6th Grade Curriculum -Novel based
War Horse by Michael Morpurgo
Approximate timeline for each novel: 4-5 weeks
Historical Fiction, Realistic Fiction (Private Peaceful, And in the Morning,
My Brother’s Shadow, Remembrance, Black Beauty, Charlie’s War)
Suggested
Theme:
Making a
Difference
Essential
Questions
Objectives
Enduring Understanding: As elementary students branch out and enter the Tween years, they are embarking on "creating and
making connections within their world."
Survival, War, Anti-War, Responsibility, Family, Persistence, Dedication, Hope, Friendship, Courage, Death
Conflicting Views
What outside influences have a part in decision making?
What does it mean to "do the right thing?"
Can one person make a difference?
What is really important to you?
Would you consider yourself a determined person?
How far would you go to save your pet?
Reading
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Identify and reflect upon literary elements when presented with various types of texts. Specifically, evaluating how
characters' points of view are developed over time within a piece of literature
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Critique a variety of literature and informational text about challenging historical events and memorable experiences
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Compare and contrast stories with characters that made a difference. Cite how these characters or people utilized
oral, written, or expressive language to solve their challenges
•
Identify and reflect upon literary elements when presented with various types of texts. Specifically, evaluating how
characters' points of view are developed over time within a piece of literature
•
Critique a variety of literature and informational text about challenging historical events and memorable experiences
•
Compare and contrast stories with characters that made a difference. Cite how these characters or people utilized
oral, written, or expressive language to solve their challenges
•
Explain and interpret how series of events (plot) impact problem solving
•
Analyze how the use of vocabulary adds imagery to a story, poem, etc.-Explain what connections can be made
between real life, informational texts, and works of fiction
•
Utilize clear and concise writing to convey meaning
Grade 6 ELA Curriculum – War Horse
Page 1
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Develop and identify devices (e.g., dialogue, description, etc.) that define a writer’s style and use those elements to
interpret the work
Summarize the literal and inferential ideas presented in various texts across genres.
Provide conclusions based on text presented and evidence compiled
Articulate how the author is able to grasp reader's attention through text
Compare and contrast tone throughout various genres presented
Utilize context to determine and develop new vocabulary
Identify and interpret how authors use various text (fiction, poetry, drama, etc.) to convey feeling and emotions
Describe and connect arguments, perspectives, and biases through a variety of texts
Utilize planning strategies to construct and gather ideas about text: webbing, clustering, questioning etc.
Pose relevant questions that transfers knowledge to a deeper understanding
Respond and reflect on the thoughts/emotions presented through a variety of texts
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Writing
Process – The student will develop writing skills.
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Implement various stages of the writing process (e.g. brainstorming, outlining, drafting, revising, editing, and
publishing).
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Select a focus and an organized structure based upon purpose, audience, and required format.
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Categorize ideas, organize them into paragraphs, and blend paragraphs within larger texts. Include effective
introductions and conclusions.
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Use simple figurative language in writing (e.g., similes, metaphors, idioms, personification, and hyperbole).
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Edit drafts to ensure standard usage, mechanics and spelling, and varied sentence structure.
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Revise and/or use feedback from others to improve word choice, organization, and consistency in paragraphs.
Composition – The student will write for various audiences and purposes.
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Write narrative, descriptive, expository, and persuasive paragraphs.
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Write compositions that establish and support a central idea with a topic sentence and supporting paragraphs.
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Communicate through the following writing forms: § Creative stories, plays, and poems § Friendly and business
letters, “thank you” notes, and invitations § Instructions § Journals § Reports
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Use writing as a means to paraphrase and/or summarize what is read or heard.
Reference – The student will identify and use sources of different types of information.
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Select and use reference materials and resources as needed for writing, revising, and editing final drafts.
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Identify and use the parts of a book.
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Demonstrate the appropriate use of the general reference sources of a dictionary, thesaurus, atlas, almanac, and
encyclopedia.
Research – The student will explore and analyze information.
Grade 6 ELA Curriculum – War Horse
Page 2
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Define the topic for research.
Plan and conduct multi-step information searches.
Record important ideas and concepts and direct quotes from information sources.
