English/Language Arts Year-at-a-Glance
Unit Name/Theme
A Sense of Self—
“Setting Goals, Following
Dreams”
Anchor Text
“Our Deepest Fear” by Marianne
Williamson
Related Texts
Literary Texts
“Eleven” [E]
Mr. Peabody’s Apples
The Little Prince
“Mei Ling and The Dragon”
“Cricket and the Road”
“Thank You, Ma’am”
“I’m Nobody”
“Side 32”
“Casey at the Bat”
“The Singing Monster”
Informational Texts
Unit 1 Time Frame: 6-8 weeks
Nonprint Texts (Media, Websites, Video,
Film, Music, Art, Graphics)
Major Concepts/Tier 3
Terms
Characterization
 Direct
 Indirect
Conflict
Plot
Point of View
Perspective
Theme
Setting
Writing Focus
Narrative
Grade 6
Common Core State Standards
Reading Literature
6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
6.3 Describe a particular story’s 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.
6.5 Analyze how a particular sentence, chapter, scene or stanza fits into the
overall structure of a text
6.6 Explain how an author develops the point of view of the narrator or
speaker in a text.
Reading Information
6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
6.2 Determine a 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.
Writing
3.b. Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
3.c. Use a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another.
Speaking and Listening
6.1.b. Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
6.1.d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing
Language
6.3 Use knowledge of language and its conventions when writing, speaking,
reading or listening
English/Language Arts Year-at-a-Glance
Unit 2Time Frame: ______________________
Unit Name/Theme
Community/Negotiating
Relationships—“Making
Connections”
Major Concepts/Tier 3
Terms
Text features
Text structure
Biography,
Autobiography, Memoir
Anchor Text
“I, Too, Sing America” [E]
Related Texts
Literary Texts
“Old Woman Who Lived with Wolves” (p.
217)
“Ode to Family Photographs” (p. 513)
“The World Is Not a Pleasant Place to Be” (p.
552)
“Jeremiah’s Song” (p. 901)
“The All-American Slurp” (p.256)
Informational Texts
“Jackie Robinson: Justice at Last” (p. 395)
“Langston Terrace” (p. 434)
La Lena Buena (p. 456)
Animal Planet/Nat Geo on Wolves
“Backwoods Boy” (p. 410) –bridge to next
unit
Nonprint Texts (Media, Websites, Video,
Film, Music, Art, Graphics)
Writing Focus
Informative
Grade 6
Possible Common Core State Standards
Reading Literature
6.2 Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of a text distinct from personal opinions
or judgments.
6.9 Compare and contrast texts in different forms or genres in terms of their
approaches to similar themes and topics.
Reading Information
6.1 Citing strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
6.2 Determine a theme or central idea of a text and analyze in details its
development over the course of the text; provide an objective summary of the
text.
6.5 analyze how an author’s choices concerning how to structure a text, order
events with it, and manipulate time create such effects as mystery, tension, or
surprise.
Writing
6.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
6.5 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.
Speaking and Listening
6.4 Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.
Language
English/Language Arts Year-at-a-Glance
Unit Name/Theme
Inspired by True
Stories—Scientists,
Inventors, Innovators
Unit 3Time Frame: 3-4 weeks
(By Land, Sea, and Air)
Anchor Text
Related Texts
Literary Texts
The Wreck of the Titanic by Benjamin Peck
Keith (poem)
http://www.blackcatpoems.com/k/the_wrec
k_of_the_titanic.html
The Magnificent Titanic (poem)
http://archiver.rootsweb.ancestry.com/th/re
ad/GEN-TRIVIA-ENG/2001-04/0988539218
Informational Texts
A short biography of the Wright Brothers
http://www.biographyshelf.com/wright_brot
hers_biography.html
Informational text about Werner von Braun creating rockets for travel and being used for
war.
