2013- 2014
6th Grade Reading/Language Arts
Curriculum Guide
Moore Public Schools
Coordinator: Michelle Burks
Phone: 735-4263 Email: MichelleBurks@mooreschools.com
Website: http://www.mooreschools.com//Domain/64
Greetings,
In this document I hope you find the answers to many questions, and tools to help you succeed in teaching your students. I have
tried to add items I think you might need quick access to, as well as documents that you can keep in a central location.
My first priority is to be a service and a valuable resource to you. I hope that you will call or email me with any questions you may
have, or needs that may arise. I will do everything I can to help you and to provide you with the resources you need.
In this document you will find sample units to work with as you strive to meet the Common Core State Standards (CCSS). The
units below are SAMPLES, and I can’t stress that enough. I hope that you will use them, but modify them to meet your needs. If you
don’t have a title listed or don’t feel passionately about that title, then simply replace it with one you can use and love.
How is this year different? From this point forward we can no longer teacher in isolation. We MUST take an integrated approach
to Reading, Language Arts and Writing. If you are not able to be the one teacher who teaches those subjects then it is IMPERATIVE that
you work as a team to meet the CCSS. Our students must be actively engaged with the text they read. This means they read, discuss and
write about a text, and dig deep within the text to truly take their learning to the next level. This is what will prepare them for the year
2014-2015 when our assessment is correlated to the CCSS and not PASS.
As a state we may not take the PARCC test, but we will test over the standards in a “PARCC like” test. The standards have
changed and how we teach MUST change as well.
Thank you for your time and I hope that you will please let me know any way I can help you to be successful. Have a wonderful
year and enjoy your time with your students, you will truly make a difference in their lives this year.
Respectfully,
Michelle Burks
Useful Websites
(Save these to your favorites for quick access)
MPS Elementary Reading/Language Arts Website: http://www.mooreschools.com//Domain/64
Official Website for the Common Core State Standards: http://www.corestandards.org/
PARCC Model Content Framework. The framework to which we have modeled our Units after:
http://www.parcconline.org/parcc-model-content-frameworks
Two groups who are creating a Common Core Assessment (PARCC and Smarter Balanced):
These are great sites to view sample test questions.
We may not be a part of PARCC currently, but our test will be modeled from these sources.
http://www.parcconline.org/
http://www.smarterbalanced.org/
State Department of Education Testing Page: http://www.ok.gov/sde/test-support-teachers-and-administrators
Oklahoma School Testing Program page. You will find blueprints, sample test questions and general OCCT information.
PASS Standards have become C3 standards which are the Common Core Standards. The SDE has now renamed all of our
teaching standards for all subjects as OAS (Oklahoma Academic Standards). Here is the site:
http://ok.gov/sde/oklahoma-c3-standards
Curriculum Framework
Grade __6___ Unit _A____
Unit Focus: During the holocaust/WW2 era, this book contains the struggles of men and women in
courageous and powerful positions. Even the youngest memebers of society can have a positive impact on
social justice issues.
Reading Complex Texts
RL/RI 10
Anchor Text:
Number the Stars by Lois Lowry
Related Texts:
Literary Texts:
Heros by Ken Mochizui
Research Project
Routine Writing:
Reader’s Response Notebook
Examples:
Characterization Study (Learning the
Foundation: The Post Mortem of a
Protagonist)
Holocaust
Double Entry Diary
The Unbreakable Code by Sara Hoagland Hunter
Venn Diagrams
Informational Texts:
Narratives:
Irena’s Jar of Secrets by Marcia Vaughn
Navajo Code Talkers by Andrew Santella
Mercedes and the Chocolate Pilot by Margot Raven
Non Print Texts:
Sneetches by Dr. Suess
Diary of Anne Frank: A Play by Goodrich and Hackett
Mini Research on topic of your
choice.