Organize and display information on note cards, charts, outlines, and graphs. e. Summarize, or paraphrase, relevant
information from multiple sources into a written report or summary.
Identify and credit reference sources in a researched report.
Activities (DOK)
1-recall, 2-skill/concept, 3-Stategic thinking, 4- extended
thinking
 Identify, list, and analyze (3)
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Character traits / evidence
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Setting
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Plot
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Figurative language
 Define vocabulary words (1)
Reading
 Summarize each chapter after reading
(2)
 Discuss the changing story elements
throughout the novel (2)
 Use context clues to identify the
meaning of unfamiliar words (2)
 Describe throughout the novel (2)
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Inferences
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Generalizations
Grade 6 ELA Curriculum – War Horse
Eligible content ( in BOLD)/ Standards
E06.A-K.1.1.1 Cite textual evidence to support analysis of
what the text says explicitly as well as inferences and/or
generalizations drawn from the text.
E06.A-C.2.1.1 Determine an author’s purpose in a text and
explain how it is conveyed in the text; explain how an
author develops the point of view of the narrator or
speaker in a text; describe the effectiveness of the point of
view used by the author.
E06.A-K.1.1.3 Describe how the plot of a particular story,
drama, or poem unfolds, as well as how the characters
respond or change as the plot moves toward a resolution.
E06.A-K.1.1.1 Cite textual evidence to support analysis of
what the text says explicitly as well as inferences and/or
generalizations drawn from the text.
E06.A-K.1.1.2 Determine a theme or central idea of a text
and how it is conveyed through relevant details; provide a
summary of the text distinct from personal opinions or
judgments.
E06.A-C.2.1.3 Determine how the author uses the meaning
of words or phrases, including figurative and connotative
Page 3
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Character Arc
Cause and effect
Theme
 Determine the author’s purpose and
describe how it affects the story’s plot
(3)
 Interpret the figurative language –
explain the meaning (3)
 Design and illustrate how common
themes are found across texts and
other media forms (4)
 Read and interpret the poems (4)
http://www.teachforpeace.org
 Create an “event line” from each
chapter in the novel (3)
 Write a character sketch on your
favorite character in the novel – explain
why they are your favorite character.
(4)
Grade 6 ELA Curriculum – War Horse
meanings, in a text; analyze the impact of a specific word
choice on meaning and tone.
E06.A-C.3.1.1 Compare and contrast texts in different forms
or genres (e.g., stories, dramas, poems, historical novels,
fantasy stories) in terms of their approaches to similar
themes and topics.
1.3 Reading Literature
 Students read and respond to works of literature – with an
emphasis on comprehension, vocabulary, acquisitions, and
making connections among ideas and between texts with a
focus on textual evidence.
 CC.1.3.6.A Determine a theme or central idea of a text and how
it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
 CC.1.3.6.B Cite textual evidence to support analysis of what the
text says explicitly, as well as inferences and/or generalizations
drawn from the text.
 CC.1.3.6.C Describe how a particular story or drama’s plot
unfolds in a series of episodes, as well as how the characters
respond or change as the plot moves toward a resolution.
 CC.1.3.6.D Determine an author’s purpose in a text and explain
how it is conveyed in a text.
 CC.1.3.6.E Analyze how the structure of a text contributes to
the development of theme, setting, and plot.
 CC.1.3.6.F Determine the meaning of words and phrases as they
are used in grade‐level reading and content, including
interpretation of figurative language in context.
 CC.1.3.6.G Compare and contrast the experiences of reading a
story, drama, or poem to listening to or viewing an audio, video,
or live version of the text, including contrasting what is “seen”
and “heard” when reading the text to what is perceived when
listening or watching.
Page 4
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Focus skills:
 Identify adverbs and adjectives (1)
E06.D.1.1.1 Ensure that pronouns are in the proper
case (i.e., subjective, objective, possessive).
E06.D.1.1.2 Use intensive pronouns (e.g., myself,
ourselves).
E06.D.1.1.3 Recognize and correct inappropriate
shifts in pronoun number and person.*
E06.D.1.1.4 Recognize and correct vague
pronouns (i.e., ones with unclear or ambiguous
antecedents).*
E06.D.1.1.5 Recognize and correct inappropriate
shifts in verb tense.*
E06.D.1.2.1 Use punctuation (e.g., commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
E06.D.1.2.2 Spell correctly.
