraph; a
word’s position or function
in a sentence) as a clue to
the meaning of a word or
phrase.

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

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.

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).




Page | 3
                                                                                                                           English Language Arts
                              Instructional Map
                                                                                                                                  Grade 6
                                                                                                                                                               Intervention/
       Knowledge/Skills                   Instructional Practices            Instructional Resources                Outcomes             Assessments
                                                                                                                                                                Enrichment


   Week One                           Bell work: Quick write: Have         Review the use of nouns as
                                                                                                            ** �� 0601.1.1 Know and use
                                      students write a paragraph           subjects and objects in a
SPI 0601.1.1 Identify the correct                                                                           appropriately the meaning,
                                      describing their favorite sport to   sentence.
use of nouns.                                                                                               forms and functions of
                                      play or watch, underlining the
SPI 0601.1.2 Identify the correct                                          Review the use of verbs as the   nouns
                                      nouns once and the verbs
use of verbs.                                                              action in the sentence.          verbs, and adjectives                      Holt Reader for students who
                                      twice in their writing.
SPI 0601.1.13 Choose the                                                                                                                               struggle
appropriate interjection to                                                                                 ** �� 0601.1.1 Know and use
complete a sentence.                                                       Elements of Language page        appropriately the meaning,
SPI 0601.1.3 Identify the correct                                          114 and 115 “Interjections”.     forms and functions of
use of adjectives                                                                                           interjections,
                                                                                                                                                       Tier II Websites:Flexible
                                                                                                                                                       Grouping
                                                                                                                                                       http://www.eht.k12.nj.us/~Jon
Common Core Standard:                                                                                                                                  esj/Differentiated%20Instructio
                                      Have students write a story
Writing Standard for Literacy                                                                                                                          n/1%20DI%20Homepage.htm
                                      about something fun that
in History/Social Studies             they’ve experienced recently.
Subjects 6-12                                                                                                                                          http://www.eht.k12.nj.us/~Jon
                                      Have them use interjections in
                                                                                                                                                       esj/Differentiated%20Instructio
                                      their writing. Have students
                                                                                                                                                       n/Flexible%20Grouping.htm
WHST.6-8.10. Write routinely          share their writing with the
over extended time frames (time       class. Discuss how
                                                                                                                                                       http://www.eht.k12.nj.us/~Jon
for reflection and revision) and      interjections add flavor and a
                                                                                                                                                       esj/Differentiated%20Instructio
shorter time frames (a single         conversational tone to the
                                                                                                                                                       n/1%20DI%20Graphic%20Org
sitting or a day or two) for a        writing.
                                                                                                                                                       anizer.htm
range of discipline-specific tasks,   “Review the use of adjectives                                                                                    http://www.eht.k12.nj.us/~Jon
purposes, and audiences.              as descriptors.                                                                                                  esj/Differentiated%20Instructio
                                                                                                                                                       n/PPT%20for%20homepage%
                                      Have the students write a five
                                                                                                                                                       201_files/frame.htm
                                      paragraph essay using
                                                                                                                                                       Differentiated Instruction
                                      descriptive words (adjectives)
                                                                                                                                                       http://www.cast.org/publication
                                      to describe their favorite day off
                                                                                                                                                       s/ncac/ncac_diffinstruc.html
                                      from school.
                                                                                                                                                       http://members.shaw.ca/priscil
                                                                                                            �� 0601.6.4 Make inferences                 latheroux/differentiating.html
Common Core Standard:
Page | 4
                                                                                                                            English Language Arts
                             Instructional Map
                                                                                                                                   Grade 6
                                                                                                                                                                             Intervention/
       Knowledge/Skills                  Instructional Practices             Instructional Resources               Outcomes                      Assessments
                                                                                                                                                                              Enrichment
RI.6.1. Cite textual evidence to                                         Pompeii,” E. Lit, p. 702        and draw conclusions               Five paragraph essay
support analysis of what the text                                                                                                           using Teacher created   http://adifferentplace.org/prod
                                     As the class reads the excerpt
says explicitly as well as                                                                               **�� 0601.1.1 Know and use          rubric to grade.        ucts.htm
                                     from this nonfiction text, have
inferences drawn from the text.                                          A World Map in the classroom.   appropriately the meaning,                                 http://adifferentplace.org/class
                                     the students acknowledge the
                                                                                                         forms and functions of                                     room.htm
                                     precarious nature of Pompeii’s
RI.6.2. Determine a central idea                                                                         prepositions (place                                        http://adifferentplace.org/class
                                     geography based on its history.
of a text and how it is conveyed                                                                         prepositional phrases                                      room.htm#There%20Are%20L
through particular details;          Locate Pompeii on the map.                                          correctly according to the                                 ots%20of%20Ways%20to%20
provide a summary of the text                                                                            words they modify within                                   Differentiate
                                     TTW Review the use of
                                                                                                         the sentence).                                             http://adifferentplace.org/differ
distinct from personal opinions or   prepositional phrases as                                                                                                       entiated.htm
judgments.                           modifiers of nouns and verbs.
                                     Explain that prepositional          Elements of Language:pp.242-
RI.6.3. Analyze in detail how a      phrases are modifiers and, as       264 Prepositions 109-110,
key individual, event, or idea is    such, act as adjectives and         pp.125-130
introduced, illustrated, and         adverbs depending on the
elaborated in a text (e.g.,          words they modify.                                                                                                             Enrichment:
through examples or anecdotes).
                                                                                                                                                                    Have students supplement
SPI 0601.6.2 Identify the main                                                                                                                                      their retelling of “Pompeii” with
                                     Bell work: Have students
idea and supporting details in a                                                                                                                                    a power point or through the
                                     continue to work on their five
text.                                                                                                                                                               use of a map to describe the
                                     paragraph essay.
SPI 0601.1.4 Identify the correct                                                                                                                                   events.
use of prepositional phrases                                                                             0601.5.1 Make logical              HRW Teacher One Stop.   Common Core Standard:
(place prepositional phrases                                                                             predictions of future events
correctly according to the words                                                                                                            Teacher created for     Reading Standards of
                                                                                                         in text.                           grammar assessment.
they modify within the sentence)     Explain that this excerpt is part                                    �� 0601.8.3 Identify plot                                  Literacy in History/Social
within context.                      of a larger nonfiction work by                                      development techniques                                     Studies 6-12 :
SPI 0601.6.1 Formulate               Robert Silverberg called, Lost                                      (e.g., foreshadowing )and
clarifying questions for use         Cities and Vanished                                                 explain its function in the                                RH.6-8.7. Integrate visual
before, during, and after reading.   Civilizations.                      “
                                                                                                         text.                                                      information (e.g., in charts,
SPI 0601.6.2 Identify the main                                                                           0601.8.8 Identify the plot                                 graphs, photographs, videos,
idea and supporting details in a     Locate Pompeii on the World
                                     Map.                                                                element of exposition (i.e.,                               or maps) with other
text.                                                                                                    introduction of characters,                                information in print and digital
SPI 0601.6.3 Use text features       Have the students think about                                       setting,                                                   texts.
to locate information and make       the difficulty that the author                                      and conflict) in literary texts.
meaning from text (e.g.,             must have experienced writing
Page | 5
                                                                                                                        English Language Arts
                              Instructional Map
                                                                                                                               Grade 6
                                                                                                                                                                               Intervention/
       Knowledge/Skills                   Instructional Practices          Instructional Resources             Outcomes                        Assessments
                                                                                                                                                                                Enrichment
headings, key words, captions,        such a book.                                                   �� 0601.8.9 Identify and
footnotes).                                                                                          analyze the setting (location
                                      Ask students how the pictures
 SPI 0601.6.5 Locate and verify                                                                      and time) and its impact on
                                      in the text relate to the story.
information in text to support                                                                       plot,
inferences, opinions,                                                                                character , and theme in
predictions, and conclusions                                                                         literary texts.
SPI 0601.5.2 Determine whether                                                                       and conflict) in literary texts.
a given statement in text is fact                                                                    and its impact on plot,
or opinion.                                                                                          character , and theme in                                         Common Core Standards
Common Core Standard:                                                                                literary texts.                                                  for Literacy in History/Social
L.6.3. Use knowledge of                                                                              �� 0601.8.17 Identify the
                                                                                                                                                                      Studies:
language and its conventions                                                                         historical period in which a
when writing, speaking, reading,                                                                     literary text was written and
or listening.                                                                                        explain the text in light of this                                 RH.6-8.1. Cite specific textual
 a. Vary sentence patterns for                                                                       understanding.                                                   evidence to support analysis
meaning, reader/listener interest,    Explain to students that this                                  �� 0601.8.11 Identify the                                         of primary and secondary
                                                                                                                                         Have students take notes
and style.*                           selection by Robert Silverberg                                 narration and point of view                                      sources.
                                                                                                                                         on the informational text
 b. Maintain consistency in style     was written using research                                     (e.g., first person, third          they are reading.
and tone. *                           based on findings by                                           person) in literary texts.                                       RH.6-8.2 Determine the
                                      archaeologists who conducted                                   �� 0601.6.2 Identify/infer the        Using their notes, have     central ideas or information of
SL.6.4. Present claims and            excavations of Pompeii. There                                  stated or implied main idea         students retell the events
                                                                                                                                                                      a primary or secondary
findings, sequencing ideas            are facts within this excerpt, but                             of an informational text and        of Pompeii citing evidence
                                                                                                                                                                      source; provide an accurate
logically and using pertinent         also assumptions made by the                                   identify the details                from the text. Use a
                                      author about the feelings of the                                                                                                summary of the source distinct
descriptions, facts, and details to                                                                  supporting it.                      teacher created rubric to
                                      characters.                                                                                        grade presentations.         from prior knowledge or
accentuate main ideas or                                                                             �� 0601.6.3 Recognize clear,                                      opinions.
themes; use appropriate eye                                                                          but subtly stated
contact, adequate volume, and                                                                        relationships among ideas
clear pronunciation.                                                                                 (e.g., cause/effect,
                                      Explain the difference between                                 comparative, sequential) in
SL.6.3. Delineate a speaker’s         primary and secondary sources                                  informational texts.
argument and specific claims,         .Examine how the author most                                   �� 0601.6.4 Make inferences
distinguishing claims that are        likely researched his book.                                    and draw conclusions.
supported by reasons and              What sources are primary and                                   �� 0601.6.5 Summarize
                                      what sources are secondary?                                    succinctly the main idea and
evidence from claims that are
                                                                                                     supporting details (presented
not.
                                                                                                     as text

