English Language Arts
3rd Nine Weeks
Grade 6
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these
goals, as further described in our strategic plan, Destination 2025.
By 2025,
● 80% of our students will graduate from high school college or career ready
● 90% of students will graduate on time
● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction.
Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy
Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas.
Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language
Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking
and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements
for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing
instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map
and the standards as a road map for curriculum and instruction. Carefully crafted curricu-lar sequences and quality instructional resources enable teachers to devote more time and
energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
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How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that
students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of
effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach
Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and
Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all
SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and
informational.
(3) Building knowledge through content-rich nonfiction.
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Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are
able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three
shifts that teachers should consistently access:
The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College and Career
Ready Literacy Standards):
http://www.tncore.org/english_language_arts.aspx
Teachers can access the TNCore standards, which are featured throughout this curriculum map
and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and
reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Word Finder:
http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2
academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions Resources:
http://achievethecore.org/page/710/text-dependent-question-resources
Teachers can use the resources in this set of resources to craft their own text-dependent questions
based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
http://achievethecore.org/page/1112/text-set-project-buildingknowledge-and-vocabulary
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build
student knowledge of the world.
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Text Complexity in the Pearson Textbooks
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by
the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials
Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as
meeting all non-negotiable criteria and some indicators of superior quality. Non-negotiable criteria are Foundational Skills (as applicable), Complexity of Texts, Quality of Texts,
and Text-Dependent Questions.
All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks
and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task
Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those
selections.
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:
 The Item Sampler (MICA) can be found here: https://micatime.com/
 TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools
 Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!
 Ten Things to Know about TNReady from the TDOE
 TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of
TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current
writing tasks have been referenced in the Curriculum Maps each week.
 Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on
TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks
Using the Curriculum Maps, Grades 6-8





Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
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Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those
that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities
for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate
scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By
referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their
classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
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TN State Standards
Grade 6
Evidence Statements
Content
Weeks 1-3
Reading Selections (Unit 6)

Literary Analysis Workshop - “From Black Ships Before Troy” and “Black Cowboy, Wild
Horses”

“The Lion and the Bulls” (fable) and “A Crippled Boy” (Vietnamese folk tale) (Lexile 840;
challenging context and vocabulary)

Reading for Information: “Satellites and Sea Lions” (news release) and “California Sea
Lions” (encyclopedia entry)
See text complexity rubrics on pg. 838-839
Sample MICA Items on RL 6.2, RL 6.3, RL 6.5, 6.L.4
https://micatime.com/
Create an exam using the text “The Crane Wife of Hokkaido,” including question IDs 43813,
43172, 43816, 43331, and 43171.
For writing practice, consider sample MICA Items on W 6.2
https://micatime.com/
Create an exam using question IDs 44008 or 44010. Editing tasks are found with ID numbers
43977 and 43837.
Big Question: How Much Do Our Communities Shape Us? (Unit 6)
Reading Complex
Texts
Literature
Literature
Prentice Hall Literature – Reading Selections
RL.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.
RL.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.
RL.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.
Evidence Statements - Literature
Unit 6: Folk Literature – Elements of Folk
Literature, Determining Themes in Folk Literature,
Analyzing Structure and Theme
Informational
RI.6.5
Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of a
text and contributes to the development of the

Provides a description of how the theme or central
idea is conveyed through particular details.

Provides a summary of the text distinct from
personal opinions or judgments. RL.6.2

Provides a description of how a particular story’s or
drama’s plot unfolds in a series of episodes toward a
resolution.