http://inventors.about.com/library/inventors
/blrocketv2.htm
Awesome Stories “Space and Aviation” links
http://www.awesomestories.com/topics/spa
ce-aviation
The Complete Story of Titanic (NY Times)
http://query.nytimes.com/mem/archivefree/pdf?res=FB0912FC3B5E13738DDDA10A
94DC405B828DF1D3
Titanic Sails Today (NY Times)
http://query.nytimes.com/mem/archivefree/pdf?res=940DEEDB1F31E233A25753C1
A9629C946396D6CF
Fatal Voyage: The Titanic (Awesome Stories)
http://www.awesomestories.com/disasters/
titanic
Nonprint Texts (Media, Websites, Video, Film,
Music, Art, Graphics)
The Moon is blamed for Titanic Disaster
Grade 6
Possible Common Core State Standards
Reading Literature
6.2 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
6.3 Describe how a particular story’s 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
6.4 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.
6.6 Explain how an author develops the point of view of the narrator or
speaker in a text.
Reading Information
6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
6.2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions and judgments.
6.6 Determine an author’s point of view or purpose in a text and explain how it
is conveyed in the text.
6.8 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.
6.9 Compare and contrast one author’s presentation of events with that of
another.
English/Language Arts Year-at-a-Glance
Major Concepts
Text Structure
Compare and Contrast
Cause and Effect
Problem-Solution
http://www.youtube.com/watch?v=Ya0zez5
3KVM
Who is to Blame?
http://www.youtube.com/watch?v=ywU3ca
hF9Uc
Titanic’s Bruce Ismay: From Disaster to Irish
Refuge
http://www.youtube.com/watch?v=tOEeRXh
MHyE
Titanic Artifact Exhibition Captain Edward J
Smith
http://www.youtube.com/watch?v=AaLYk0E
BibE
Original newsreel shown to the public in
1912 regarding the Titanic disaster
http://www.youtube.com/watch?v=93bf8ITt
iVI
2012 animation of the sinking of Titanic
http://www.youtube.com/watch?v=cnuHD3s
me2s
Henry Ford Institute “Ford and Innovation”
and transportation in America
http://www.thehenryford.org/education/erb
/HenryFordAndInnovation.pdf
Life of Henry Ford
http://www.hfmgv.org/exhibits/hf/
Writing Focus
Informative and/or Argumentative
Presentation Writing
Grade 6
Writing
6.2.a. Introduce a topic; organize ideas, concepts, and information
6.2.f. Provide a concluding statement or section that follows form the
information or explanation presented.
6.4 Provide clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience
6.5 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.
Speaking and Listening
6.1.b. Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
English/Language Arts Year-at-a-Glance
Grade 6
6.1.c. Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion.
6.1.d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
6.5 Include multimedia components and visual displays in presentation to
clarify information.
Language
6.4 Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 6 reading and content, choosing flexibly from a
range of strategies.
6.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
6.6 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.
English/Language Arts Year-at-a-Glance
Unit 4Time Frame:
3-4 weeks
Unit Name/Theme
Living Things—The
Green Earth
Anchor Text
“The Case of the Monkeys that Fell from the
Trees” (p. 72)
Related Texts
Literary Texts
Informational Texts
“36 Beached Whales” (p. )
“Attracting Squirrels with Mast-Producing Trees”
http://www.mast-producingtrees.org/2009/12/attracting-squirrels-withmast-producing-trees/
“Squirrels that Predict the Future”
http://www.nytimes.com/2007/01/02/science/0
2observ.html?_r=1&
“Anticipatory Reproduction and Population
Growth in Seed Predators”
http://www.sciencemag.org/content/314/5807/
1928.abstract
“Honey Bees Dying Putting America in Risk of
Food Disaster”
http://www.huffingtonpost.com/2013/05/06/ho
ney-bees-dying-food-disaster_n_3225599.html
“9 of the Biggest Problems that the Earth is
Facing”
http://webecoist.momtastic.com/2008/08/18/m
ost-important-environmental-issues-of-today/
Nonprint Texts (Media, Websites, Video, Film,
Music, Art, Graphics)
Global Warming video from National Geographic
(3:03 min)
http://video.nationalgeographic.com/video/envir
onment/global-warming-environment/globalwarming-101/.
