6th Reading Pacing Guide
Huntsville City Schools
Course: _____ Reading_______ Grade: _______6_______
ELA 6 Minimum Requirements:
E
2 Literature short texts
1 informational short text
1 Literature extended text
*Required Text: The Watsons Go to Birmingham and The Devil’s Arithmetic
*Text levels should range from 4.5-6.5
*LTF is encouraged for Reading 6 but not required
Note: The Giver, Book Thief, Witness, Christmas Carol (drama), Freak the Mighty, Wednesday Wars, Written in Bone, Anne
Frank (drama), Looking Glass Wars, Alice’s Adventures in Wonderland, Dr. Jekyll & Mr. Hyde, and Ender’s Game are now on the
protected list and cannot be taught in the 6th grade.
**Short text selections would include short texts of sufficient complexity for close reading that would allow students to draw ample evidence
from the texts and present their analyses in writing as well as through speaking.
Literature includes adventure stories, historical fiction, mysteries, myths, science fiction ,realistic fiction, allegories, parodies, satire, drama,
graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free-verse poems, sonnets, odes, ballads, and epics(Common
Core State Standards, page 57).
Informational texts/literary nonfiction include the subgenres of exposition, argument and functional text in the form of personal essays;
speeches; opinion pieces; essays about art or literature; biographies; memoirs; journalism; and historical, scientific, technical or economic
accounts (including digital sources) written for a broad audience (Common Core State Standards, page 57).
One extended text: This should be an extended, full-length work of literature (such as a novel or a play) or longer literary nonfiction,
depending on the focus of the module. Like the others, this text would be aligned with the complexity and range specifications of the
standards. As with shorter texts, students would perform a close, analytic reading of the extended text; compare and synthesize ideas from
across other related texts; conduct text-focused discussions; and produce written work aligned with the standards. Such a study could take
around two to three weeks of concentrated focus on a single text.
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6th Reading Pacing Guide
1st
9-week Instructional Guide
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
Standard
“I Can” Statements *
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences drawn
from the text. [RL.6.1]
Determine the meaning of words
and phrases as they are used in a
text, including figurative and
connotative meanings; analyze the
impact of a specific word choice on
meaning and tone. [RL.6.4]
-Define Cite
- Find textual evidence for
support
-Make inferences through text
-Define figurative language.
Personification; Smile; Metaphor;
Hyperbole; Onomatopoeia.
-Define connotative meaning
-Define tone
-Determine the meaning of a
word
-Analyze why and how a word
was/is used
-Define point of view
-Explain how the author uses the
narrator to develop the point of
view
RL6.1-PHLit “The Wounded Wolf”
-LTF Analyzing a Visual Text-Fall of Icarus
Reading Informational: Cite
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text. [RI.6.1]
-Define cite
-Find evidence for support
(questions, explanations, etc.)
-Make inferences
RI6.1-PHLit “Gold Rush: The Journey By Land”
-LTF Annotation and Author’s Purpose
-LTF Determining Fact, Opinion and Bias
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
-Define figurative language
-Define connotative meaning
-Define technical vocabulary
RI6.4-PHLit “Bird’s Struggle to Recover from Egg Theft of
the 1800’s”
-LTF Foundation Lesson: The Best Word for the Job
Explain how an author develops the
point of view of the narrator or
speaker in a text. [RL.6.6]
Resources
RL6.4-PHLit “Woman’s View of the Gold Rush”
-LTF Claims in a Visual Text
-LTF Rhetorical Claims in Quotation
RL6.6-PHLit “Smilie: Willow and Ginkgo”
-LTF Foundation Lesson: Author’s Purpose
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6th Reading Pacing Guide
connotative, and technical
meanings. [RI.6.4]
Determine an author's point of view
or purpose in a text and explain how
it is conveyed in the text. [RI.6.6]
-Determine the meaning of a
word
-Define point of view
-Determine the authors point of
view in a text
Writing: Write narratives to develop
real or imagined experiences or
events using effective technique,
relevant descriptive details, and
well-structured event sequences.
[W.6.3]
a. Engage and orient the reader by
establishing a context and
introducing a narrator, characters,
or both; organize an event sequence
that unfolds naturally and logically.