Provides a description of how the characters
respond or change as the plot moves toward a
resolution. RL.6.3

Provides an analysis of how a particular sentence,
chapter, scene, or stanza contributes to the
development of the theme, setting, or plot. RL.6.5
Literary Analysis Workshop pg. 822 RL.6.2, RL.6.3,
RL.6.5

Elements of Folk Literature

Determining Themes in Folk Literature

Analyzing Structure and Theme

Skill Focus: elements of folk literature,
stated or implied theme, structure, plot,
setting, characters, patterns, irony, diction,
folk and fairy tales, fables, legends, myths,
fantasy

Literary Text Glossary (definitions of
skills)
www.scsliteracy.weebly.com
(sign in, more, found on the middle
school pg)

List of Tier 3 Domain Specific Words
Evidence Statements – Informational

Provides an analysis of how a particular sentence,
paragraph, chapter or section fits into the overall
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TN State Standards
ideas.
RI.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.
RI.6.9
Compare and contrast one author’s presentation of
events with that of another (e.g., a memoir written
by and a biography on the same person).
These standards are constant and should be
taught throughout each quarter.
Cite Evidence: RL1/RI1
Analyze Content: RL/RI.6.2-9
Grade 6
Evidence Statements
Content
structure of a text.

Provides an analysis of how a particular sentence,
paragraph, chapter or section contributes to the
development of the ideas. RI.6.5

Provides a statement of how the central idea is
conveyed through particular details.

Provides an objective summary of the text distinct
from personal opinions or judgments. RI.6.2

Provides a comparison and contrast of one author’s
presentation of events with that of another. RI.6.9
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.co
m/media/documents/List-of-Tier-2-andTier-3-Terms-for-ELA-and-Math.pdf
 See pages 26-71 for ELA Tier 3
 Close Read: Story Development pg.828

Model Skill: “From Black Ships Before
Troy”
http://achievethecore.org/page/1132/bla
ck-ships-before-troy-the-story-of-theiliad

Independent Practice: “Black Cowboy,
Wild Horses” RL.6.2, RL.6.3, RL.6.5
 Black Cowboy, Wild Horses Unit
http://achievethecore.org/search?q=
Black+Cowboy%2C+Wild+Horses
 After You Read pg. 837 (Text
Dependent Questions)
1. (Key Ideas and Details) What
examples does the story provide
about Bob Lemmon’s legendary
ability? (Infer) What danger does
Bob face in approaching the
mustangs too soon?
2. (Infer) How does Bob depend on
Warrior? (Opinions, Arguments,
Intertextual Connections) Why
does it seem that Warrior’s goals
or dreams are the same as Bob’s
goals?
“The Lion and the Bulls” pg. 848 (fable) and “A
Crippled Boy” (Vietnamese folk tale) pg. 850 (Lexile
840; challenging context and vocabulary) RL.6.2,
RL.6.3, RL.6.5
See text complexity rubrics on pg. 838-839
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TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content

Skill Focus: cause and effect, fables and
folktales, fantasy, theme, structure, plot, irony,
diction
 Literary Text Glossary (definitions of skills)
www.scsliteracy.weebly.com
(sign in, more, found on the middle school pg)
 List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/m
edia/documents/List-of-Tier-2-and-Tier-3Terms-for-ELA-and-Math.pdf
 See pages 26-71 for ELA Tier 3

Before You Read pg. 839
 Reading Skill: Cause and Effect
 Literary Analysis: Fables and Folk Tales

Critical Thinking (Text Dependent Questions)
1. (Inference) In “The Lion and the Bulls,” what
kinds of lies do you think the lion tells the
bulls? Why are the bulls willing to believe the
lion?
2. (Integration of Knowledge and Ideas) What
human qualities does Aesop show in the
animals? (Opinions) Is an animal fable more
or less effective than one with human
characteristics? Explain.