Climate Change Pro/Con:
http://climatechange.procon.org/
Top Ten Things You Need to Know about Global
Grade 6
Possible Common Core State Standards
Reading Literature
6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
6.6 Explain how an author develops the point of view of the narrator or
speaker in a text.
Reading Information
6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
6.2 Determine a 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.
6.3 Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text.
6.6 Determine an author’s point of view or purpose in a text and explain how it
is conveyed in the text.
6.8 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.
English/Language Arts Year-at-a-Glance
Grade 6
Warming:
http://hdgc.epp.cmu.edu/teachersguide/teacher
sguide.htm#topten
Major Concepts
Text features
Text structure
Sequence
Comparison
Cause and Effect
Problem and
Solution
Figurative Language
Writing Focus
Argument
Writing
6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
6.1.b. Support claims(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text.
6.6 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.
Speaking and Listening
Language
6.2.a. Use punctuation to set off nonrestrictive/parenthetical elements
6.3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
6.4 Determine or clarify the meaning of unknown and multiple-meaning words
and phrased based on grade 6 reading and content, choosing flexibly from a
range of strategies
6.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
English/Language Arts Year-at-a-Glance
Unit Name/Theme
Folklore and Literary
Tradition—Inspired by Greek
Myth
Anchor Text
Related Texts
Literary Texts
Heroes, Gods, and Monsters of Greek
Myths (NAMS)
The Greek Gods (AIG Book)
Elements of Literature Creation
Myths
“Why Monkeys Live in Trees” (p. 68)
“Arachne”
Informational Texts
“Myths in Our Lives”
Unit 5Time Frame: ______________________
Nonprint Texts (Media, Websites,
Video, Film, Music, Art, Graphics)
Major Concepts
Characterization
Plot
Theme
Conflict
Point of View
Figurative Language
Writing Focus
Narrative
Grade 6
Possible Common Core State Standards
Reading Literature
6.1 Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
6.2 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
6.3 Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond and change as the plot
moves toward a resolution.
6.4 Determine the meaning of words and phrases as they are used in a text
6.5 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.
6.6 Explain how an author develops the point of view of the narrator or
speaker in a text.
6.9 Compare and contrast texts in different forms or genres in terms of
their approaches to similar themes and topics.
Writing
6.3.b. Use narrative techniques, such as dialogue, pacing, and description,
to develop experiences, events, and/or characters.
6.4 Provide clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
6.5 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.
Speaking and Listening
6.1.b. Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
6.1.c. Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
English/Language Arts Year-at-a-Glance
Grade 6
Language
6.2.a. Use punctuation to set off nonrestrictive/parenthetical elements.
6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
6.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grading
6.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
English/Language Arts Year-at-a-Glance
Unit 6Time Frame: ______________________
Unit Name/Theme
Genre Study—“Survival Stories”
Anchor Text
“How to Build a Fire” (Jack London)
Related Texts
Literary Texts
“I Hear America Singing” (Whitman)
“Hiroshima” (textbook)
Esperanza Rising
Sounder
“Zlata’s Diary” (textbook)
“I, Too, Sing America” (Hughes)
“On the Pulse of Morning” (Angelou)
“And Still I Rise” (Angelou)
Boy in the Striped Pajamas
Island of the Blue Dolphin (Ch 9)
Life of Pi
Devil’s Arithmetic
Informational Texts
“I Have a Dream” (King)
“Blood, Toil, Tears, Sweat” (Churchill)
“Letter from a Concentration Camp”
Grade 6
Possible Common Core State Standards
Reading Literature
6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
6.2 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
6.3 Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond and change as the plot moves
toward a resolution.
6.4 Determine the meaning of words and phrases as they are used in a text
6.5 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.
6.6 Explain how an author develops the point of view of the narrator or
speaker in a text.
Reading Information
Nonprint Texts (Media, Websites,
Video, Film, Music, Art, Graphics)
“We Didn’t Start the Fire”
Major Concepts
Mood
Tone
Theme
Figurative Language
Writing Focus
Argument
Writing
Speaking and Listening
Language
English/Language Arts Year-at-a-Glance
Grade 6