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									                                             Sixth Grade Language Arts Map - September

   Grade: 6     Literature     Understanding                                   Indicator                                  Assessment
                             By reading various      RP8       List questions and search for answers      « Students will read “The Pigman and Me”
                “The                                                                                      (refresh students memory about the difference
                             autobiographies                   within the text to construct meaning.
                Pigman                                                                                    between biography and autobiography). While
                             and biography’s,         C9       Deliver formal and informal descriptive    reading students will make a prediction and
                and me” students will be                       presentations that convey relevant         hypothesize 1. what the story will be about and
                             able to distinguish               information and descriptive details.       2. what happens to characters and how each
                                                                                                          character reacts. (RP2)
                             between the two         WP9       Vary language and style as appropriate
                                                                                                          « Students will select an autobiography or
Autobiography                and make and                      to audience and purpose.                   biography that interests them. The student will
 /Biography                  autobiography           RP2       Predict or hypothesize as appropriate      then read that autobiography or biography in
    and                      presentation.                     from information in the text,              order to deliver a descriptive presentation of
                                                                                                          the person. Students will summarize the main
 descriptive                                                   substantiating with specific references
                                                                                                          idea of the autobiography to prepare their
                                                               to textual examples that may be in
presentations                                                                                             presentations, put presentation on note cards
                                                               widely separated sections of text.         or visual media and dress as person or bring in
                                                      C2       Summarize the main idea and draw           a poser. Students will be required to adjust
                                                                                                          their speaking content and style to fit their
                                                               conclusions from presentations and
                                                                                                          needs of their autobiography presentation. (C9,
 September                                                     visual media.                              WP9, C2, C7)
                                                      C7       Adjust speaking content and style          « Students will develop 10 short answer
                                                               according to the needs of the situation,   question (with answers) about their
                                                                                                          autobiography or biography they are reading.
                                                               setting and audience.
Trip:                                                                                                     (RP8)

                                                                Revised 3/11/2004
                                                      Sixth Grade Language Arts Map - October

        Grade: 6     Literature      Understanding                                         Indicator                                  Assessment
                     “Where the   Good writers will          RAL2      Identify the features of setting and explain   « Before reading “Where the Red Fern
                     Red Fern     understand good                      their importance in literary text.             Grows”, students will identify setting and
                     Grows”       writing techniques by      WC4       Use correct capitalization.                    plot in the book by completing the
                                  writing a personal         WP8       Group related ideas into paragraphs,           worksheet “Map In the Ozarks”. (RAL2)
                                  narrative and journal                including topic sentences following            « Narrative: Students will be given a choice
                                  entries.                             paragraph form, and maintain a consistent      of 4 topics for their personal narrative –
                                                                       focus across paragraphs.                       they will select on topic. Students will write
                                                             WA1       Write narratives that maintain a clear focus   a personal narrative using handouts and
                                                                       and point of view and use sensory details      rubrics supplied by the teacher. Students
 Write a Narrative                                                     and dialogue to develop plot, characters,      will publish a polished narrative that is
                                                                       and a specific setting.                        organized with a beginning, middle, and
  Journal Entries                                            WP6       Organize writing, beginning with an            end. (WA1, WP6, WP13, WP15, WP16, WC2,
                                                                       introduction, body and a resolution of plot,   WP8, WC4)
                                                                       followed by closing statement or a summary
        October                                                        of important ideas and details.
                                                             WP13      Rearrange words, sentences and paragraphs,
                                                                       and add transitional words and phrases to
Trip:                                                                  clarify meaning.
                                                             WP15      Proofread writing, edit to improve
                                                                       conventions (e.g., grammar, spelling,
                                                                       punctuation and capitalization) and identify
                                                                       and correct fragments and run-ons.
                                                             WP16      Apply tools (e.g., rubric, checklist and
                                                                       feedback) to judge the quality of writing.
                                                             WC2       Use commas, end marks, apostrophes and
                                                                       quotation marks correctly.