After You Read pg. 853
 Reading Skill: Cause and Effect
 Literary Analysis: Fables and Folk Tales
Informational Texts – Analyzing Expository Text
Reading for Information pg. 878: “Satellites and Sea
Lions” (news release) and “California Sea Lions”
(encyclopedia entry) RI.6.2, RI.6.5, RI.6.9
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TN State Standards
Grade 6
Evidence Statements
Content

Skill Focus: create outlines, connect main ideas
across sources

After You Read pg. 883 – Text Dependent
Questions

(Key Ideas and Details) How are the main
ideas in the encyclopedia entry different from
those in the news release? (Infer) Why might
the main ideas be different? (Opinions)
Which are easier to outline, the main ideas
and details in the news release or those in
the encyclopedia? Explain.
Resources

www.pearsonsuccessnet.com
Unit Resources Workbook, Selection Digital Path
with videos, worksheets, warm ups, and much
more

Reading Strategies and graphic organizers
http://www.readingrockets.org/strategies
http://www.cps.k12.in.us/Page/1311

Quizlet for “The Lion and the Bull” and “A Crippled
Boy”
https://quizlet.com/12097261/arachne-thecrippled-boy-and-the-lion-and-the-bull-flash-cards/

A Crippled Boy Lesson Plan
http://archives.lessoncorner.com/2afc84de2385d9
54a.pdf

Folklore flashcards
http://www.cram.com/flashcards/folklore-teststudy-guide-morris-550910
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance for RL6.5: 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.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
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TN State Standards
Categorize specific sentences
as to whether they affect either
theme, setting, or plot using a
visually supported graphic
organizer with a partner.
Grade 6
Evidence Statements
Match specific components of
the text with corresponding
effects on the theme, setting, or
plot of a text in a small group.
Categorize specific sentences
as to whether they affect either
theme, setting, or plot using a
graphic organizer.
Content
Analyze a specific component
of the text and how it affects
the theme, setting, or plot of a
text in a small group.
Analyze a specific component
of the text and how it affects
the theme, setting, or plot of a
text.
Language – Vocabulary
Language – Vocabulary
Vocabulary
L.6.4b
Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
L.6.4d
Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L .6.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary k knowledge when
considering a word or phrase important to
comprehension or expression.
Evidence Statements
Tier 2 Academic Vocabulary – describe, compare,
contrast, consider, gather, produce, clarify
These standards are constant and should be
taught throughout each quarter.
Study and apply vocabulary: L.6.4-6


Demonstrates the ability to use context (e.g./the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a clue
to the meaning of a word or phrase. L.6.4b, L.6.4d

Provide a statement demonstrating accurate
meaning and use of grade- appropriate general
academic words and phrases. L .6.6
Reviewed throughout the quarter:
Synonyms/antonyms
Affixes- Latin roots
Context clues
Analogy and word relationships
Word parts and families
List of Tier 2 Academic Vocabulary (referred to as
Tier 2 Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/
documents/List-of-Tier-2-and-Tier-3-Terms-forELA-and-Math.pdf
o See pages 1-25 for Tier 2
Prentice Hall Literature- Pearson Publishing
Literary Analysis Workshop - “From Black Ships
Before Troy” and “Black Cowboy, Wild Horses

Introducing the Big Question: Learning Big
Question Vocabulary pg. 823

Vocabulary Development pgs.904, 906, 908, 910
“The Lion and the Bulls” (fable) and “A Crippled Boy”

Making Connections: Vocabulary pg. 846

Suffix –ous

Vocabulary Development pgs. 846, 848, 850

After You Read: Vocabulary pg. 853

Suffix –ous
Reading for Information: “Satellites and Sea Lions”
(news release) and “California Sea Lions”
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TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content

Content Area Vocabulary pg. 878
o Tier III words: navigate, marine,
meteorologists

Vocabulary Development pg. 880

After You Read: Content Area Vocabulary
o suffixes
Resources

www.pearsonsuccessnet.com
Vocabulary central

Online Dictionary
http://www.wordcentral.com/
www.dictionary.com

www.pearsononlinesuccess.net.
Unit Resources Workbook
Downloads: Editable Presentations and Editable
Worksheets

Vocabulary Strategies and graphic organizers
http://learningtasks.weebly.com/vocabularystrategies.html