JournAnalyses:
Faithful Elephants: A True Story of Animals, People &
War by Yukio Tsuchiya
I Never Saw Another Butterfly…Children’s Drawings and
Poems from Terezin Concentration Camp, 1942-1944
W.,2 4-9 RL/RI 1-10
Write a narrative based on Number the
Stars. For example, chose a character and
write to another character in the novel. Use
ideas and textual evidence to shape your
letter.
Hitler
Concentration Camps
Cite Evidence RL/RI 1
Skills: Reading for Details, Locating facts, Drawing inferences, Details/support
****Using Irena’s Jar of Secret’s model annotating to provide evidence to support the statement “Irena is a courageous person.
Include a quote from the text. In groups, students will use short text (picture books) with a courageous character to practice
citing evidence.
Analyze Content RL/RI 2-9, SL 2-3
Theme-Central Idea
Timeline of Character Change
Students record cultured specific sentences of various texts
Journal entries
Make a movie to show setting
Point of View
Compare/Contrast text to documentary of Anne Frank (Safari Montage)
Anne Frank Play
Photo Essay
Picture
e Books
Get the Gist (20 words or less)
Debate a speakers argument
Study and Apply Grammar L1-3,SL 6
Point of View
Pronoun and/or Punctuation Jeopardy
Grammar Dig
Unscramble
Highlight
Revise/Edit
Bell Work
Study and Apply Vocab L4-6
Vocabulary words from Number the Stars:
Lexicon
Word Power
Reader’s Response Notebook
Journals
Conduct Discussions SL 1
Read/Respond to another students journal entries
Read/Respond to another students letter
Guess Who Reader’s Theatre
Report Findings SL 4-6
5 slide Power Point
Mini Oral Presentation
Animoto
Wordle
Curriculum Framework
Grade 6___ Unit __B___
Unit Focus: The themes in the novel are friendship, growing up, corruption, parental love, environmentalism and integrity.
The character goes through different adventures to get here. It also teaches kids not to bully each other. This is a coming of
age story.
Reading Complex Texts
Writing about Texts
RL/RI 10
W1-6,9-10, RL/RI 1-10
Anchor Text:
Hoot by Carl Hiassen
Routine Writing:
Journals
\Related Texts:
Literary Texts:
The Lorax by Dr. Seuss
Informational Texts:
The Skinny on Bullying: The Legend of Gretchen
The Cartoon Guide to the Enviroment by Larry
Gonick
NonPrintTexts: (e.g.,Media, Website, Video, Film,
Music, Art Graphics
Hoot, the Movie
The Lorax, the Movie
Newsclip over 75 year pen pal friendship
Readers Response Journal
Analyses:
Create a powerpoint with your research.
Flyers to” save the”
(The Lorax)
Venn Diagram comparing clips from
Hoot and The Lorax
What does environmentalism and a
corrupt politician have in common?
Narrative:
Write a speech as a corrupt
politician arguing the necessity of a
donut shop.
What makes a bully? Is social media
making you mean?
Research Project
Research endangered animals
from tween tribune and find
comparisons in the text and
present your power point in
class.
Provide Articles on Tween
Tribune that have to do with
environmentalism.
Students can compare and
contrast for class discussion.
Cite Evidence RL/RI 1
Annontation
A way to analyze content
Claim Evidence Commentary (CEC)
Prove or Disprove evidence about characters, settings, plot by reviewing content
Quotes from text
Using graphic organizers:
Text to self
Text to world
Text to text
Mrs. Eberhardt tells Roy, “Honey, sometimes you are going to be faced with situations where the line isn’t clear between
what’s right and what is wrong. Your heart will tell you to do one thing and your brain will tell you to do something different.
In the end, all that’s left is to look at both sides and go with your best judgement.” Discuss incidents where Roy’s heart tells
him one thing and his brain another. Cite evidence to support your answer.