                                                                       Revised 3/11/2004
                                              Sixth Grade Language Arts Map - November

    Grade: 6   Literature     Understanding                                      Indicator                              Assessment
               Where the    Students will            RP4       Summarize the information in texts,        « “Where the Red Fern Grows” –
               Red Fern     summarize                          recognizing important ideas and            journal: Using their reading packets
               Grows        compare and                        supporting details, and noting gaps or     and journal entries for Ch. 16-19,
                            contrast, identify                 contradictions.                            students will summarize the text by
                            unknown words,           RAI3      Compare and contrast important             recognizing important ideas and
                            and identify the                   details about a topic, using different     supporting details. (RP4)
                            plot during and                    sources of information, including          « Students will compare and contrast
                            after reading the                  books, magazines, newspapers and           the book with the movie, “Where the
                            novel “Where the                   online resources                           Red Fern Grows”. They will write a
                            Red Fern Grows”.                                                              three paragraph paper listing
                                                     RP3       Make critical comparisons across texts,    similarities and differences.
   November                                                    noting author’s style as well as literal   « Students will define unknown
                                                               and implied content of text.               words from “Where the Red Fern
                                                      V1       Define the meaning of unknown words        Grows” using context clues from the
Trip:                                                          by using context clues and the author’s    story and completing a worksheet.
                                                               use of definition, restatement and         « Students will complete a timeline
                                                               example.                                   for “Where the Red Fern Grows”
                                                                                                          identifying major and minor events
                                                     RAL3      Identify the main and minor events of      and showing how each one affects the
                                                               the plot, and explain how each incident    other. (RAL3)
                                                               gives rise to the next.

                                                                Revised 3/11/2004
                                             Sixth Grade Language Arts Map - December

   Grade: 6    Literature     Understanding                                    Indicator                                    Assessment
                            Students will use       C3       Interpret the speaker’s purpose in              « Students will choose one persuasive
                            different                        presentations and visual media (e.g., to        technique and deliver a persuasive
               up to                                         inform, to entertain, to persuade).             presentation that persuades the audience
               “Where                               C4       Identify the persuasive techniques (e.g.,       to either be for or against hunting. . They
                            techniques to
                                                             bandwagon, testimonial, glittering              need to establish a clear position,
               the Red      persuade their
                                                             generalities, emotional word repetition and     including relevant support, and be very
               Fern         audience to either               bait and switch) used in presentations and      organized in their presentation (rubric).
               Grows”       be for hunting or                media messages.                                 (C3, C10, C5, C6)
   Speech                   against hunting.       C10       Deliver persuasive presentations that:          « After learning about different
                                                                 a)   establish a clear position;            persuasive techniques, students will
                                                                 b)   include relevant evidence to           identify the persuasive technique used
                                                                      support position and to address        when given examples (Worksheet) (C4)
                                                                      potential concerns of listeners; and
                                                                 c)   follow common organizational
                                                                      structures when appropriate (e.g.,
                                                                      cause-effect, compare-contrast,
                                                    C5       Demonstrate an understanding of the rules
                                                             of the English language and select language
                                                             appropriate to purpose and audience.
                                                    C6       Use clear diction and tone, and adjust
                                                             volume, phrasing and tempo to stress
                                                             important ideas.

                                                              Revised 3/11/2004
                                              Sixth Grade Language Arts Map - January