Most Common Suffixes and Prefixes

http://teacher.scholastic.com/reading/bestpra
ctices/vocabulary/pdf/prefixes_suffixes.pdf

http://bensalemsd.org/cms/lib7/PA01000472/
Centricity/Domain/1019/Most%20Common%
20Suffixes.pdf

http://grammar.about.com/od/words/a/compr
efix07.htm

Greek and Latin roots
https://en.wikipedia.org/wiki/List_of_Greek_and_L
atin_roots_in_English

Word Benches pg. 57-61 (Greek and Latin affixes)
affixes)
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TN State Standards
Grade 6
Evidence Statements
Content
http://www.tn.gov/assets/entities/education/attach
ments/std_eng_3081.pdf
Writing to Texts

Which words do I teach?
http://achievethecore.org/content/upload/Liben_V
ocabulary_Article.pdf

Vocabulary and the Common Core - Which words
do I teach 6-8?
http://achievethecore.org/page/974/vocabularyand-the-common-core-detail-pg

11 Tips on Teaching Common Core Vocabulary
http://www.edutopia.org/blog/teaching-ccsscritical-vocabulary-marilee-sprenger
55 critical words students should know and
understand http://www.marileesprenger.com/thecritical-words.html
Writing
Writing
Writing Fundamentals
W 6.1
Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons
and evidence clearly.
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources and
demonstrating an understanding of the topic or
text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from the argument presented.
Evidence Statements:
Prentice Hall Literature- Pearson Publishing
W 6.2
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information



Development of Ideas
o The student response addresses the prompt
and provides effective and comprehensive
development of the claim by using clear and
convincing reasoning, details, text-based
evidence, and/or description.
o The development is consistently appropriate to
the task, purpose, and audience.
Organization
o The student response demonstrates purposeful
coherence, clarity, and cohesion.
o Includes a strong introduction, conclusion, and
a logical, well-executed progression of ideas,
making it easy to follow the writer’s progression
of ideas.
Clarity of Language
o The student response establishes and
Routine Writing (text dependent questions)

Writing About the Big Question

After You Read, Journal entries, Summaries, Daily
Language Practice, Graphic Organizers
Analysis (focus on informing and explaining)

(Reading for Information pg. 883) – Timed Writing
– Explanatory Test: Outline for an Essay – Using
information from both selections, create an
outline for an essay discussing the California Sea
Lion. Then, use your outline to write a brief essay.

(Reading for Information pg. 883) - Write a letter
to your parent in which you summarize the
encyclopedia entry of California Sea Lions. Be
sure to describe the sea lions, their habitat, and
behavior.
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TN State Standards
through the selection, organization, and analysis of
relevant content.
a. Introduce a topic; organize ideas, concepts,
and information, using strategies such as
definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that
follows from the information or explanation
presented.
W.6.3
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
W 6.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
Grade 6
Evidence Statements
o
maintains an effective style, while attending to
the norms and conventions of the discipline.
The response uses precise language
consistently, including descriptive words and
phrases, sensory details, linking and
transitional words, words to indicate tone,
and/or domain-specific vocabulary.
Reviewed throughout the quarter:
Writing Sentences, Essay organization and structure
Thesis statement, Topic sentences and supporting
details, Writing paragraphs, Performance tasks
Content
Analysis (focus on argumentative writing)

(“The Lion and the Bulls” and “A Crippled Boy”) –
Performance Task #3 pg. 1006 – Evaluate
Theme – Write an essay in which you evaluate
and argue the theme of a work from this unit that
contains fantasy.
Narrative pg. 855
Write a fable that teaches the same lesson as one of
the stories you read. For your fable, you may create
different characters and change the plot, but retain the
moral.
Resources

Writing lessons on standard
http://betterlesson.com/common_core/browse/149
6/ccss-ela-literacy-w-6-2-write-informativeexplanatory-texts-to-examine-a-topic-and-conveyideas-concepts-and-information-through

Writing lesson on standard
https://learnzillion.com/lessonsets/301-6th-graderesearch-reading-and-writing-using-resources-tocraft-an-informational-text