Page | 6
                                                                                                                        English Language Arts
                          Instructional Map
                                                                                                                               Grade 6
                                                                                                                                                       Intervention/
      Knowledge/Skills              Instructional Practices            Instructional Resources                  Outcomes                 Assessments
                                                                                                                                                        Enrichment
                                  The author employs a certain                                        and/or visuals) in
                                 writing style to give information                                    informational texts.
                                  about a time in history. Does                                       �� 0601.8.1 Use previously
                                 this make the text more or less                                      learned strategies to
                                 credible ( or believable)? Does                                      comprehend informational
                                   it make it more enjoyable to                                       texts (e.g.,
                                               read?                                                  formulate questions before,
                                                                                                      during, and after reading;
                                 Review the difference between
                                                                                                      visualize, predict, identify the
                                 fact and opinion with the
                                                                                                      writer’s purpose).
                                 students and ask them to
                                 locate evidence of factual
                                 statements made within this
                                 selection. How do we tell the
                                 difference between a fact and
                                 an opinion?


                                 Set a time limit for each student
                                 to give a presentation retelling
                                 the events in Pompeii.              Elements of Language 681-682
                                                                     ”Fact and Opinion”               �� 0601.5.5 Determine simple
                                                                     Think as a Reader and a Writer   criteria for recognizing
                                 Have students listen to the                                          factual claim and opinion
Week Two                         retelling of the events and                                          (e.g. ,scientific method,
SPI 0601.8.1 Distinguish among                                                                        provability, quality of
                                 differentiate between those
various literary genres (e.g.,                                                                        evidence, sources).
                                 events that are substantiated
fiction, drama, nonfiction,
                                 and those that are not.
poetry).
SPI 0601.5.1 Predict future
events of a given text.
SPI 0601.7.4 Draw an inference
from a non-print medium
 SPI 0601.5.6 Indicate the
sequence of events in text.       TLW read a fictional story
SPI 0601.5.7 Make inferences     about a boy and his dog in
and draw conclusions based on    Pompeii. Explain that this is a
                                 historical fiction – a make-
Page | 7
                                                                                                                            English Language Arts
                              Instructional Map
                                                                                                                                   Grade 6
                                                                                                                                                                                Intervention/
       Knowledge/Skills                  Instructional Practices            Instructional Resources                Outcomes                       Assessments
                                                                                                                                                                                 Enrichment
evidence in text.                    believe story based on real                                          �� 0601.8.2 Sequence and
SPI 0601.8.2 Identify the setting    historical events. Looking at the                                    identify the plot’s main
                                                                         “The Dog of Pompeii,”                                                                          Enrichment:
and conflict of a passage            pictures, in what time period                                        events, their causes, and the
SPI 0601.8.3 Determine the           does the story take place and       Elements of Literature p. 692-   influence of each event on                                    CCRAR: Integration of
main ideas of plots, their causes,   who might the main characters       701                              future actions in texts.                                      Knowledge and Ideas:
how they influence future            be? Judging from the title, who                                       �� 0601.8.4 Identify and           Have students fill out a
actions,                             is the protagonist in the story?                                     describe character                 Venn diagram graphic       9. Analyze how two or more
and how they are resolved.           Is there another one?                                                (major/minor,                      organizer to compare and   texts address similar themes
                                                                                                          antagonists/protagonists)          contrast the two stories   or topics in order to build
                                     Have students identify the part                                                                         about Pompeii.             knowledge or to compare the
SPI 0601.8.5 Identify the kind(s)                                                                         features
                                     of the story that represents                                                                                                       approaches the authors take.
of conflict present in a literary                                                                         and relationships in literary
                                     foreshadowing.
plot (i.e., person vs. person,                                                                            texts.
person vs. self, person vs.          What does the setting of the                                         �� 0601.8.5 Explore the
environment, person vs.              story have to do with the                                            concept of moral dilemma
technology).                         conflict in the plot? What is the                                    (as revealed by character
                                     setting of the story?                                                motivation and
Common Core Standard:                                                                                     behavior).
                                     Reiterate the concept of plot
                                                                                                          �� 0601.8.6 Differentiate
                                     elements, specifically                                               between internal and
RL.6.1. Cite textual evidence to     exposition; discuss the
support analysis of what the text                                                                         external conflict.
                                     exposition of the story.                                             �� 0601.8.7 Identify the kind(s)
says explicitly as well as                                                                                                                   Have students create a
inferences drawn from the text.       The TTW have students think                                         of conflict (e.g., person vs.
                                     about the actions of Bimbo,                                          person, person vs.                 plot diagram graphic
RL.6.2. Determine a theme or                                                                                                                 organizer using “The Dog
                                     how his actions influence the                                        environment, person vs.
central idea of a text and how it                                                                                                            of Pompeii”
                                     plot and further, how his                                            technology) present in
is conveyed through particular
                                     actions mold the resolution of                                       literary plots.
details; provide a summary of                                                                             �� 0601.8.8 Identify the plot
                                     the story. Review external
the text distinct from personal                                                                           element of exposition (i.e.,
                                     conflicts with the students.
opinions or judgments.               Have them recognize the Man                                          introduction of characters,
                                                                         Discovery Education.com
                                     vs. Environment conflict in the     Media Streaming: Point of View   setting,
RL.6.3. Describe how a               story. Are there any other                                           and conflict) in literary texts.
particular story’s or drama’s plot   conflicts in this story?                                             �� 0601.8.9 Identify and
unfolds in a series of episodes                                                                           analyze the setting (location
as well as how the characters                                                                             and time) and its impact on
respond or change as the plot                                                                             plot ,character, and theme in
moves toward a resolution.                                                                                literary texts.

Page | 8
                                                                                                                   English Language Arts
                            Instructional Map
                                                                                                                          Grade 6
                                                                                                                                                Intervention/
       Knowledge/Skills                Instructional Practices          Instructional Resources            Outcomes               Assessments
                                                                                                                                                 Enrichment

RL.6.5. Analyze how a particular
                                                                                                  �� 0601.8.10 Explore how the
sentence, chapter, scene, or
                                                                                                  author reveals character
stanza fits into the overall
                                                                                                  (e.g., what the author tells
structure of a text and                                                                           us, what
contributes to the development     Higher Level thinking:
                                                                                                  the characters say about him
of the theme, setting, or plot.    TTW explore with the students                                  or her, what the character
                                   how this story would have been                                 does, what the character
SPI 0601.8.4 Distinguish           different if told from a different                             says, what
between first and third person     point of view. How does the                                    the character thinks).
points of view.                    point of view of the story allow
                                   us to see the conflict within it?                              �� 0601.8.15 Identify and
 CCRASR 6. Assess how point                                                                       explain the stated or implied
of view or purpose shapes the                                                                     theme of a literary text.
content and style of a text.
                                   Have students read the third
                                   paragraph in the second
                                   column on page 697. How
                                   does this paragraph move the
                                   plot of the story? What other
                                   sentences or paragraphs
                                   contribute to the plot of the
                                   story?




Page | 9
                                                                                                                         English Language Arts
                            Instructional Map
                                                                                                                                Grade 6
                                                                                                                                                                             Intervention/
       Knowledge/Skills                Instructional Practices          Instructional Resources                  Outcomes                    Assessments
                                                                                                                                                                              Enrichment