        Grade: 6     Literature   Understanding                                Indicator                                  Assessment
                     Sadako                         WC8       Use subject-verb agreement with collective   « Students will write various types of
                     and the                                  nouns, indefinite pronouns, compound         poems to make a poetry book – students
                     Thousand                                 subjects and prepositional phrases.          will use metaphors & similes in poems.
                     Paper                          WA3       Write letters that state the purpose make    (WA6)
                     Cranes                                   requests or give compliments and use         « Students will write a letter to a toy
                                                              business letter format.                      manufacture to complain or complements
                                                    WA6       Produce informal writings (e.g., journals,   a toy that they received for Christmas
                                                              notes and poems) for various purposes.       making students incorporate WC8 into
                                                     V4       Interpret metaphors and similes to           letters. (WC3, WC8)
Letter writing and
                                                              understand new uses of words and phrases     « After instruction on subject-verb
                                                              in text.                                     agreement, students will be given a quiz
                                                     V2       Apply knowledge of connotation and           to assess their understanding. (WC8)
                                                              denotation to determine the meaning of       « After learning the difference between a
                                                              words.                                       simile and metaphor, students will create
                                                    WA2       Write responses to novels, stories, poems    and illustrate 3 of their own similes and 3
                                                              and plays that provide an interpretation,    of 3 metaphors. (V4)
                                                              critique or reflection and that support      « After learning the difference between
                                                              judgments with specific references to the    connotation and denotation, students will
                                                              text.                                        complete a worksheet to assess their
                                                                                                           understanding. (V2)
                                                                                                           « Before, during, and after reading
                                                                                                           “Sadako and the Thousand Paper Cranes”,
                                                                                                           students will complete journal entries.

                                                               Revised 3/11/2004
                                                Sixth Grade Language Arts Map – February
                                                                   Page 1 of 2

   Grade: 6     Literature     Understanding                                     Indicator                                Assessment
                             Students will gain       RAI4      Compare original text to a summary to        « Students will read selection on Paul
                             an appreciation for                determine the extent to which the            Laurence Dunbar & will write a
                             writing by writing                 summary adequately reflects the main         summary of the selection (RAI4 &
                             an informational                   ideas and critical details of the original   RAI8).
                             essay using their        WP1       text.                                        « Students will choose an African
                             own words.                         Generate writing ideas through               American in history to write an
                                                                discussions with others and from             information essay.
   Write an                                           WA4       printed material, and keep a list of         « Students will be graded in
informational                                                   writing ideas.                               Language Arts for the writing process
    essay                                                       Write informational essays or reports,       standards & writing application
                                                                including research, that present a           standards and will be graded in Social
                                                                literal understanding of the topic,          Studies for content. Students will be
                                                                include specific facts, details and          able to use internet, almanac,
  February                                                      examples from multiple sources and           encyclopedia, and other resources
                                                     WP14       create an organizing structure               available. (WP1, WA4, WP14, WP15,
                                                                appropriate to the purpose, audience         WP5, WP10)
Trip:                                                           and context.                                 « Students will present information to
                                                                Use resources and reference materials        the class & be graded according to
                                                                (e.g., dictionaries and thesauruses) to      C8.
                                                                select more effective vocabulary.

                                                                 Revised 3/11/2004
                                         Sixth Grade Language Arts Map – February
                                                            Page 2 of 2

   Grade: 6     Literature   Understanding                                  Indicator                       Assessment
                                              WP15       Proofread writing, edit to improve
                                                         conventions (e.g., grammar, spelling,
                                                         punctuation and capitalization) and identify
                                                         and correct fragments and run-ons.
                                                C8       Deliver informational presentations (e.g.,
                                                         expository, research) that:
                                                            a) demonstrate an understanding of
                                                                  the topic and present events or ideas
   Write an                                                       in a logical sequence;
                                                             b)   support the controlling idea or thesis
informational                                                     with relevant facts, details,
    essay                                                         examples, quotations, statistics,
                                                                  stories and anecdotes;
                                                             c)   include an effective introduction and
                                                                  conclusion and use a consistent
  February                                                        organizational structure (e.g., cause-
                                                                  effect, compare-contrast);
                                                             d)   use appropriate visual materials
                                                                  (e.g., diagrams, charts, illustrations)
                                                                  and available technology; and
Trip:                                                        e)   draw from multiple sources and
                                                               identify sources used.
                                               RAI8      Summarize information from informational
                                                         text, identifying the treatment, scope and
                                                         organization of ideas.
                                               WP5       Use organizational strategies (e.g., rough
                                                         outlines, diagrams, maps, webs and Venn
                                                         diagrams) to plan writing.
                                              WP10       Use available technology to compose text.