E06.D.1.2.3 Use punctuation to separate items in a
series.*
 Comparing adverbs and adjectives (1)
 Write a paragraph and underline each
adverb (2)
Grammar
 Write a paragraph and underline each
adjective (2)
 Play an interactive game from
http://gotkidsgames.com/ (3)
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Review simple, compound, complex
sentences, nouns, verbs, and pronouns
(2)
Grade 6 ELA Curriculum – War Horse
CC.1.3.6.H Compare and contrast texts in different forms or
genres in terms of their approaches to similar themes and
topics as well as their use of additional literary elements.
CC.1.3.6.I Determine or clarify the meaning of unknown and
multiple‐meaning words and phrases based on grade‐level
reading and content, choosing flexibly from a range of
strategies and tools.
CC.1.3.6.J Acquire and use accurately grade‐appropriate general
academic and domain‐specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
CC.1.3.6.K Read and comprehend literary fiction on grade level,
reading independently and proficiently.
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CC.1.4.6.F Demonstrate a grade‐appropriate command of the
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Punctuation:
• apostrophe
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
Narrative:
 Write a narrative: A Day in the Life of…”
using a character from the novel. (4)
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Writing
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C- Writing
E06.C.1.2.1Introduce a topic for the intended audience;
organize ideas, concepts, and information using strategies
such as definition, classification, comparison/contrast, and
Write an opinion essay on the novel (4)
cause/effect to support the writer’s purpose.
E06.C.1.2.2 Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and
Research/ Informative:
examples.
Research a topic related to the novel
E06.C.1.2.3 Use appropriate transitions to clarify the
(horses in war, WWI, German Army,
relationships among ideas and concepts.
Battlefields of WWI, types of horses,
E06.C.1.2.4 Use precise language and domain-specific
horse care and equipment) (4)
vocabulary to inform about or explain the topic.
E06.C.1.2.5 Establish and maintain a formal style.
E06.C.1.2.6 Provide a concluding section that follows from the
Author Biography (4)
information or explanation presented.
1.4 Writing
Argumentative:
Students write for different purposes and audiences. Students write
Write an essay that argues against using clear and focused text to convey a well-defined perspective and
animals in war. (4)
appropriate content.
 Create a Microsoft Publisher brochure
about a topic from the novel. (4)
 Create a poster that illustrates a topic
(war, battle scene, uniforms from each
side, map of Joey’s travels) from the
Grade 6 ELA Curriculum – War Horse
o CC.1.4.6.A Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information clearly.
o CC.1.4.6.B Identify and introduce the topic for the intended
audience.
o CC.1.4.6.C Develop and analyze the topic with relevant facts,
definitions, concrete details, quotations, or other info
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novel. (4)
 Create a PowerPoint presentation that
illustrates a topic from the novel. (4)
 Cereal box project. (4)
 Text dependent questions (4)
 Compare and Contrast the movie and
the book (4)
 Write a poem about peace, war, or duty
(4)
 Write a thank you to Joey for his service
in the war (4)
 Create a character sketch from a
character in the book (4)
o CC.1.4.6.D Organize ideas, concepts, and information using
strategies such as definition, classification,
comparison/contrast, and cause/effect; use appropriate
transitions to clarify the relationships among ideas and
concepts; provide a concluding statement or section; include
graphics and multimedia when useful to aiding comprehension.
o CC.1.4.6.E Write with an awareness of the stylistic aspects of
composition. •Use precise language and domain‐specific
vocabulary to inform about or explain the topic. •Use sentences
of varying lengths and complexities. •Develop and maintain a
consistent voice. •Establish and maintain a formal style.
o CC.1.4.6.F Demonstrate a grade‐appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
o CC.1.4.6.G Write arguments to support claims.
o CC.1.4.6.H Introduce and state an opinion on a topic.
o CC.1.4.6.M Write narratives to develop real or imagined
experiences or events.
o CC.1.4.6.N Engage and orient the reader by establishing a
context and introducing a narrator and/or characters.
o CC.1.4.6.O Use narrative techniques such as dialogue,
description, and pacing to develop experiences, events, and/or
characters; use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences and
events.