  Week Three                        Direct Instruction on
                                                                     Elements of Language pp.112-                                       Elements of Language         Peer/individual conferencing
SPI 0601.1.5 Identify the correct                                    113- Conjunctions                  0601.1.1 Know and use              Teacher One Stop:
                                    conjunctions and clauses.
use of conjunctions (i.e.,                                                                              appropriately the meaning,             Mini-Project
coordinating and subordinating)     Review the use of commas         Elements of Language pp.           forms and functions of           Have the students write
and interjections within context.   with subordinate clauses and     51,136,145 (subordinate            conjunctions (including          the first paragraph of a    Student Pair and share
SPI 0601.1.6 Choose the correct     have students practice these     clauses including adjective and    coordinating, subordinating     persuasive speech on a
use of commas                       concepts.                        adverb clauses).                   0601.1.10 Determine the        topic about which they are
SPI 0601.1.7 Identify within                                         Review sentence combining          difference between              passionate. ( This will be
                                    Explain that “persuasive         techniques Elements of                                             the precursor to the mini
context a variety of appropriate                                                                        independent and
                                    devices” and “propaganda
sentence-combining techniques                                        Language pp.428-443                subordinate clauses.                      project)
                                    techniques” are the same. One                                                                      Discovery.com probe on
(i.e., comma used with                                                                                   0601.5.10 Identify and
                                    term sounds “better” than the                                                                      persuasive devices.
coordinating conjunctions,                                                                              analyze the persuasive
                                    other. Give some historical
introductory words, appositives,                                                                        devices used in written and
                                    background as to why that is.                                                                      Have students create a        Think as a Reader and a
interrupters).                                                                                          oral communication
SPI 0601.5.4 Identify examples      Have students look through                                           (e.g., bandwagon, loaded      rubric upon which to          Writer
of persuasive devices (i.e.,        magazines and newspapers to                                         terms, testimonial, name-      “grade” a variety of
bandwagon, loaded terms,            find examples of these                                              calling).                      speeches. As they listen
testimonial, name-calling).         techniques. They can create a    Elements of Literature pp. 918-     �� 0601.7.1 Interpret how      to the speeches, they can
SPI0601.3.11 Complete a             four boxed foldable to include   921- Analyzing Propaganda on       the sounds, images, and        critique the speech and
graphic organizer (e.g.,            persuasive devices and draw      TV                                 words used in television,      offer a summary of ideas
clustering, listing, mapping,       an example of each. In                                              radio, film, and               pertaining to each speech.
webbing ) with information from     cooperative groups, have                                            the Internet are used to       Using their initial
notes for a writing selection.      students collect a variety of                                       support the purpose of the     paragraph, place
Common Core Standard:               ads. Labeling each with a                                           production; evaluate the       students in groups with
L.6.5.Demonstrate                   different persuasive device.     Have students look up the word     effectiveness of               other students writing
understanding of figurative         Show a video of                  propaganda in the dictionary.      the techniques                 on similar topics. Have
language, word relationships,       advertisements and election      Ask which definition is            .�� 0601.7.2 Identify,          them brainstorm to
and nuances in word meanings        clips and ask them to identify   applicable to persuasive           analyze, and discuss the       create two speeches on
c. Distinguish among the            the speakers’ persuasive         techniques. Explain the            relationship between the       similar topics. Video
connotations (associations) of      techniques.                      difference between denotation      visual (e.g., media            tape the delivery of
words with similar denotations                                       and connotation as it applies to   images, painting, film,        these speeches and
(definitions) (e.g., stingy,                                         this word.                         graphic arts) and the verbal   have the class fill out
scrimping, economical,                                                                                  in media and explain how       rubrics judging the
unwasteful, thrifty).                                                                                   the elements support or        speeches on their ability
                                                                                                        conflict with each other.      to persuade and their
Page | 10
                                                                                                           English Language Arts
                             Instructional Map
                                                                                                                  Grade 6
                                                                                                                                                                  Intervention/
       Knowledge/Skills              Instructional Practices     Instructional Resources            Outcomes                     Assessments
                                                                                                                                                                   Enrichment
SPI 0601.2.7 Organize ideas in                                                             �� 0601.7.3 Identify visual      credibility.
the most effective order for an                                                            and sound techniques and
oral presentation.                                                                         design elements (e.g.,
SPI 0601.3.5 Select illustrations,                                                         special effects,
descriptions, and/or facts to                                                              camera angles, lighting, and
support key ideas.                                                                         music in television/film or
SPI 0601.7.3 Identify the                                                                  layout, pictures, and
purpose of a medium (i.e., to                                  Discovery.com media         typeface in print
inform, to persuade, to entertain,                             streaming                   materials ) in various media,
to describe).                                                                              and explain how they carry
SPI 0601.7.4 Draw an inference                                                             or influence messages.
from a non-print medium.                                                                   �� 0601.7.4 Present a clearly    Students’ written
SPI 0601.2.4 Select the most                                                               identifiable, explicit          speeches delivered to
appropriate behaviors for                                                                  message, using visual,          their classes and critiqued
participating productively in a                                                            audio, and graphic              by their classmates.
team                                                                                       effects and interactive
(e.g., contribute appropriate and                                                          features.
useful information and ideas,                                                              �� 0601.7.5 Demonstrate an
understand the purpose for                                                                 awareness of audience
working as a team, understand                                                              needs through choice of
the responsibilities of various                                                            medium and the selection of                                   Have students write a
roles within the team).                                                                    images, words, and sounds.                                    “constructive “ critique of the
SPI 0601.2.5 Identify the                                                                                                                                speeches they listen to
functions and responsibilities of                                                                                                                        performed by classmates.
individual roles within an
organized group (i.e., reporter,
recorder, information gatherer,
leader, timekeeper).
L.6.5. Demonstrate
understanding of figurative
language, word relationships,
and nuances in word meanings.                                                                                              Discoveryeducation.com
 c. Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., stingy,

Page | 11
                                                                                       English Language Arts
                          Instructional Map
                                                                                              Grade 6
                                                                                                                        Intervention/
       Knowledge/Skills       Instructional Practices   Instructional Resources   Outcomes        Assessments
                                                                                                                         Enrichment
scrimping, economical,
unwasteful, thrifty).




                                                                                             Discovery Education.com
                                                                                             Teacher created probe on
                                                                                             Fact and Opinion.




Page | 12
                                                                                                                          English Language Arts
                              Instructional Map
                                                                                                                                 Grade 6
                                                                                                                                                                              Intervention/
       Knowledge/Skills                  Instructional Practices          Instructional Resources                 Outcomes                     Assessments
                                                                                                                                                                               Enrichment
Week Four                             As students continue to work                                                                       .Have the students write a   Common Core Standard for
SPI 0601.2.1 Identify the             on their persuasive speeches,     Have students read or listen to   �� 0601.2.2 Identify            summary of a particular      Literacy in History/Social
purpose of a speech (i.e., to         Have them listen to or watch      Martin Luther Kings’ “I Have a    the thesis of a speech         speech.                      Studies:
inform, to describe, to explain, to   one or more famous speeches       Dream” or Abraham Lincolns’       in which the main idea
persuade , to entertain).             .Offer students background        “Gettysburg Address ”, or                                                                     RH.6-8.6. Identify aspects of a
                                      information leading up to the     CCSS for ELA and Literacy in      may be explicitly or
SPI 0601.2.2 Identify the                                                                                 implicitly stated, concepts                                 text that reveal an author’s
targeted audience of a speech.        circumstances surrounding         History and Social Studies:                                                                   point of view or purpose (e.g.,
                                      each speech Have students         “Blood , Toil, Tears and Sweat:   may be more abstract, and
SPI 0601.2.3 Identify the thesis                                                                          extended metaphors may be                                   loaded language, inclusion or
and main points of a speech.          read a speech. What               Address to Parliament on May
                                                                                                          used; determine the                                         avoidance of particular facts).
SPI 0601.2.6 Determine the            persuasive devices were used?     13th ,1940” by Winston
                                      What was the purpose of the       Churchill (available on any on-   essential elements that
most effective methods for                                                                                elaborate it.
engaging an audience during an        speech? TTW have students         line search engine)                                              Students will find the
                                      present their bell work                                             �� 0601.2.3 Differentiate       missing words in
oral presentation (e.g., making                                                                           between summarizing and
eye contact, adjusting speaking       paragraphs to the class and                                                                        analogies they are given
                                      reiterate the use of persuasive                                     paraphrasing.                  based on the relationships
rate).                                                                                                    �� 0601.2.4 Summarize
SPI 0601.2.8 Select the best          devices. Discuss the speeches                                                                      in these analogies.
                                      that the class has heard; Ask                                       information presented orally
summary of a speech.                                                                                      by others in which the main
SPI 0601.5.2 Determine whether        them to think about the
                                      speakers hopes for the                                              ideas may be explicitly or
a given statement in text is fact                                                                         implicitly stated, including
or opinion                            outcome of the speeches that
                                      they made. To whom were they                                        the purposes, major ideas,
Common Core Standard:                                                                                     and supporting details
 SL.6.3. Delineate a speaker’s        speaking? ( intended                                                                               Discoveryeducation.com
                                      audience)What were the main                                         or evidence.
argument and specific claims,                                                                             �� 0601.2.4 Summarize
distinguishing claims that are        points of the speech? What
                                      were the actions of the speaker                                     information presented orally
supported by reasons and                                                                                  by others in which the main
evidence from claims that are         that engaged the audience?
                                      What was the organizational                                         ideas may
not.                                                                                                      be explicitly or implicitly
                                      structure of the speech?
                                                                                                          stated, including the
                                      Bell work: Have students write                                      purposes, major ideas, and
                                      Antonyms, synonyms, and                                             supporting details
                                      analogies from prompts on the                                       or evidence. �� 0601.2.8
                                      overhead or smart board. TTW                                        Identify the organizational
                                      show students a number of                                           structure of a speech (e.g.,
                                      solved analogies. Based on                                          sequential, chronological,
                                      these, TTW offer some                                               problem - solution,
                                      unsolved analogies and explain                                      comparison-contrast, cause-
Page | 13
                                                                                                               English Language Arts
                          Instructional Map
                                                                                                                      Grade 6
                                                                                                                                            Intervention/
      Knowledge/Skills               Instructional Practices         Instructional Resources           Outcomes               Assessments
                                                                                                                                             Enrichment
SPI 0601.5.5 Specify a logical    how the students should solve                                effect).0601..5.6 Determine
word choice to complete an        them. Explain that analogies                                 the relevance and quality of
analogy using synonyms,           are all about relationships and                              evidence given to support or
antonyms , homonyms,              when you make an accurate                                    oppose an
categories, subcategories,        sentence to describe the                                     argument.
whole/part, and functions.        relationship, you will always
Common Core Standard:             succeed in finding the correct                               �� 0601.5.3 Construct and
L.6.5. Demonstrate                answer.                                                      complete analogies using
understanding of figurative                                                                    synonyms, antonyms,
                                  Bell work :
language, word relationships,                                                                  homonyms,
and nuances in word meanings.     The prompt: Persuasive                                       categories, subcategories,
b. Use the relationship between   devices that I have used in the                              whole/part, and functions
particular words (e.g.,           last 24 hours to persuade
cause/effect, part/whole,         someone to do something or
item/category) to better          give me permission do
understand each of the words.     something. TTW have students
                                  present their bell work
                                  paragraphs to the class and
                                  reiterate the use of persuasive                               0601.5.7 Compare and
                                  devices.Higher Level Thinking                                contrast evidence and
                                  Question:Ask the students why                                conclusions between two or
                                  they think it is important to                                more arguments on the
                                  establish the relevance and                                  same topic.
                                  quality of evidence that
                                  supports someone else’s                                      .
                                  arguments. Use direct
                                  instruction to teach the
                                  students about how we discern
                                  between that which is fact and
                                  that which is opinion .Ask them
                                  how they do it.
                                   Bell work : Have students write
                                  a paragraph about the things
                                  that they do better than their
                                  best friend. In this paragraph,
                                  they have to use a subordinate
Page | 14
                                                                                            English Language Arts
                        Instructional Map
                                                                                                   Grade 6
                                                                                                                        Intervention/
     Knowledge/Skills         Instructional Practices        Instructional Resources   Outcomes        Assessments
                                                                                                                         Enrichment
                           clause, one imperative
                           sentence, and one interrogative
                           sentence, and at least three
                           new vocabulary words they
                           have learned in sixth grade.