                                                          Revised 3/11/2004
                                             Sixth Grade Language Arts Map – March

  Grade: 6    Literature     Understanding                                      Indicator                                      Assessment
                                                  WC5       Use all eight parts of speech (e.g., noun,           « Proficiency test will be used also.
             “Steal Away   By reading                       pronoun, verb, adverb, adjective, conjunction,
                                                                                                                 « Teacher & student will use various
             Home”         folktales                        preposition, interjection).
                                                  RAI7      Identify and understand an author’s purpose for      worksheets on good paragraph writing
                           students can                     writing, including to explain, entertain, persuade   to assess the writing conventions
                           understand that                  or inform                                            standards.
                                                  RP6       Answer literal, inferential, evaluative and
                           the author has                                                                        « Teacher & student will do a unit on
                                                            synthesizing questions to demonstrate
                           mare that one                    comprehension of grade-appropriate print texts       folktales. Students will read various
                                                            and electronic and visual media.                     folktales from various countries.
                           purpose in their
                                                  RAL5      Identify recurring themes, patterns and symbols      Students will take quizzes and do
                           writing.                         found in literature from different eras and
 Folktales                                                  cultures.
                                                                                                                 worksheets to answer questions for
                           Students will                                                                         RAL5, RAI7, RP6.
                                                  RP3       Make critical comparisons across texts, noting
                           gain                             author’s style as well as literal and implied        « Students will complete a journal
                                                            content of text.                                     packet for “Steal Away Home” to make
                           appreciation for
  March                                           WP2       Conduct background reading, interviews or
                                                                                                                 comparisons across the text. RP3
                           the cultures of                  surveys when appropriate.
                                                   R4       Identify important information found in sources      « As a culminating activity for “Steal
                           the world by                     and paraphrase the findings in a systematic way      Away Home”, students will create a
                           reading their                    (e.g., notes, outlines, charts, tables, graphic      newspaper that incorporates several
Trip:                                                       organizers).
                           folktales.                                                                            aspects from the story. (R4, WP12,
                                                  WP12      Add and delete information and details to better
                                                            elaborate on a stated central idea and to more       WP17, WP2)
                                                            effectively accomplish purpose.                      « Students will use all eight parts of
                                                  WP17      Prepare for publication (e.g., for display or for    speech by completing several Mad
                                                            sharing with others) writing that follows a format
                                                                                                                 Libs. (WC5)
                                                            appropriate to the purpose, using such
                                                            techniques as electronic resources, principles of
                                                            design (e.g., margins, tabs, spacing and columns)
                                                            and graphics (e.g., drawings, charts and graphs)
                                                            to enhance the final product.

                                                            Revised 3/11/2004
                                                        Sixth Grade Language Arts Map – April