o CC.1.4.6.P Organize an event sequence that unfolds naturally
and logically, using a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from one time
frame or setting to another; provide a conclusion that follows
Grade 6 ELA Curriculum – War Horse
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from the narrated experiences and events.
o CC.1.4.6.S Draw evidence from literary or informational texts to
support analysis, reflection, and research, applying grade‐level
reading standards for literature and literary nonfiction.
o CC.1.4.6.T With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Vocabulary
Spelling
Spelling
words
Week 1
gangling, clambering,
nickered, obstinate,
yearling,
vengeance, infinite,
abundance,
foreboding, vehemently,
gilts, inquisitiveness
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Week 2
jodhpurs, fetlock,
anxiety, console,
maneuvers, snaffle,
prima donna, squadron,
exuberance,
peremptory, quayside,
jocular
Write each word in a complete sentence (1)
Use each word in a compound sentence (2)
Find 3 antonyms for each word (1)
Use 8 words in a paragraph (3)
Write your words 4 times each (1)
Write each word in a question (2)
Find 3 synonyms for each word (1)
Interactive games from
http://www.spellingcity.com/ (3)
Week 1
stables, stamina, whisked,
haggling, guineas, lunge,
halter, venture, nickered,
Grade 6 ELA Curriculum – War Horse
Week 2
conviction, obstinate,
instinctive, whistle,
noblest, whinnied,
Week 3
reveille, barrage,
bandoliers, desolation,
galvanized,
bombardment,
confounded, gait,
formidable, sacrilege,
barrage
Week 4
tunic, prattle,
extricate,
momentum,
exuberant, besieged,
bespectacled,
consultation, motley,
canter, piteous,
ponderously
Week 5
chortling, strenuous,
plodded, precede,
nobility, serenity,
abomination, vigorously,
lumbering, gingerly,
brigadiers, corridor,
CC.1.4.6.F Demonstrate a grade‐appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
Week 3
reins, mortgage,
criticize, negotiator,
gilts, tinder, halter,
Week 4
cavalry, artillery,
console, reveled,
tedious, cumbersome,
Week 5
scoured, infantry, frenzy,
muzzle, trenches,
monotony, barrage,
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nuisance, parish, argument
Additional
resources
Assessments
/ Projects
Assessments
/Study
Island
vengeance, vicious,
collar, incident,
abundance, village
thief, khaki, jodhpurs,
regiment, fetlocks
consolation, infantry,
bugle, dignity,
embarking, sarcasm
bedlam, cantering, gait,
piping, triggered
http://warhorsethenovel.weebly.com/index.html
http://factsforkids.net/world-war-1-facts-kids-fascinating-facts-ww/
http://www.history.co.uk/shows/the-world-wars/articles/10-little-known-facts-about-ww1
http://www.theguardian.com/childrens-books-site/2014/jul/01/top-10-first-world-war-facts-marcia-williams
http://www.horsebreedsinfo.com/
http://horses.animal-world.com/HorseBreeds.php
Publisher Project, Cereal Box Project, tests- spelling, vocabulary & comprehension, PowerPoint Presentation, writing assignments, movie
reflections.
Additional reading (non-fiction & fiction) passages and assessments from http://www.readworks.org/books/passages.
1.
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LITERATURE TEXT
Textual Evidence
Inferences and Generalizations
Theme
Summary
Story Elements
Literary Point of View
Structures of Text
Compare and Contrast
Figurative Meanings
Connotation and Denotation
Meaning and Tone
Multiple Meaning Words
Context Clues
Root Words and Affixes
Word Relationships
Grade 6 ELA Curriculum – War Horse
2.
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INFORMATIONAL TEXT
Central Ideas
Evaluating Arguments
Text Structure
Technical Meanings
3.
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Details
WRITING
Introducing and Closing Topics
Supporting and Developing Topics
Organizing Ideas
Transitions
Task, Purpose, and Audience
Precise Language and Sensory
Page 9
Geography, computers-Microsoft Publisher & PowerPoint, History, WWI, Social Studies, Science- weather.
Cross
curricular
Watch and reflect on the movie War Horse
Grade 6 ELA Curriculum – War Horse
Page 10