                                                                                                  Discovery Education
                                                                                                  Language Probe.
                                                                                                  (Teacher created)


Page | 15
                                                                                     English Language Arts
                        Instructional Map
                                                                                            Grade 6
                                                                                                           Intervention/
     Knowledge/Skills       Instructional Practices   Instructional Resources   Outcomes     Assessments
                                                                                                            Enrichment




Page | 16
                                                                                                                      English Language Arts
                            Instructional Map
                                                                                                                             Grade 6
                                                                                                                                                             Intervention/
       Knowledge/Skills                Instructional Practices          Instructional Resources               Outcomes                     Assessments
                                                                                                                                                              Enrichment
                                                                      Chapter 6                      �� 0601.1.1 Know and use
Week Five                           In groups, supply students with
                                                                      Review                         appropriately the meaning,       Discovery Education
SPI 0601.1.11 Identify sentences                                      Elements of Language pp.168-   forms and functions of           Probe: Inductive and
                                    plastic bags containing
with correct subject-verb                                             189- Agreement Subject and     nouns (including collective      Deductive reasoning
                                    subjects (nouns and pronouns)
agreement (person/number)                                             Verb, Pronoun and Antecedent   nouns, nouns as objects,         assessment (Teacher
                                    and predicates, commas,
within context.                                                                                      predicate nouns), pronouns       created)
                                    conjunctions, appositives,
 SPI 0601.1.12 Identify the                                                                          (including proper pronoun
                                    interrupters and introductory
correct use of commas (i.e.,                                                                         case; objects of prepositions;
                                    words). Have students create
compound sentences,                                                                                  agreement with antecedents
                                    sentences using proper
coordinating, conjunctions,                                                                          in person and number;
                                    subject/verb agreement,
introductory words, appositives,                                                                     indefinite, relative, and
                                    mastery of subject and object
interrupters) within context.                                                                        demonstrative pronouns),
                                    pronouns.

Common Core Standard:
L.6.1. Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
a. Ensure that pronouns are in
the proper case (subjective,
objective, possessive )
b. Use intensive pronouns (e.g.,
myself, himself,herself)
c .Recognize and correct
inappropriate shifts in pronoun
number and person.*
d .Recognize and correct vague
pronouns (i.e., ones with unclear
or ambiguous antecedents).*



SPI 0601.5.2 Determine whether
a given statement in text is fact
or opinion


Page | 17
                                                                                                                          English Language Arts
                              Instructional Map
                                                                                                                                 Grade 6
                                                                                                                                                                              Intervention/
       Knowledge/Skills                  Instructional Practices            Instructional Resources               Outcomes                     Assessments
                                                                                                                                                                               Enrichment
                                                                                                          0601.5.8 Define deductive
SPI 0601.5.3 Identify stated or                                           Elements of Language pp.683-   and inductive reasoning.
implied cause/effect                                                      686- Fact and Opinion          �� 0601.5.9 Identify examples
relationships.                                                                                           of deductive and inductive
                                                                                                         reasoning in text.

                                      Based on a number of                                               ��0601.5.4 Identify and
                                      reasoning scenarios, students                                      analyze stated or implied
                                      will identify them as inductive                                    cause/effect relationships in
                                      or deductive reasoning                                             text.
                                      processes. Have students
                                      create a graphic organizer with
                                      fact on one side and opinion
                                      on the other. Under the fact
                                      that they offer, have them write
                                      the substantiation (or proof)
                                      that makes the statement a
                                      fact. TTW explain that when we
                                      reason, we find relationships
                                      between causes and their
                                      effects. If our reasoning is
                                      based on a “false premise”, our
                                      conclusions will be faulty.
                                      TTW will explain the difference
                                      between inductive and
                                      deductive reasoning.
.SPI 0601.4.1 Select the most                                                                            .                               Prepare and discuss the
                                                                                                                                                                      Social Studies connections:
focused research topic.               TTW explain the research                                           �� 0601.4.1 Narrow a topic       Mini-Project with
SPI 0601.4.2 Rank research            project to students. The                                           so that the research process    Students: Mini-Project:      Black History month
resources according to reliability.   students will choose from a list                                   is manageable and the           Students will choose a
                                                                                                                                                                      Writing Standards for Literacy
SPI 0601.4.3 Determine the            of time periods and decide                                         controlling                     historical time period and
most appropriate research             which “era” or influential person                                  idea is focused.                research life during that    in History/Social Studies 6-12
source for a given research           they would like to research.                                       �� 0601.4.2 Take and             time period. For example
topic.                                They will narrow their topic                                       organize notes on what is       the students may choose      RH.6-8.1. Cite specific textual
SPI 0601.3.1 Identify the             according to the teachers’                                         known and what needs to be      the time period during the   evidence to support analysis

Page | 18
                                                                                                                            English Language Arts
                             Instructional Map
                                                                                                                                   Grade 6
                                                                                                                                                                                 Intervention/
       Knowledge/Skills                   Instructional Practices          Instructional Resources                  Outcomes                     Assessments
                                                                                                                                                                                  Enrichment
purpose for writing (i.e., to         instruction.                                                          researched                     Civil Rights Movement,        of primary and secondary
inform, to describe, to explain, to                                                                         about the topic.               the Harlem Renaissance,       sources.
persuade).                                                                                                  �� 0601.4.3 Focus on            or a time period they have
SPI 0601.3.2 Identify the                                                                                   relevant information and/or    studied in Social Studies.    RH.6-8.2. Determine the
audience for which a text is          TTW discuss the rigor of a                                            theories.                      Students will be required     central ideas or information of
written.                              research paper and the                                                �� 0601.4.4 Distinguish         to research the time
                                                                                                                                                                         a primary or secondary
SPI 0601.4.5 Discern irrelevant       importance of crediting           Use a variety of books from the     between primary and            period and put themselves
                                                                                                                                                                         source; provide an accurate
research material from written        sources.                          school library to provide           secondary sources, defining    in the shoes of the
                                                                                                                                                                         summary of the source distinct
text.                                                                   students with resources for         the                            individuals that lived
SPI 0601.3.3 Select an                                                  their project. Also have            characteristics of each and    during that era. Students     from prior knowledge or
appropriate thesis statement for                                        students use the internet as a      evaluating each for their      will be required to use the   opinions.
a writing sample.                                                       source for this project. The S.S.   benefits and limitations.      informative writing skills
SPI 0601.3.5 Select illustrations,                                      teachers may be a good source       �� 0601.4.5 Choose among        that they learned last
descriptions, and/or facts to                                           for supplying resource              sources provided and those     semester to effectively
support key ideas.                                                      materials for this project.         found independently based      inform their audience
SPI 0601.3.6 Choose the                                                                                     on the                         about life during “their”
supporting sentence that best fits                                                                          usefulness, credibility, and   time period. Written
the context flow of ideas in a                                                                              reliability of the sources.    products may take a
paragraph.                                                                                                  �� 0601.4.6 Identify reasons    variety of modes—a
SPI 0601.3.8 Select appropriate                                                                             for choosing one source over   brochure, a podcast, a        Have students illustrate pages
time-order or transitional            TTW continue to edit and assist                                       another, including those       news broadcast, a poem,       to go with their research
words/phrases to enhance the          students as they endeavor to                                          found on                       or a memoir. When             reports based on the historical
flow of a writing sample.             complete their projects.                                              websites.                      appropriate, they may         period during which their
SPI 0601.3.9 Select an                                                                                                                     wish to include dialect.      “person of interest “lived.
appropriate concluding sentence                                                                             �� 0601.4.7 Identify the        While grading, the teacher
for a well-developed paragraph.                                                                             characteristics and            should look for a depth of
SPI 0601.3.10 Select an                                                                                     limitations of source          understanding as far the
appropriate title that reflects the                                                                         material.                      historical time period is
topic of a written selection                                                                                �� 0601.4.8 Provide relevant    concerned, and also the
Common Core Standards:                                                                                      research information to        effectiveness of the
W.6.2. Write                                                                                                develop and support a          chosen writing mode.
informative/explanatory texts to                                                                            complicated
examine a topic and convey                                                                                  topic.
ideas, concepts, and information
through the selection,
organization, and analysis of