Writing Lesson on standard
http://tncore.org/ccss/ccssela-literacyw62a
Informative Writing Resources

(The Informational/Explanatory Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Ru
brics/InfExpRubric-Gr6-8.pdf

Writing the Informative Essay
o http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informativeessay-definition-examples-structure.html
Shelby County Schools 2015/2016
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content

Writing the Explanatory Essay
o http://wordmart.com/html/explanatory____expository_es
sa.html
o https://www.sbcc.edu/clrc/files/wl/downloads/
StructureofaGeneralExpositoryEssay.pdf

Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
o https://wvde.state.wv.us/strategybank/Graphi
cOrganizersforWriting.html
o http://www.dailyteachingtools.com/freegraphic-organizers-w.html
o https://www.superteacherworksheets.com/gr
aphic-organizers.html
o http://edhelper.com/teachers/graphic_organiz
ers.htm
Argumentative Writing Resources

(The Argumentative Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Ru
brics/OpArgRubric-Gr6-8.pdf

(How to write an argumentative essay)
http://www.bellevuecollege.edu/asc/writing/essays
-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay)
http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay)
http://depts.washington.edu/owrc/Handouts/Argu
mentative%20Paper%20Format.pdf

(argumentative essay frame)
http://www.baltimorecityschools.org/Page/16215
Narrative Writing Resources

Narrative Writing Rubric
Shelby County Schools 2015/2016
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English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
http://www.tn.gov/assets/entities/education/attach
ments/tnready_rubric_narrative_gr6-8.pdf

How to write narratives
http://betterlesson.com/common_core/browse/150
1/ccss-ela-literacy-w-6-3-write-narratives-todevelop-real-or-imagined-experiences-or-eventsusing-effective-technique-relevant-de
Language
Language
Conventions
L.6.2a
Use punctuation (commas, parentheses, dashes)
to set off nonrestrictive/parenthetical elements.
L.6.1a
Ensure that pronouns are in the proper case
(subjective, objective, possessive).
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Elements of Language- Holt Publishing

Identify comma usage with interrupters and
appositives. L.6.2a

Commas

Correctly demonstrate the use of commas with
interrupters and appositives in context. L.6.2a

Independent and Subordinate Clauses

Consistently use pronouns in their proper case
within sentences. L.6.1a
Prentice Hall Literature- Pearson Publishing
Integrated Language Arts pg. 854

Reading Application

Writing Application

Prentice Hall Writing Coach
Resources

www.pearsononlinesuccess.net (online teacher’s
manual)

http://www.k12reader.com/subject/grammar/partsof-speech/noun-worksheets/appositives/
(Appositive worksheets)

http://images.schoolinsites.com/sisfiles/schools/al/
dothancityschools/beverlyemiddle/uploads/docum
entscategories/documents/worksheet4_1.pdf
(Comma use for interrupters worksheets)

https://d3jc3ahdjad7x7.cloudfront.net/DvY1bMzsH
FVZ5mwVzKCaoGoaR3GoNsoogP7q47oueikFqe
fs.pdf (Appositive worksheets)
Shelby County Schools 2015/2016
15 of 42
English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content

http://www.grammar.com/case-of-pronouns-therule/ (Pronoun case rules)

http://www.irsc.edu/uploadedFiles/Students/Acad
emicSupportCenter/WritingLab/Packet8pronouns.pdf (Pronoun case worksheets)

http://grammar.ccc.commnet.edu/grammar/quizze
s/cases_quiz1.htm (Pronoun case quiz)
Speaking and Listening
Speaking and Listening
Speaking and Listening
SL.6.5
Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information.
Evidence Statements
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk,
Classroom routines and procedures, Group behaviors
and discussions, Target audience, Oral presentation,
Informal Debate, News Story, Delivering an Oral
Summary, Dramatic Readings