[W.6.3a]
b. Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters. [W.6.3b]
c. Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
[W.6.3c]
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events. [W.6.3d]
e. Provide a conclusion that follows
from the narrated experiences or
events. [W.6.3e]
Produce clear and coherent writing
in which the development,
organization, and style are
-Understand what a narrative
paper is and when it is used
-Write a narrative paper
-LTF Summarizing and Identifying Issues in
Nonfiction
RI6.6-PHLit “Chinese and African Americans in the Gold
Rush”
-LTF Foundation Lesson Point of View
W6.3PHLit p.102-109, p. 14-16
-Develop a narrator and/or
characters
-Develop a plot
-Use dialogue in writing
W6.3a-PHLit p.102-109, p. 14-16
-Use transitions in writing
W6.3b-PHLit p.102-109, p. 14-16
-Use transitions in writing
W6.3c-PHLit p.102-109, p. 14-16
-LTF Claims in a Visual Text
-Use descriptive words in writing
W6.3d-PHLit p.102-109, p. 14-16
- Understand and use vocabulary
and sensory language
-Provide a conclusion in writing
-Develop grade-level appropriate
writing
W6.3e-PHLit p.102-109, p. 14-16
W6.4-PHLit p.102-109, p. 14-16
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6th Reading Pacing Guide
appropriate to task, purpose, and
audience. (Grade-specific
expectations for writing types are
defined in standards 21-23 above.)
[W.6.4]
With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting
or trying a new approach. [Editing
for conventions should demonstrate
command of the first three
Language standards in Grades K-6)
[W.6.5]
Speaking and Listening: Engage
effectively in a range of collaborative
discussions (one-on-one, in groups,
and teacher-led) with diverse
partners on Grade 6 topics, texts,
and issues, building on others' ideas
and expressing their own clearly.
[SL.6.1]
a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation by referring to evidence
on the topic, text, or issue to probe
and reflect on ideas under
discussion. [SL.6.1a]
b. Follow rules for collegial
discussions, set specific goals and
deadlines, and define individual
roles as needed. [SL.6.1b]
-I can use guidance from my
peers and adults to plan, revise,
and edit my writing
W6.5-PHLit p.102-109, p. 14-16
-Use revision strategies
-Use editing strategies
SL6.1-PHLit p. 166, 193, 205, 229
-Participate in one-on-one
discussions
-Participate in group discussions
-Participate in teacher-led
discussions
SL6.1a-PHLit p. 166, 193, 205, 229
-Prepare for a discussion by
understand what to do, how to
research, how to speak, etc.
Sl6.1b-PHLit p. 166, 193, 205, 229
*Suggested I can statements*
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6th Reading Pacing Guide
Huntsville City Schools
2nd
9-week Instructional Guide
Course: ____ Reading_______ Grade: _______6_______
**RL6.1, RI6.1, RL6.4, RI6.4, RL6.6, RI6.6 should be continuously taught throughout year **
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.
*Suggested I can statements*
Standard
“I Can” Statements *
Resources
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.
(RL.6.2)
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.
[RL.6.3]
-Determine theme of a piece of
literature/writing
-Support theme with details from the
literature/writing
-Write or present an unbiased
summary of the literature/writing
-Describe the series of events that
are part of the plot
-Describe how a character changes
throughout the story
-Define resolution
RL6.2-PHLit “The Southpaw”
-LTF Annotation and Author’s Purpose: Riding
Is an Exercise of the Mind”
Analyze how a particular sentence,
chapter, scene, or stanza fits into
the overall structure of a text and
contributes to the development of
the theme, setting, or plot. [RL.6.5]
-Define theme, Setting, Plot
-Explain how a particular part of a
literary piece moves the story along
-Explain how a particular part of the
literary piece develops the theme
RL6.5-PHLit “Lob’s Girl”; “Jeremiah’s Song”
-LTF Foundation Lesson: Maybe You Can Judge
a Book by a Cover
RL6.3- PHLit “Stray”
-LTF Conflict and Theme
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6th Reading Pacing Guide
Reading Informational: Determine -Determine theme
a central idea of a text and how it is
-Support theme with details
conveyed through particular details; -Write an unbiased summary
provide a summary of the text
distinct from personal opinions or
judgments. [RI.6.2]
RI6.2-PHLit “Rambling ‘Round”
-LTF Peeling Back the Layers: “The Witch”
Analyze in detail how a key
individual, event, or idea is
introduced, illustrated, and
elaborated in a text (e.g., through
examples or anecdotes). [RI.6.3]
Analyze how a particular sentence,
paragraph, chapter, or section fits
into the overall structure of a text
and contributes to the development
of the ideas. [RI.6.5]
Writing: Write arguments to
support claims with clear reasons
and relevant evidence. [W.6.1]
-Explain how people, ideas, and
situations are developed throughout
a text
RI6.3-PHLit “Jackie Robinson: Justin at Last”
-LTF Determining Tone Through Music
-LTF Synthesizing Multiple Genres: Reading
Sources
RI6.5-PHLit “from ‘The Pigman and Me’”
c. Use words, phrases, and clauses
to clarify the relationships among
claim(s) and reasons. [W.6.1c]
d. Establish and maintain a formal
style. [W.6.1d]
e. Provide a concluding statement or
section that follows from the
argument presented. [W.6.1e]
Write informative or explanatory
texts to examine a topic and convey
ideas, concepts, and information
through the selection, organization,
and analysis of relevant content.