Page | 19
                                                                                                                             English Language Arts
                             Instructional Map
                                                                                                                                    Grade 6
                                                                                                                                                                            Intervention/
       Knowledge/Skills                 Instructional Practices           Instructional Resources                    Outcomes                      Assessments
                                                                                                                                                                             Enrichment
relevant content
a. Introduce a topic; organize                                                                              �� 0601.4.10 Collect
ideas, concepts, and information,                                                                           evidence in various ways
using strategies definition,                                                                                (e.g., gathering relevant
classification,                                                                                             reasons, examples,
comparison/contrast, and             TTW instruct students on the      Teacher created                      and facts; defining key terms
cause/effect; include formatting     most effective way to credit      handouts on MLA or APA               and ideas; identifying
(e.g., headings), graphics (e.g.,    sources on their research         format, standard format for title,   relationships such as
charts, tables), and multimedia      paper. (APA or MLA)               content page, numbered pages         cause/effect).
when useful to aiding                                                  and bibliography)                    �� 0601.4.11 Craft an
comprehension.                                                                                              introductory paragraph in
                                                                                                            which the thesis
b.Develop the topic with relevant                                                                           statement(s) clearly             Students will be graded
facts, definitions, concrete                                                                                presents the topic of the        according to the rubric that
details, quotations, or other                                                                               documented essay.                they were given at the
information and examples.                                                                                   0601.4.12 Present a body of      beginning of the project.
                                                                                                            well-developed and specific
                                                                                                            facts and information
c..Use appropriate transitions to                                                                           pertinent
clarify the relationships among                                                                             to the topic, developed as a
ideas and concepts.                                                                                         series of paragraphs which
                                     As students continue to write                                          support the topic.
d.Use precise language and           their papers during class, TTW                                         �� 0601.4.13 Connect ideas
domain-specific vocabulary to        Work with students individually                                        using a variety of transition
inform about or explain the topic.   to make sure they are on task.                                         strategies.
                                     Some of this work will need to
e.Establish and maintain a           be accomplished as homework                                            �� 0601.4.14 Create an
formal style.                        so that this project can be                                            effective organizing structure
                                     completed in a realistic time                                          based on research
                                     frame.                                                                 information (e.g.,
f.Provide a concluding statement                                                                            description , problem-
or section that follows from the                                                                            solution, question-answer,
information or explanation                                                                                  comparison-contrast, cause-
presented.                                                                                                  effect).
                                                                                                            �� 0601.4.15 Craft a
W.6.4. Produce clear and                                                                                    conclusion in which closure

Page | 20
                                                                                                                 English Language Arts
                              Instructional Map
                                                                                                                        Grade 6
                                                                                                                                               Intervention/
       Knowledge/Skills                  Instructional Practices       Instructional Resources            Outcomes               Assessments
                                                                                                                                                Enrichment
coherent writing in which the                                                                    is provided, such as by
development, organization, and                                                                   restating the topic
style are appropriate to task,                                                                   and summarizing findings.
purpose, and audience. (Grade-                                                                   �� 0601.4.16 Acknowledge
specific expectations for writing                                                                source material using a
types are defined in standards                                                                   predetermined standard
1–3 above.)                                                                                      format
                                                                                                 �� 0601.4.17 Understand the
                                                                                                 differences among quoting,
W.6.5. With some guidance and                                                                    paraphrasing, and
support from peers and adults,                                                                   summarizing.
develop and strengthen writing                                                                   �� 0601.4.18 Quote,
as needed by planning, revising,                                                                 paraphrase, or summarize
editing, rewriting, or trying a new                                                              text, ideas, or other
approach.                                                                                        information taken from
                                                                                                 print or electronic sources.
W.6.6. Use technology, including      Students will have a peer edit                             �� 0601.4.19 Follow a
the Internet, to produce and          their work for errors on their                             standard format and use the
publish writing as well as to         drafts. Peers will make                                    appropriate technology to
interact and collaborate with         suggestions as to changes that                             embed text, graphics,
others; demonstrate sufficient        could strengthen the work.                                 including a title, contents
command of keyboarding skills                                                                    page, numbered pages, and
to type a minimum of three                                                                       a bibliography.
pages in a single sitting.                                                                       �� 0601.4.20 Include
                                                                                                 effective graphics and
                                                                                                 illustrative material to
W.6.7. Conduct short research                                                                    support research ideas in the
projects to answer a question,                                                                   text
drawing on several sources and                                                                   �� 0601.3.7 Organize writing
refocusing the inquiry when                                                                      using structures appropriate
appropriate.                                                                                     for the topic and that meet
                                                                                                 the
W.6.8. Gather relevant                                                                           needs of the audience
information from multiple print
and digital sources; assess the
credibility of each source; and

Page | 21
                                                                                           English Language Arts
                           Instructional Map
                                                                                                  Grade 6
                                                                                                                 Intervention/
       Knowledge/Skills           Instructional Practices   Instructional Resources   Outcomes     Assessments
                                                                                                                  Enrichment
quote or paraphrase the data
and conclusions of others while
avoiding plagiarism and
providing basic bibliographic
information for sources.




Page | 22
                                                                                                                           English Language Arts
                              Instructional Map
                                                                                                                                  Grade 6
                                                                                                                                                                             Intervention/
       Knowledge/Skills                  Instructional Practices           Instructional Resources                 Outcomes                    Assessments
                                                                                                                                                                              Enrichment
                                                                                                                                                                     Common Core Standard for
Week Six                                                                                                  0601.8.7 Identify the kind(s)                              Literacy in History/Social
                                                                                                          of conflict (e.g., person vs.                              Studies:
SPI 0601.8.2 Identify the                                                                                 person, person vs. self,
setting and conflict of a            TTW familiarize students with       Elements of Literature p.127     person                                                     RH.6-8.4. Determine the
passage.                             the “Depression” in America or      from Bud, Not Buddy,             vs. environment, person vs.                                meaning of words and
SPI 0601.8.3 Determine               in a small Missouri town in the     by Christopher Paul Curtis       technology) present in                                     phrases as they are used in a
the main ideas of plots,             Mid 1800’s.The class will then      or:                              literary plots.                                            text, including vocabulary
their causes, how they               discuss why this is important to    Common Core Standard: an         �� 0601.8.11 Identify the
                                                                                                                                                                     specific to domains related to
                                     understand in light of the          excerpt from The Adventures of   narration and point of view     Discovery Education .com
influence future                                                                                                                                                     history/social studies.
                                     conflict in the story .             Tom Sawyer by Mark Twain,        (e.g., first person, third
actions, and how they are                                                Elements of Literature pp198-    person) in literary texts.
resolved.                                                                205                              . �� 0601.6.4 Make
SPI 0601.8.4 Distinguish             TTW show the students the                                            inferences and draw
between first and third              entire book of Bud, Not Buddy                                        conclusions. �� 0601.1.16
person points of view.               and point out that the literature                                    Recognize and appreciate
SPI 0601.8.5 Identify the            book has printed only a small                                        cultural and regional
                                     part of the whole book. Show                                         differences signaled by word
kind(s) of conflict present          them the place in the book that                                      usage and vocabulary.
in a literary plot (i.e.,            the excerpt is from and have                                         �� 0601.1.16 Recognize and
person vs. person, person            them infer what might come                                           appreciate cultural and
vs. self, person vs.                 before or after the excerpt.                                         regional differences signaled
environment, person vs.                                                                                   by word
technology).                                                                                              usage and vocabulary..
                                     Higher level thinking:                                               0601.8.5 Explore the
Common Core Standard:                                                                                     concept of moral dilemma
                                      In addition, ask them why they                                      (as revealed by character
RL.6.2. Determine a theme or         think that particular excerpt                                        motivation and
                                     was chosen from the book.                                            behavior ).
central idea of a text and how it
is conveyed through particular                                                                            �� 0601.8.4 Identify and
details; provide a summary of                                                                             describe character
                                     TTW review the elements and                                          (major/minor,
the text distinct from personal
opinions or judgments.               types of conflict. Ask students                                      antagonists/protagonists)
                                     to think about the types of                                          features
                                     conflict in the story. Begin with                                    and relationships in literary
RL.6.3. Describe how a               the obvious external conflicts                                       texts.
particular story’s or drama’s plot
Page | 23
                                                                                                                    English Language Arts
                            Instructional Map
                                                                                                                           Grade 6
                                                                                                                                                               Intervention/
       Knowledge/Skills                 Instructional Practices        Instructional Resources             Outcomes                       Assessments
                                                                                                                                                                Enrichment
unfolds in a series of episodes     and proceed to the internal                                  �� 0601.8.5 Explore the
as well as how the characters       conflicts felt by the characters                             concept of moral dilemma
respond or change as the plot       in the story.                                                (as revealed by character
moves toward a resolution.                                                                       motivation and behavior).           Discovery Education.com
                                    Students should be working on                                �� 0601.8.6 Differentiate
                                    their research min-project due                                                                   Teacher created
                                                                                                 between internal and
RL.6.4. Determine the meaning                                                                                                        assessment
                                    at the end of this week.                                     external conflict.
of words and phrases as they
                                                                                                 �� 0601.8.8 Identify the plot        HRW.com
are used in a text, including
                                                                                                 element of exposition (i.e.,
figurative and connotative                                                                       introduction of characters,         One Stop Planner CD-
meanings; analyze the impact of                                                                  setting,                            ROM
a specific word choice on                                                                        and conflict) in literary texts.
meaning and tone.                                                                                �� 0601.8.9 Identify and
                                                                                                 analyze the setting (location
RL.6.5. Analyze how a particular                                                                 and time) and its impact on
sentence, chapter, scene, or                                                                     plot, character,
stanza fits into the overall                                                                     and theme in literary texts.
structure of a text and                                                                          �� 0601.8.12 Consider how
contributes to the development                                                                   forms and conventions within
of the theme, setting, or plot.                                                                  genres affect meaning (e.g.,
                                                                                                 poetry, drama, essay)
                                                                                                 �� 0601.8.13 Identify sound
RL.6.6. Explain how an author
                                                                                                 devices (e.g., alliteration,
develops the point of view of the
                                                                                                 onomatopoeia, rhyme
narrator or speaker in a text.
                                                                                                 scheme)
                                                                                                 figurative language (e.g.,
                                                                                                 metaphor, simile), and other
                                                                                                 conventions of verse in
                                                                                                 poetry (e.g.,
                                                                                                 limerick, lyric, narrative,
                                                                                                 haiku).
                                                                                                 �� 0601.8.17 Identify the
                                                                                                 historical period in which a
                                                                                                 literary text was written and
                                                                                                 explain the text in light of this   Mini-Project Due
                                                                                                 understanding.