Analyze Content RL/RI 2-9, SL 2-3
Timeline of Character Change
Students record cultured specific sentences of various texts
Journal entries
Point of View
Photo Essay
Debate a speakers argument using evidence from the text to support your point
Study and Apply Grammar L1-3,SL 6
Pronoun and/or Punctuation Jeopardy
Grammar Dig
Unscramble
Highlight
Revise/Edit
Bell Work
Use Write Source text to supplement grammar
Study and Apply Vocab L4-6
Vocabulary words from Hoot
Lexicon
Word Power
Reader’s Response Notebook
Journals
Conduct Discussions SL 1
Read/Respond to another students journal entries
Read/Respond to another students speech
Guess Who Reader’s Theatre (Read excerpt from the book without identifying characters. Students determine who is reading
as which character.
Report Findings SL 4-6
5 slide Power Point
Mini Oral Presentation
Animoto
Wordle
Curriculum Framework
Grade __6___ Unit _C____
Unit Focus: Compassion
Reading Complex Texts
RL/RI 10
Writing about Texts
Anchor Text:
Routine Writing:
The Tale of the Mandarin Duck by Katherine Paterson
Journals
Readers Response
Related Texts:
Literary Texts:
Making Sarah cry (poem)
Melissa Parkinton’s Beautiful, Beautiful Hair by Pat
Brisson
Analyses:
CD cover
Brochures
Sleeping Ugly by Jane Yolen
Story Analysis Questions
Informational Texts:
C
Beatrice’s Goat by Page McGuire
Narratives:
NonPrintTexts: (e.g.,Media, Website, Video, Film, Music,
Art Graphics
create a poster advertising the
Songs
project.
benefits of Heifer International’s
W1-6,
Safarai Montage
Routine Writing:
Research Project
Students research a person
who is known for their
compassion and present
information dressed up as
their character.
Cite Evidence RL/RI 1
Reading for Details, Locating facts, Drawing inferences, Details/Support
****Students cite explicit textual evidence as well as draw inferences about the drake and the duck from The Tale of the
Mandarin Ducks to support their analysis of the perils of vanity.
Analyze Content RL/RI 2-9, SL 2-3
Timeline of Character Change
Students record cultured specific sentences of various texts
Journal entries
Point of View
Photo Essay
Debate a speakers argument using evidence from the text to support your point
Study and Apply Grammar L1-3,SL 6
Pronoun and/or Punctuation Jeopardy
Highlight
Revise/Edit
Bell Work-Capitalization and Punctuation
Use Write Source materials as a supplement
Study and Apply Vocab L4-6
Vocabulary words from one of the suggested texts
Lexicon
Word Power
Reader’s Response Notebook
Journals
Conduct Discussions SL 1
Read/Respond to another students journal entries
Report Findings SL 4-6
5 slide Power Point
Oral presentation of character
Make a movie using an IPad app such as Sock Puppet
Curriculum Framework
Grade __6___ Unit _D___
Unit Focus: Characters facing significant obstacles
Reading Complex Texts
RL/RI 10
Anchor Text:
Small Steps: The Year I Got Polio by
Peg Kahret
Related Texts:
Literary Texts:
Uncle Jed’s Barber Shop by Margaree King
Mitchell
Routine Writing:
Journals
Readers Response Journal
Activity Guide:
“T” Chart: Change original chapter
title to new chapter title using main
idea
http://www.walden.com/wpcontent/uploads/2006/05/Hoot_EdGuid
e.pdf
Text to Text, Text to World, Text to
Self Connections
What does it take to meet a serious
challenge and overcome an obstacle?
What character traits help?
Eggbert the slightly cracked egg by tom Ross
What would you personally do to
meet a serious challenge?
Informational Texts:
Routine Writing:
Wilma Unlimited by Crull
“The River” by Garth Brooks
Memory Box Time Capsule
Analyses:
Four Feet, Two Sandals by Karen Lynn
Williams
NonPrintTexts: (e.g.,Media, Website, Video,
Film, Music, Art Graphics
Research Project
Research
Analyses:
Pr
Cite Evidence RL/RI 1
Annontation
A way to analyze content
Claim Evidence Commentary
Prove or Disprove evidence about characters, settings, plot by reviewing content
Quotes from text
Using graphic organizers connect
Text to self
Text to world
Text to text
Create a book review for Small Steps
Analyze Content RL/RI 2-9, SL 2-3
Theme-Central Idea
Timeline of Character Change
Students record cultured specific sentences of various texts
Journal entries
Make a movie to show setting
Point of View
Photo Essay
Picture Books
Get the Gist (20 words or less)
Debate a speakers argument
Eggbert the slightly cracked egg by Tom Ross
Teaches theme and central idea
Uncle Jed’s Barber Shop by Margaree King Mitchell
Evidence from the text to support a conclusion that a character is……….