    Grade: 6        Literature      Understanding                                              Indicator                                                Assessment
                                                              R1       Generate a topic, assigned or personal interest, and open-
                                 By researching a                                                                                        « Students will write a research paper on
                                                                       ended questions for research and develop a plan for
                                 given topic students                  gathering information.                                            either endangered species or country that
                                 will gain an                 R2       Identify appropriat e sources, and gather relevant                is on the rainforest. Students will also
                                                                       information from multiple sources (e.g., school library
                                 appreciation for                                                                                        present their information to the class.
                                                                       catalogs, online databases, electronic resources and
                                 writers and                           Internet -based resources).                                       (R1, R2, RP1, WP15, R5, RP5, WP16, R7,
                                 researchers. Students       RP1       Establish and adjust purposes for reading, including to find      R8, WP13, WP3, WC3)
                                                                       out, to understand, to interpret, to enjoy and to solve
                                 will also become                      problems.                                                         « Students will be tested on V8 by giving
                                 aware of endangered         WP15      Proofread writing, edit to improve conventions (e.g.,             them a worksheet to be graded by the
                                                                       grammar, spelling, punctuation and capitalization) and
                                 species and countries                                                                                   teacher.
                                                                       identify and correct fragments and run-ons.
                                 of the rainforest.           R5       Compare and contrast important findings and select sources        « Students will read various poems and
Poetry, Research,                                                      to support central ideas, concepts and themes.                    distinguish mood and meaning by
                                                             RP5       Select, create and use graphic organizers to interpret textual
and Bibliography                                                                                                                         answering several questions and posing
                                                             WP16      Apply tools (e.g., rubric, checklist and feedback) to judge the   several questions about the poems. RAL7
                                                                       quality of writing.
                                                              R7       Use an appropriate form of documentation, with teacher
                                                                       assistance, to acknowledge sources (e.g., bibliography,
                                                                       works cited).
                                                              R8       Use a variety of communication techniques, including oral,
Trip:                                                                  visual, written or multimedia reports, to present information
                                                                       that supports a clear position with organized and relevant
                                                                       evidence about the topic or research question.
                                                             WP13      Rearrange words, sentences and paragraphs, and add
                                                                       transitional words and phrases to clarify meaning.
                                                              V8       Determine the meanings and pronunciations of unknown
                                                                       words by using dictionaries, thesauruses, glossaries,
                                                                       technology and textual features, such as definitional
                                                                       footnotes or sidebars.
                                                             WP3       Establish a thesis statement for informational writing or a
                                                                       plan for narrative writing.
                                                             WC3       Use semicolons, colons, hyphens, dashes and brackets.
                                                             RAL7      Distinguish how an author establishes mood and meaning
                                                                       through word choice, figurative language, and syntax.

                                                                        Revised 3/11/2004
                                                   Sixth Grade Language Arts Map – May

  Grade: 6      Literature     Understanding                              Indicator                               Assessment

               My Side of By creating a travel         WC1       Spell frequently             « Students will create a travel brochure of 3
                          brochure students                      misspelled and high-         countries of the Caribbean Islands. Students will
                             will gain an               V5       frequency words              persuade tourists to go to their countries. Students
               Mountain      understanding of                    correctly.                   will use either Microsoft Publisher or PowerPoint to
                             different countries                 Recognize and use words      create their brochure. Students will be graded in
                             of the Caribbean          RAI5      from other languages that    Social Studies & in Language Arts for the travel
                             and persuade                        have been adopted into       brochure.
                             people to travel to                 the English language.        « Students will do a profile of a South American
                             their countries.          RAL4      Analyze information          country in Social Studies and analyze this profile to
                                                                 found in maps, charts,       prepare a written 3 paragraph summary for
 and Travel
                                                                 tables, graphs, diagrams     language arts. (RAI5)
 Brochures                                             WC6       and cutaways.                « Students will take a spelling test containing
                                                                 Explain first, third and     frequently misspelled and high frequency words.
    May                                                          omniscient points of         (WC1)
                                                       WC7       view, and explain how        « Students will be given a spelling list of words
                                                                 voice affects the text.      from other languages that have been adopted into
                                                       RAI2      Use verbs, including         the language. They will create a crossword using
Trip:                                                            perfect tenses, transitive   these words. (V5)
                                                                 and intransitive verbs and   « Students will be assessed by a worksheet for
                                                                 linking verbs.               WC6 & WC7.
                                                                 Use nominative,              « During “My Side of the Mountain”, students will
                                                                 objective, possessive,       be assessed on cause and effect and fact and
                                                                 indefinite and relative      opinion, with a worksheet. (RAI2)
                                                                 pronouns.                    « After discussing different points of view,
                                                                 Analyze examples of          students will write an explanation of these and give
                                                                 cause and effect and fact    examples of stories that we have read that uses
                                                                 and opinion.                 these points of view. RAL4

                                                                  Revised 3/11/2004

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