Page | 24
                                                                                     English Language Arts
                        Instructional Map
                                                                                            Grade 6
                                                                                                           Intervention/
     Knowledge/Skills       Instructional Practices   Instructional Resources   Outcomes     Assessments
                                                                                                            Enrichment




Page | 25
                                                                                     English Language Arts
                        Instructional Map
                                                                                            Grade 6
                                                                                                           Intervention/
     Knowledge/Skills       Instructional Practices   Instructional Resources   Outcomes     Assessments
                                                                                                            Enrichment




Page | 26
                                                                                                                    English Language Arts
                            Instructional Map
                                                                                                                           Grade 6
                                                                                                                                                 Intervention/
       Knowledge/Skills                Instructional Practices           Instructional Resources             Outcomes              Assessments
                                                                                                                                                  Enrichment


Week Seven
                                    Direct instruction on              Elements of Language
SPI 0601.1.7 Identify within
                                    appositives, simple and            “Appositives”pp.318-319      . �� 0601.1.8 Identify and
context a variety of appropriate
                                    compound sentences and the         ,Compound sentences          use appositives and
sentence-combining techniques
                                    role of conjunctions.              pp.143,812                   appositive phrases.
(i.e., comma used with
coordinating conjunctions,
                                                                                                    �� 0601.1.11 Recognize and
introductory words, appositives,
                                                                                                    differentiate between simple
interrupters).
                                                                                                    and compound sentences.
SPI 0601.1.12 Identify the
correct use of commas (i.e.,
compound sentences,
coordinating
conjunctions , introductory
words, appositives, interrupters)
within context.
SPI 0601.8.1 Distinguish among
various literary genres (e.g.,
fiction, drama, nonfiction,
poetry).
CommonCoreStandard:RL.6.1.
Cite textual evidence to support
                                    TTW introduce the concept of a     “John Henry” pp.650-654
analysis of what the text says
                                    ballad. A ballad tells a story.    Anonymous African American
explicitly as well as inferences
                                    This particular ballad was         Elements of Literature
drawn from the text.
                                    written as a song. Some
SPI 0601.8.2 Identify the setting
                                    ballads are written as poems. If
and conflict of a passage.
                                    possible, have students listen
RL.6.4. Determine the meaning
                                    to a recording of “John Henry”.
of words and phrases as they
are used in a text, including
                                    TLW look at the text structure
figurative and connotative
                                    of this literary work. How do we
meanings; analyze the impact of
                                    know that this is poetry and not
a specific word choice on
                                    prose?
meaning and tone.RL.6.5.
                                    TTW talk about the concept of
Analyze how a particular
Page | 27
                                                                                                                             English Language Arts
                              Instructional Map
                                                                                                                                    Grade 6
                                                                                                                                                           Intervention/
       Knowledge/Skills                   Instructional Practices            Instructional Resources                Outcomes                 Assessments
                                                                                                                                                            Enrichment
sentence, chapter, scene, or          repetition as a literary device.
stanza fits into the overall          Why is repetition used in this                                      �� 0601.8.15 Identify and
structure of a text and               work?                                                               explain the stated or implied
contributes to the development        Explain that a refrain is                                           theme of a literary text.
of the theme, setting, or plot.       repetition. Why are the words
SPI 0601.8.7 Analyze figurative       in the refrain so important?                                        *�� 0601.8.18 Determine
language (i.e., hyperbole, simile,    Have students recognize that                                         the appropriate meaning of
metaphor, personification)            the refrain of the ballad sets the                                  figurative words and phrases
within context.                       tone for the work.                                                  (e.g., idioms, metaphors,
                                                                                                          similes) in passages.
Common Core Standard:
L.6.5. Demonstrate                                                                                        �� 0601.8.13 Identify sound
understanding of figurative                                                                               devices (e.g., alliteration,
language, word relationships,                                                                             onomatopoeia, rhyme
and nuances in word meanings.                                                                             scheme) figurative language
a. Interpret figures of speech                                                                            (e.g., metaphor, simile), and
(e.g., personification in context.)   Explain “personification” to                                        other conventions of verse in
                                      the students as a kind of                                           poetry (e.g.,limerick, lyric,
                                      figurative language that                                            narrative, haiku).
SPI 0601.8.4 Distinguish              involves giving human traits to
between first and third person        nonhuman things. Talk about
points of view.                       hyperbole as a gross
                                      exaggeration. Ask students to
SPI 0601.5.7 Make inferences          identify this figurative language
and draw conclusions based on         in this ballad.                                                     �� 0601.8.8 Identify the plot
evidence in text.                                                                                         element of exposition (i.e.,
                                                                                                          introduction of characters,
                                                                                                          setting,
SPI 0601.8.1 Distinguish among                                                                            and conflict) in literary texts.
various literary genres (e.g.,                                                                            �� 0601.8.9 Identify and
fiction, drama, nonfiction,                                                                               analyze the setting (location
poetry).                                                                                                  and time) and its impact on
 SPI 0601.8.2 Identify the setting    TTW explain what a haiku is          Haikus by Matsuo Basho,        plot, character, and theme
and conflict of a passage             and the structure of it. ( 5,7,5     Nozawa Boncho ,Oshima          in literary texts.
SPI 0601.8.7 Analyze figurative       syllables per line)Word choices      Ryota, and Richard Wright.     �� 0601.8.5 Explore the
language (i.e., hyperbole, simile,    are important since there are        Elements of Literature p.642   concept of moral dilemma

Page | 28
                                                                                                                          English Language Arts
                             Instructional Map
                                                                                                                                 Grade 6
                                                                                                                                                                              Intervention/
       Knowledge/Skills                 Instructional Practices           Instructional Resources                  Outcomes                    Assessments
                                                                                                                                                                               Enrichment
metaphor, personification,)          so few of them. Imagery is a                                         (as revealed by character
within context.                      big part of writing haikus.                                          motivation and behavior).
                                                                                                                                         Have students write their
SPI 0601.8.8 Identify examples       Explain that symbolism is a                                          �� 0601.8.6 Differentiate
                                                                                                                                         own haiku.
of sound devices (i.e., accent,      type of figurative language                                          between internal and
alliteration, onomatopoeia,          used when one thing actually                                         external conflict.
rhyme, and repetition).              stands for another thing.
SPI 0601.8.9 Identify patterns of    Identify the symbolism in the                                        �� 0601.8.12 Consider how
rhyme and rhythm.                    haiku. Ask students to think of                                      forms and conventions within
SPI 0601.8.10 Determine the          other things that are “symbolic”                                     genres affect meaning (e.g.,
author’s purpose for writing.        of feelings or emotions.                                             poetry, drama,                                             For learners with difficulty,
                                                                                                          essay ).                                                   offer a handout ( teacher
                                                                                                          �� 0601.8.13 Identify sound                                 created) with the numbers of
                                                                                                          devices (e.g., alliteration,                               the syllables (5,7,5) on each
                                                                                                          onomatopoeia, rhyme                                        line. Reiterate what a syllable
                                                                                                          scheme)                                                    is and have students practice
                                                                                                          figurative language (e.g.,                                 by clapping the sounds they
                                                                                                          metaphor, simile), and other                               hear while counting the
SPI 0601.1.7 Identify within                                                                              conventions of verse in                                    number of sounds.
context a variety of appropriate                                                                          poetry (e.g.,
sentence-combining techniques                                                                             limerick, lyric, narrative,
(i.e., comma used with                                                                                    haiku).
coordinating conjunctions,           Bell work: Have students write
introductory words, appositives,     paragraphs about their favorite    Teacher created sentence
interrupters).                       poems. Who are their favorite      strips. Students work in groups
                                     authors? What is their favorite    to correct run-on sentences by
                                     poem and why? Have students        adding coordinating
SPI 0601.8.1 Distinguish among       use at least one appositive and    conjunctions, subordinating
various literary genres (e.g.,       one compound sentence.             conjunctions and clauses and
fiction, drama, nonfiction,                                             providing proper punctuation.
poetry).
SPI 0601.8.6 Identify the stated     How can we tell that what we
or implied theme of a literary       are looking at is poetry and not
text.                                prose? Place the names of the      “Ode to Mi Gato” by Gary Soto
SPI 0601.8.7 Analyze figurative      selections on the graphic          p.637 Elements of Literature
language (i.e., hyperbole, simile,   organizer as each one is read                                        �� 0601.1.6 Correct run-on
metaphor, personification,)          and discussed.                                                       sentences (e.g., use

Page | 29
                                                                                                                              English Language Arts
                                  Instructional Map
                                                                                                                                     Grade 6
                                                                                                                                                                               Intervention/
        Knowledge/Skills                      Instructional Practices          Instructional Resources               Outcomes                       Assessments
                                                                                                                                                                                Enrichment
within context..                          TTW explain that “tone” is the   “In a Neighborhood in Los       punctuation, conjunctions, or
SPI 0601.8.8 Identify examples            attitude the speaker takes       Angeles” by Francisco X.        other means to separate the
of sound devices (i.e., accent,           towards a subject. Our words     Alarcon p.638                   elements of a run-on) and
alliteration, onomatopoeia,               and voices can express all       Elements of Literature          sentence fragments (i.e.,                                   Common Core Standards for
rhyme, and repetition).                   kinds of feelings.                                               supply the missing sentence                                 Literacy in History and Social
SPI 0601.8.9 Identify patterns of         An “ode” pays tribute to                                         elements).                                                  Studies :
rhyme and rhythm.                         something or someone that the    “Hard on the Gas” by Janet S.
SPI 0601.8.10 Determine the               speaker cherishes.               Wong p. 639                     �� 0601.8.12 Consider how                                    RH.6-8.4. Determine the
author’s purpose for writing.             TTW review similes and           Elements of Literature          forms and conventions within                                meaning of words and
                                          metaphors as a means of                                          genres affect meaning (e.g.,                                phrases as they are
                                          comparison.                      “ Poem” by Langston Hughes      poetry, drama, essay).                                      used in a text, including
                                                                           Elements of Literature p.646    �� 0601.8.13 Identify sound                                  vocabulary specific to
                                          TTW introduce repetition,                                                                                                    domains related to
                                                                           “Motto” by Langston Hughes      devices (e.g., alliteration,
                                          rhythm, and rhyme.                                                                                                           history/social studies
                                                                           Elements of Literature p.647    onomatopoeia, rhyme
                                                                                                           scheme)
                                                                                                           figurative language (e.g.,
                                                                                                           metaphor, simile), and other
                                                                                                           conventions of verse in
                                                                                                           poetry (e.g.,
                                                                                                           limerick, lyric, narrative,
                                                                                                           haiku).