[W.6.2]
-Use transitions to clarify
relationships
-Explain how a part of text helps to
develop the ideas
-Write an argumentative paper
-Use formal style in writing
-Make a concluding statement
-Write an informative/explanatory
paper
W6.1-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
-LTF Peeling Back the Layers: An Open Heart
W6.1c-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
W6.1d-PHLit p. lxviii, 27, 273, 434, 376-383, 538-545
W6.1e-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
W6.2-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
-LTF Peeling Back the Layers: The Witch
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6th Reading Pacing Guide
Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison or
contrast, and cause and effect;
include formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension. [W.6.2a]
Develop the topic with relevant
facts, definitions, concrete details,
quotations, or other information and
examples. [W.6.2b]
-Introduce a topic
-Use multiple strategies to organize
information
-Use charts, pictures, headings, etc.
to organize in presentations
W6.2a-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
-Support the topic with facts, details,
quotes and examples
W6.2b-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
Speaking and Listening: Pose and
respond to specific questions with
elaboration and detail by making
comments that contribute to the
topic, text, or issue under
discussion. [SL.6.1c]
Review the key ideas expressed and
demonstrate understanding of
multiple perspectives through
reflection and paraphrasing.
[SL.6.1d]
-Ask questions of my group members
-Respond to questions posed by my
group members
SL6.1c- PHLit p.71
-Summarize the group’s discussion
-Understand others’ perspectives
SL6.1d- PHLit p. 71
Huntsville City Schools
3rd
9-week Instructional Guide
Course: ____ Reading_______ Grade: _______6_______
**RL6.1, RI6.1, RL6.4, RI6.4, RL6.6, RI6.6 should be continuously taught throughout year **
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
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6th Reading Pacing Guide
Standard
Compare and contrast the
experience of reading a story,
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what they "see" and
"hear" when reading the text to
what they perceive when they listen
or watch. [RL.6.7]
Differentiate among odes, ballads,
epic poetry, and science fiction.
(Alabama Standard # 8)
Reading Informational: Integrate
information presented in different
media or formats (e.g., visually,
quantitatively) as well as in words
to develop a coherent
understanding of a topic or issue.
[RI.6.7]
Trace and evaluate the argument
and specific claims in a text,
distinguishing claims that are
supported by reasons and evidence
from claims that are not. [RI.6.8]
W Writing: Write arguments to
support claims with clear reasons
and relevant evidence. [W.6.1]
a. Introduce claim(s) and organize
the reasons and evidence clearly.
[W.6.1a]
“I Can” Statements *
Resources
-Define compare and contrast
-Explain the similarities and
difference between multiple
genres with similar themes
RL6.7-PHLit “A Dream Within a Dream”; “The World
is Not a Pleasant Place to Be”; “The Fairies
Lullaby”
-LTF Reading Poetry
-LTF Synthesizing Poetry
-LTF Analyzing Poetry using Neighborhood Odes
-LTF Allusions in Advertising
-Define odes, ballads, epic
poetry, and science fiction
- Explain differences between
genres
-Define integrate
-Use pictures, charts, text, etc.
to explain a topic or issue
Alabama-PH Lit “From Brighton Beach Memoirs”
-“The Sidewalk Racer”
-LTF Syntax and Mood: “The First Day”
RI6.7-PHLit “Research on “Grit”
-LTF Using Imagery to Create Tone
-Define claims.