Four Feet, Two Sandals by Karen Lynn Williams
Analyze point of view, plot, character,
Study and Apply Grammar L1-3,SL 6
Pronoun and/or Punctuation Jeopardy
Grammar Dig
Unscramble
Highlight
Revise/Edit
Bell Work
Study and Apply Vocab L4-6
Vocabulary words from Anchor Text
Lexicon
Word Power
Reader’s Response Notebook
Journals
Conduct Discussions SL 1
Read/Respond to another students journal entries
Connect to another class using webcams and share figurative language gleened from a related text
Report Findings SL 4-6
5 slide Power Point
Create a cartoon using IPad apps
2013-2014 OCCT Grade 6 Blueprint
Oklahoma C3 Standards and Objectives
Grade 6
Ideal Number of Items*
Ideal Percentage of Items**
Vocabulary
8
16%
Words in Context
Word Origins
4
4
Comprehension/Critical Literacy
20
Literal Understanding
Inferences and Interpretation
Summary and Generalization
Analysis and Evaluation
4
4-6
4-6
4-6
Literature
14
Literary Genres
Literary Elements
Figurative Language/Sound Devices
4
4-6
4-6
Research and Information
8
Accessing Information
Interpreting Information
4
4
40%
28%
16%
Sample Performance Tasks for Stories, Drama, and Poetry Grades 6-8
•
Students summarize the development of the morality of Tom Sawyer in Mark Twain’s novel of the same name and
analyze its connection to themes of accountability and authenticity by noting how it is conveyed through
characters, setting, and plot. [RL.8.2]
•
Students compare and contrast Laurence Yep’s fictional portrayal of Chinese immigrants in turn-of-the-twentiethcentury San Francisco in Dragonwings to historical accounts of the same period (using materials detailing
the 1906 San Francisco earthquake) in order to glean a deeper understanding of how authors use or alter
historical sources to create a sense of time and place as well as make fictional characters lifelike and real. [RL.7.9]
•
Students cite explicit textual evidence as well as draw inferences about the drake and the duck from Katherine
Paterson’s The Tale of the Mandarin Ducks to support their analysis of the perils of vanity. [RL.6.1]
•
Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her
story “Eleven.” [RL.6.6]
•
Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g., setting and
dialogue) to create dramatic tension in her play Sorry, Wrong Number. [RL.7.3]
•
Students compare and contrast the effect Henry Wadsworth Longfellow’s poem “Paul Revere’s Ride” has on them
to the effect they experience from a multimedia dramatization of the event presented in an interactive digital map
(http://www.paulreverehouse.org/ride/), analyzing the impact of different techniques employed that are unique
to each medium. [RL.6.7]
•
Students analyze Walt Whitman’s “O Captain! My Captain!”, to uncover the poem’s analogies and allusions.
They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they
contribute to the overall meaning and tone of the poem. [RL.8.4]
•
Students analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter
for the poem and how the themes introduced by the speaker develop over the course of the text.
[RL.6.5]
Sample Performance Tasks for Informational Texts: English Language Arts Grades 6-8
•
Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he
distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6]
•
Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea
regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text.
[RI.8.2]
•
Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament
and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts,
reasons, and evidence, and which are not. [RI.6.8]
•
Students analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed
to her later becoming a conductor on the Underground Railroad, attending to how the author introduces,
illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3]
•
Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity
as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America.
They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing
and the characterization of the individuals and places he describes. [RI.7.4]