   Week Eight                                                              “
                                                                                                           �� 0601.1.2 Recognize and
                                                                                                                                              Completed sheet of
                                                                                                                                              “Misspelled Tail” by
                                          Bell work : TTW pass out a                                       correct usage errors (e.g.,
SPI 0601.1.9 Recognize usage                                                                                                                  Elizabeth Corbett with
                                          copy of “Misspelled Tail” by                                     double negatives,
errors occurring within context                                                                                                               corrections.
                                          Elizabeth T. Corbett. The                                        troublesome words
(i.e., double negatives,
                                          students will staple this into                                   {to/too/two,
troublesome words {to/too/two,
                                          their bell work books. Ask                                       their/there/they’re, its/it’s,
their/there/they’re, its/it’s, sit/set,
                                          students to correct the                                          sit/set, lie/lay, affect/effect,
lie/lay, affect/effect,
                                          misspelled words by circling                                     may/can, leave/let,
may/can, leave/let, teach/learn,
                                          the incorrect word and                                           teach/learn, accept/except,
accept/except, capitol/capital,
Page | 30
                                                                                                                            English Language Arts
                              Instructional Map
                                                                                                                                   Grade 6
                                                                                                                                                                               Intervention/
        Knowledge/Skills                Instructional Practices           Instructional Resources                  Outcomes                     Assessments
                                                                                                                                                                                Enrichment
principle/principal,                 replacing with the correct word.                                     capitol/capital,
between/among}).                                                                                          principle/principal,
                                                                                                          between/among}).

SPI 0601.5.7 Make inferences         Discuss the defining                                                 �� 0601.8.5 Explore the
and draw conclusions based on        characteristics of a folk tale.
                                                                        “He Lion, Bruh Bear, and Bruh     concept of moral dilemma        Discovery Learning           Enrichment:
evidence in text.                    Explain that Folktales were
                                                                        Rabbit,“ Retold by Virginia       (as revealed by character       Probes (SPI 0601.1.9)
                                     around for hundreds of years                                         motivation and
�� 0601.8.15 Identify and explain                                        Hamilton Elements of Literature
                                     before they were written down.                                                                                                    Common Core Reading
the stated or implied theme of a                                        p.367-370                         behavior ).
                                     Many of the heroes of the                                            �� 0601.5.9 Identify examples                                 Standards for Literacy in
literary text.
                                     folktales were tricksters. Their   http://www.mcsk12.net/admin/tl    of deductive and inductive                                   History /Social Studies 6-
SPI 0601.5.3 Identify stated or      tricks often taught important      apages/literacy_sec/index.asp                                                                  12RH.6-8.8. Distinguish
                                                                                                          reasoning in text.
implied cause/effect                 lessons.                                                             0601.8.10 Explore how the                                    among fact, opinion, and
                                                                        Elements of Language p748
relationships.��                                                                                           author reveals character                                     reasoned judgment in a text.
                                     When you “read between the
SPI 0601.8.7 Analyze figurative      lines”, you will often find that                                     (e.g., what the author tells
language (i.e., hyperbole,           there is a hidden message and      “How the Possum Lost the Hair     us, what the characters say
simile, metaphor,                    that the animals in the story      on its Tail”                      about him or her, what the
personification,) within context.    often represent people.                                              character does, what the
                                                                        Elements of Literature p.382      character says, what the
SPI 0601.8.10 Determine the                                                                               character thinks).
author’s purpose for writing.                                                                             �� 0601.5.4 Identify and
                                     Like myths, folktales often use
                                                                                                          analyze stated or implied       Mini-Project
Common Core Standards:               reasoning to explain certain
                                                                                                          cause/effect relationships in   Have students create their
CCRAS for Reading :                  phenomena’s.
                                                                                                          text.                           own folk tale or fable
                                                                                                          0601.1.16 Recognize and         based on a lesson they
1. Read closely to determine                                                                                                              have learned.
                                     Module 1 (CLP) Cause and                                             appreciate cultural and
what the text says explicitly and                                                                                                         ( Perhaps using
                                     effect chart. Model , then guide                                     regional differences signaled
to make logical inferences from                                                                                                           SCAMPER as a tool)
                                     students to discover cause and                                       by word usage and
it; cite specific textual evidence
                                     effect as they read.               “Two Frogs and the Milk Vat by    vocabulary.
when writing or speaking to                                                                               0601.5.5 Determine simple       They can also include
support conclusions drawn from                                          Claude Brown “Elements of                                         pictures that represent
                                                                        Literature p. 223                 criteria for recognizing
the text.                                                                                                 factual claim and opinion       important aspects of
                                                                                                          (e.g., scientific method,       their folktale.
2. Determine central ideas or                                                                             provability, quality of
themes of a text and analyze         Use a Venn diagram to help                                           evidence, sources). ��

Page | 31
                                                                                                                           English Language Arts
                               Instructional Map
                                                                                                                                  Grade 6
                                                                                                                                                                  Intervention/
        Knowledge/Skills                   Instructional Practices           Instructional Resources                Outcomes                   Assessments
                                                                                                                                                                   Enrichment
their development; summarize           students compare and contrast                                       0601.8.16 Identify and
the key supporting details and         the characters in the two folk                                      explain the development of
ideas.                                 tales or fables.                                                    similar themes across two or
                                                                                                           more literary texts.
3. Analyze how and why                                                                                     0601.5.4 Identify and
                                                                           “How the Snake Got Poison” by   analyze stated or implied
individuals, events, and ideas                                             Zora Neale Hurston              cause-effect relationships in
develop and interact over the          TTW explain idioms as               Elements of Literature pp378-   text.
course of a text.                      figurative language and ask         381                             0601.8.18 Determine the
                                       students to share idioms that
                                                                                                           appropriate meaning of
4. Interpret words and phrases         they know. Have students                                            figurative words and phrases
as they are used in a text,            illustrate their favorite idioms.                                   (e.g. ,idioms , metaphors,
including determining technical,                                                                           similes) in passages.
connotative, and figurative                                                                                �� 0601.6.6 Summarize and
meanings, and analyze how              Discuss the impact of dialect in                                    critique texts (informational   Discovery Assessment
specific word choices shape            the text.                                                           and literary).                  .com Teacher created
                                                                           “Why the Gator is Black” by                                             probe
meaning or tone.
                                                                           Zora Neale Hurston
                                                                           Elements of Literature pp384-
5. Analyze the structure of texts,                                         385
including how specific
sentences, paragraphs, and
larger portions of the text (e.g., a
section, chapter, scene, or
stanza) relate to each other and
the whole.

6. Assess how point of view or
purpose shapes the content and
style of a text.

7. Integrate and evaluate content
presented in diverse formats and
media, including visually and
quantitatively, as well as in


Page | 32
                                                                                       English Language Arts
                         Instructional Map
                                                                                              Grade 6
                                                                                                             Intervention/
      Knowledge/Skills        Instructional Practices   Instructional Resources   Outcomes     Assessments
                                                                                                              Enrichment
words.1

8. Delineate and evaluate
the argument and specific
claims in a text, including
the validity of the
reasoning as well as the
relevance and sufficiency
of the evidence.

9. Analyze how two or
more texts address similar
themes or topics in order
to build knowledge or to
compare the approaches
the authors take.




Page | 33
                                                                                                                     English Language Arts
                              Instructional Map
                                                                                                                            Grade 6
                                                                                                                                                          Intervention/
       Knowledge/Skills                  Instructional Practices         Instructional Resources              Outcomes                    Assessments
                                                                                                                                                           Enrichment




 Week Nine

SPI 0601.1.20 Use knowledge of                                                                       0601.1.15 Identify and define
                                      Bell work : Have students use    Elements of Language pp749-                                   Discovery Learning
root words, affixes, syllabication,                                                                  English words derived from
                                      at least ten new words that      752                                                           Probes
and/or spelling patterns as aids                                                                     Latin and Greek words that
                                      they have learned this nine
in determining meaning within                                                                        form common roots (e.g.,
                                      weeks to create a paragraph
context.                                                                                             audio, auto, malus) and
                                      about the new friends they
                                                                                                     recognize English words that
                                      have made in Sixth grade and
                                                                                                     are based on them (e.g.,
Common Core Standards:                the new experiences. Have
                                                                                                     audible, autobiography,
                                      them underline the new word.
                                                                                                     malice).
L.6.4. Determine or clarify the       When the have completed the
meaning of unknown and                paragraph, have students write
multiple-meaning words and            the new words on a separate
phrases based on grade 6              piece of paper and look up the
reading and content, choosing         words they have learned. Are
flexibly from a range of              there any other meanings of
strategies.                           these new words?

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.