-Tell the difference between
supported and unsupported
claims
RI6.8-PHLit “Water” “Preserving a Great American
Symbol” ,“Red Sox Get Ready to Celebrate 100
Years at Fenway”, “Why We Love Baseball”
-LTF Appeals in Advertising
-LTF How Appeals are Created
-LTF Understanding Appeals
W6.1-PHLit p. lxviii, 27, 273, 434, 376-383, 538-545
-Write an argumentative paper
-Define claims; Argument
-Create a strong claims
W6.1a- PHLit p. lxviii, 27, 273, 434, 376-383, 538-545
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6th Reading Pacing Guide
b. Support claim(s) with clear
reasons and relevant evidence,
using credible sources and
demonstrating an understanding of
the topic or text. [W.6.1b]
c. Use words, phrases, and clauses
to clarify the relationships among
claim(s) and reasons. [W.6.1c]
d. Establish and maintain a formal
style. [W.6.1d]
e. Provide a concluding statement
or section that follows from the
argument presented. [W.6.1e]
-Organize evidence to support
claims
W6.1b-PHLit p. lxviii, 27, 273, 434, 376-383, 538-545
-LTF Elements of an Argument
-Use credible sources
-Use transitions to clarify
relationships
-Use formal style while writing
W6.1c- PHLit p. lxviii, 27, 273, 434, 376-383, 538-545
Use technology, including the
Internet, to produce and publish
writing as well as to interact and
collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a
minimum of three pages in a single
sitting. [W.6.6]
Conduct short research projects to
answer a question, drawing on
several sources and refocusing the
inquiry when appropriate. [W.6.7]
-Use technology to publish
writing
-Use technology to collaborate on
my writing
-Demonstrate sufficient
keyboarding skills while writing
-Type three pages in a single
sitting
-Create a research paper
-Use several sources to answer a
question/topic of interest
Gather relevant information from
multiple print and digital sources;
assess the credibility of each
source; and quote or paraphrase
the data and conclusions of others
while avoiding plagiarism and
providing basic bibliographic
information for sources. [W.6.8]
-Find information form print
sources
-Find information from digital
sources
-Define credible
-Determine if a source is credible
-Define plagiarism
-Paraphrase information
-Include quotes correctly
-Make a concluding statement
W6.1d- PHLit p. 27, 378
W6.1e-PHLit p. lxviii, 27, 273, 434, 376-383, 538-545
-LTF Foundation Lesson: Writing Argumentative
Essay
W6.6- PHLit p. 6, p. 487
W6.7- PHLit p. 27, 43, 57, 131, 135, 143, 147, 153,
166, 215, 263, 269, 273, 279, 285, 291, 306,
333, 353, 365, 397, 403, 409, 419, 423, 429,
444, 487, 579, 583, 589, 593, 595, 603, 618,
649, 665, 725, 733, 737, 745, 749, 755
W6.8- PHLit p. 715, 725
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6th Reading Pacing Guide
-Produce a bibliography page
Speaking and Listening:
-Understand information
Interpret information presented in
presented in various formats
diverse media and formats (e.g.,
visually, quantitatively, orally) and
explain how it contributes to a
topic, text, or issue under study.
[SL.6.2]
Delineate a speaker's argument and -Define delineate
specific claims, distinguishing
-Tell the difference between
claims that are supported by
supported and unsupported
reasons and evidence from claims
claims
that are not. [SL.6.3]
Present claims and findings,
-Present claims logically
sequencing ideas logically and
-Use descriptions, facts, and
using pertinent descriptions, facts,
details
and details to accentuate main
-Use appropriate eye contact,
ideas or themes; use appropriate
volume, and pronunciation
eye contact, adequate volume, and
clear pronunciation. [SL.6.4]
*Suggested I can Statements*
SL6.2- PHLit p. 238-239
SL6.3- PHLit p. 238-239, 536-537
SL6.4- PHLit p. 725, 733, 536-537
10
6th Reading Pacing Guide
Huntsville City Schools
4th
9-week Instructional Guide
Course: _____ Reading_______ Grade: _______6_______
**RL6.1, RI6.1, RL6.4, RI6.4, RL6.6, RI6.6 should be continuously taught throughout year **
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
Standard
Compare and contrast texts in
different forms or genres (e.g.,
stories and poems; historical
novels and fantasy stories) in
terms of their approaches to
similar themes and topics.