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

Page | 34
                                                                                                                           English Language Arts
                             Instructional Map
                                                                                                                                  Grade 6
                                                                                                                                                                               Intervention/
       Knowledge/Skills                 Instructional Practices            Instructional Resources                 Outcomes                       Assessments
                                                                                                                                                                                Enrichment
meaning of a word (e.g.,
audience, auditory, audible).
SPI 0601.8.1 Distinguish among
various literary genres (e.g.,
fiction, drama, nonfiction,                                                                               0601.1.16 Recognize and
poetry).                                                                 “Rapunzel”, by Neil Philip       appreciate cultural and
SPI 0601.5.7 Make inferences                                             Elements of Literature pp.271-   regional differences signaled
and draw conclusions based on                                            276                              by word usage and
evidence in text.                                                                                         vocabulary.
SPI 0601.8.2 Identify the setting                                                                         0601.8.12 Consider how
and conflict of a passage.                                               “Rumpelstiltskin”, by            forms and conventions within
SPI 0601.8.3 Determine the                                               Rosemarie Kunzler Elements       genres affect meaning (e.g.,
main ideas of plots, their causes,                                       of Literature pp.278-280         poetry, drama,
how they influence future             Explain to the students that the                                     0601.8.13 Identify sound
actions, and how they are            stories that they are about to                                       patterns (e.g., alliteration,
resolved.                            read are not exactly like the                                        essay). onomatopoeia,
                                                                         “The Emperor’s New Clothes”
                                     ones that they remember from                                         rhyme language (e.g.,
                                                                         ,by Hans Christian Anderson
                                     their childhood. Some of the                                         metaphor, simile), and other
                                                                         Elements of Literature pp.243-
                                     characters are different; others                                     scheme) conventions of
                                                                         248
                                     have been added. Ask them if                                         verse (e.g., limerick, lyric,
                                     the theme remains the same,                                          narrative, figurative haiku) in
                                     or has it changed?                                                   poetry

                                                                         “King Long Shanks”, by Jane
                                                                         Yolen Elements of Literature
                                                                         pp.283-291


SPI 0601.8.5 Identify the kind(s)                                                                         0601.8.15 Identify and
                                     TTW have students compare                                                                              Mini-project:              Introduce SCAMPER
of conflict present in a literary                                                                         explain the stated or implied
                                     the themes of “Rapunzel” to                                                                                                       technique for writing an
plot (i.e., person vs. person,                                                                            theme of a literary text.         Write and produce a
                                     “Rumpelstiltskin” using a                                                                                                         adaptation
person vs. self, person vs.                                                                               0601.8.16 Identify and            modern fairy tale or an
                                     graphic organizer. (Venn or
environment, person vs.                                                                                   explain the development of        original adaptation of a   SCAMPER websites
                                     other compare/contrast G.O.)
technology).                                                                                              similar themes across two or      traditional fairy tale
                                                                                                                                                                       http://www.brainstorming.co.u
SPI 0601.8.6 Identify the stated     TTW explain SCAMPER                                                  more literary texts.              (cartoon, screenplay,
or implied theme of a literary                                                                            0601.8.5 Explore the                                         k/tutorials/scampertutorial.html
                                                                                                                                            video, podcast, etc.)
Page | 35
                                                                                                                       English Language Arts
                             Instructional Map
                                                                                                                              Grade 6
                                                                                                                                                                            Intervention/
        Knowledge/Skills                 Instructional Practices          Instructional Resources             Outcomes                       Assessments
                                                                                                                                                                             Enrichment
text.                                 The students will write their                                 concept of moral dilemma                         or             http://creatingminds.org/tools/
                                      own fairy tale based on the                                   (as revealed by characters’        Research variations or a     scamper.htm
SPI 0601.6.8 Choose the correct       SCAMPER technique.                                            motivation and behavior). ��        familiar fairy tale.
                                                                                                                                                                    http://litemind.com/scamper/
order of a set of instructions.                                                                     0601.8.7 Identify the kind(s)
SPI 0601.3.1 Identify the                                                                           of conflict (e.g., person vs.
purpose for writing (i.e., to                                                                       person, person vs. self,
inform, to describe, to explain, to                                                                 person
persuade).                                                                                          vs. environment, person vs.
SPI 0601.3.2 Identify the             Students will be given sentence                               technology) present in
audience for which a text is                                                                        literary plots.                                                 For the struggling student, TT
                                      strips containing directions on a
written.                                                                                            �� 0601.8.8 Identify the plot                                    might require a three step list
                                      certain skill. This can be
SPI 0601.3.10 Select an                                                                             element of exposition (i.e.,                                    of instructions so that the
                                      following a recipe, making a
appropriate title that reflects the                                                                 introduction of characters,                                     student can understand that
                                      birdhouse, etc . The students
topic of a written selection.                                                                       setting,                                                        the organizational order is
                                      will need to put these directions
SPI 0601.3.12 Select the most                                                                       and conflict) in literary texts.                                “sequential”.
                                      in proper sequential order.
appropriate format for writing a
specific work-related text            TTW explain that a set of                                     �� 0601.6.11 Follow                 Students will create their
   (i.e., instructions, directions,   instructions or recipes follow a                              instructions in informational      own “how to” set of
letters, memos, e-mails, reports).    sequential organizational                                     texts.                             instructions.
                                      pattern. Students will create
                                      their own “how to” set of
                                      instructions instructing the
                                      reader to do something that the
                                      student is very familiar with
                                      doing.




Page | 36
                                                                                                               English Language Arts
                            Instructional Map
                                                                                                                      Grade 6
                                                                                                                                                         Intervention/
       Knowledge/Skills                Instructional Practices       Instructional Resources           Outcomes                  Assessments
                                                                                                                                                          Enrichment




                                                                                                                            Mini- Project due.




SPI 0601.1.1 Identify the correct                                                              �� 0601.1.1 Know and use
                                    During the last three days of
use of nouns (i.e.,                                                                            appropriately the meaning,                        As an intervention tool for
                                    this nine weeks, have students
common/proper, singular/plural,                                                                forms and functions of                            struggling students, TT can
                                    diagram sentences. TTW
possessives) and pronouns (i.e.,                                                               nouns                                             place the sentences on a
Page | 37
                                                                                                                            English Language Arts
                                  Instructional Map
                                                                                                                                   Grade 6
                                                                                                                                                                                Intervention/
        Knowledge/Skills                     Instructional Practices           Instructional Resources               Outcomes                     Assessments
                                                                                                                                                                                 Enrichment
agreement, subject, object)               construct sentences that are                                      (including collective nouns,                                sheet of paper and have these
within context.                           simple the first day, moving on                                   nouns as objects, predicate                                 students identify the part of
SPI 0601.1.2 Identify the correct         to more intricate and difficult                                   nouns), pronouns (including                                 speech and the words’ role in
use of verbs (i.e., action, linking,      sentence structures as the         Elements of Language pp.824-   proper                                                      the sentence by indicating it
regular/irregular,                        students understand more.          838- Diagramming Appendix      pronoun case; objects of                                    above the individual word.
agreement) within context.                This technique will allow                                         prepositions; agreement with
SPI 0601.1.3 Identify the correct         students to identify the role of                                  antecedents in person and
use of adjectives (i.e.,                  nouns, verbs, adjectives,                                         number;
common/proper, comparative                adverbs, prepositions,                                            indefinite, relative, and
forms)                                    conjunctions as subjects, direct                                  demonstrative pronouns),
and adverbs (i.e., comparative            objects, indirect objects,                                        verbs (including agreement
forms) within context.                    objects as prepositional                                          with the
SPI 0601.1.4 Identify the correct         phrases and will be a visual aid                                  subject in person and
use of prepositional phrases              for them to understand             Elements of Language pp.372-   number, action verbs that
(place prepositional phrases              predicate nominatives and          386                            take objects, linking verbs,
correctly according to the words          predicate adjectives. TTW also                                    helping verbs,
they modify within the sentence)          include troublesome words in                                      verb phrases, verb tenses,
within context.                           these sentences for the                                           regular and.irregular verb
SPI 0601.1.5 Identify the correct         students to understand more                                       forms), adjectives (including
use of conjunctions (i.e.,                clearly the roles that the                                        predicate adjectives,
coordinating and subordinating)           confusing words play in a                                         comparative and superlative
and interjections within context.         sentence. When they                                               forms), adverbs (including
SPI 0601.1.9 Recognize usage              understand the role of the                                        negatives, forms of
errors occurring within context           word, they are less likely to                                     comparative and superlative
(i.e., double negatives,                  misuse it in a sentence.                                          phrases), conjunctions
troublesome words {to/too/two,                                                                              (including coordinating,
their/there/they’re, its/it’s, sit/set,                                                                     subordinating),                 Student Writing Portfolio
lie/lay, affect/effect,                                                                                     interjections, and
may/can, leave/let, teach/learn,                                                                            prepositions (place
accept/except, capitol/capital,                                                                             prepositional phrases
principle/principal,                                                                                        correctly according to the
between/among}).                                                                                            words
                                                                                                            they modify within the
                                                                                                            sentence).
                                                                                                            �� 0601.1.2 Recognize and
                                                                                                            correct usage errors (e.g.,

Page | 38
                                                                                                                         English Language Arts
                           Instructional Map
                                                                                                                                Grade 6
                                                                                                                                                                         Intervention/
       Knowledge/Skills               Instructional Practices         Instructional Resources                  Outcomes                      Assessments
                                                                                                                                                                          Enrichment
                                                                                                     double negatives,                  Teacher Created
                                                                                                     troublesome words                  Assessments for Nine
                                                                                                     {to/too/two,                       Weeks
                                                                                                     their/there/they’re, its/it’s,
                                                                                                     sit/set, lie/lay, affect/effect,
                                                                                                     may/can, leave/let,
                                                                                                     teach/learn, accept/except,
                                                                                                     capitol/capital,
                                                                                                     principle/principal,
                                                                                                     between/among}).




* The “Outcomes” in this document, while taken directly from the TN Department of Education documents’ “Checks for Understanding”, have been modified in cases where they correspond with an
SPI that is a portion of the entire Check for Understanding in that document.




Page | 39

								
To top