[RL.6.9]
By the end of the year, read and
comprehend literature, including
stories, dramas, and poems, in
the Grades 6-8 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range. [RL.6.10]
Reading Informational:
Compare and contrast one
author's presentation of events
with that of another (e.g., a
memoir written by and a
“I Can” Statements *
Resources
-Explain and differentiate the
similarities and differences between
multiple genres with similar themes
and topics
RL6.9-PHLit “from You’re a Good Man, Charlie
Brown”;“Gluskabe and Old Man Winter”
-LTF Summarizing and Identifying Issues in
Nonfiction
-Define genre
-Explain the similarities and differences
between multiple genres with similar
themes and topics
RL6.10-PHLit “Phantom Tollbooth Act 1 & 2”
-LTF Understanding Appeals
-LTF Analyzing a Visual Text: Fall of Icarus
-Comprehend many genres of
literature at my grade level
RI6.9-PHLit “My Papa, Mark Twain”; “Stage Fright”
11
6th Reading Pacing Guide
biography on the same person).
[RI.6.9]
By the end of the year, read and
comprehend literary nonfiction
in the Grades 6-8 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
[RI.6.10]
Writing:
Draw evidence from literary or
informational texts to support
analysis, reflection, and
research [W.6.9]
a. Apply Grade 6 Reading
standards to literature (e.g.,
"Compare and contrast texts in
different forms or genres [e.g.,
stories and poems; historical
novels and fantasy stories] in
terms of their approaches to
similar themes and topics").
[W.6.9a]
Write routinely over extended
time frames, including time for
research, reflection, and
revision, and shorter time
frames such as a single sitting
or a day or two for a range of
discipline-specific tasks,
purposes, and audiences.
[W.6.10]
Speaking and Listening:
Include multimedia components
(e.g., graphics, images, music,
and sound) and visual displays
-Define compare and contrast
RI6.10-Explain the similarities and differences -PHLit “Mark Twain’s First “Vacation”; “According
between two written works on the
to Mark Twain”
same topic
-Comprehend nonfiction writing at my
grade level
W6.9-PHLit p. 167, 246, 445, 708
-Use pieces of literary text to support
my writing
W6.9a- PHLit p. 243, 423, 578, 649, 72-97, 230-235,
366-371, 423, 488, 521, 522-533, 676-697
-Use pieces from information texts to
support my writing
W6.10- PHLit {Refer to PH Lit, Write to Learn, and
Writing Coach programs}
-Write for many reasons
SL6.5- PHLit Digital Path, p. 521
12
6th Reading Pacing Guide
in presentations to clarify
information. [SL.6.5]
Review the key ideas expressed -Use multimedia components in a
and demonstrate understanding presentation to clarify information
of multiple perspectives through
reflection and paraphrasing.
[SL.6.1d]
Adapt speech to a variety of
-Understand others’ perspectives
contexts and tasks,
demonstrating command of
formal English when indicated or
appropriate. (See Grade 6
Language standards 37 and 39
for specific expectations.)
[SL.6.6]
*Suggested I can statements.*
SL6.1d- PHLit p. 100, 154, 294, 432, 604, 756, R9
SL6.6- PHLit p. 756-757
13
6th Reading Pacing Guide
Additional Suggested Extended Works:
 Sound Shadows of the New World
 Gandhi
 The Thief Lord
 A Stone in My Hand
 The Incredible Journey
 Tuck Everlasting
 Wonder
 Holes
 Shiloh
 Sounder
 Roll of Thunder, Hear My Cry
 Out of the Dust
Suggested Additional Resources:
Coreknowledge.org-unit plans
Sharemylesson.com
Pbs.org
Lessonplanspage.com
Readwritethink.com
Betterlesson.com
Internet4classrooms
Scootpad
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