Provides multimedia components (e.g./ graphics,
images, music, sound) and visual displays in
presentations to clarify information.
Prentice Hall Literature- Pearson Publishing
Activities

Presentation of Ideas pg. 855- Prepare an oral
report on one of the authors whose work you
have read.
Resources

Creative speaking and listening lesson
http://www.readwritethink.org/classroomresources/lesson-plans/musical-note-exploringreading-861.html

Creative speaking and listening lesson
http://www.cpalms.org/Public/PreviewStandard/Pr
eview/6094

Creative speaking and listening lesson
http://www.sharemylesson.com/TaxonomySearch
Results.aspx?area=resources&keywords=SL.6.5
Shelby County Schools 2015/2016
16 of 42
English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
Weeks 4-6
Reading Selections (Unit 6)
For writing practice, consider sample MICA Items on W 6.1
https://micatime.com/
Create an exam using question ID 44009 for W6.1.

Arachne (Greek myth; 1270 Lexile)

The Three Wishes (Puerto Rican folk tale; 1000 Lexile)

Reading for Information pg. 958: “How to Read a Map” Britannica Student Encyclopedia
(expository text) and Downtown Atlanta DK Eyewitness Travel Guide (functional text)
See text complexity measures on pgs. 856-857 and 932-933
Big Question: How Much Do Our Communities Shape Us? (Unit 6)
Reading Complex
Texts
Literature
Literature
Prentice Hall Literature – Reading Selections
RL.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.
RL.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.
RL.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.
Evidence Statements
Unit 6: Folk Literature – Elements of Themes,
Analyzing Structure and Story Development

Provides a statement of a theme of a text. RL6.2

Provides a description of how a particular story’s or
drama’s plot unfolds in a series of episodes towards
a resolution. RL6.3

Provides an analysis of how a particular sentence,
chapter, scene, or stanza fits into the overall
structure of a text. RL 6.5

Provides an analysis of how a particular sentence,
chapter, scene, or stanza contributes to the
development of the theme, setting, or plot. RL 6.5
Arachne (Greek myth; 1270 Lexile) RL6.2, RL6.3,
RL 6.5; See text complexity measures on pgs.
856-857

Informational

Informational
RI.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.

Provides a statement of how the central idea is
conveyed through particular details. RI 6.2

Skill Focus: cause and effect, myths, theme,
plot, summary

Literary Text Glossary (definitions of
skills)
www.scsliteracy.weebly.com
(sign in, more, found on the middle
school pg)

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.co
m/media/documents/List-of-Tier-2-andTier-3-Terms-for-ELA-and-Math.pdf
 See pages 26-71 for ELA Tier 3
Before You Read pg. 857
 Reading Skill: Cause and Effect
 Literary Analysis: Myths
Shelby County Schools 2015/2016
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content
These standards are constant and should be
taught throughout each quarter.
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.6.2-9


Critical Thinking (Text Dependent
Questions) pg. 864
1. (Key Ideas and Details) What does
Arachne value more than anything
else? (Infer) Why does Arachne refuse
to accept the advice of the old woman?
(Key Details) What character traits does
Arachne reveal through her behavior?
2. (Key Ideas and Details) What design
does Athene weave? (Infer) What is
Athene’s original intention toward
Arachne?

After You Read pg. 865
 Reading Skill: Cause and Effect
 Literary Analysis: Myths
The Three Wishes (Puerto Rican folk tale; 1000
Lexile) pg.
o Skill Focus: setting a purpose for reading,
universal theme, personification, cause and
effect, myths, plot, summary RL6.2, RL6.3,
RL 6.5
See text complexity measures on pgs.932933


Literary Text Glossary (definitions of
skills) www.scsliteracy.weebly.com
(sign in, more, found on the middle
school pg)

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.co
m/media/documents/List-of-Tier-2-andTier-3-Terms-for-ELA-and-Math.pdf
 See pages 26-71 for ELA Tier 3
Before You Read pg. 933
Shelby County Schools 2015/2016
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content


Reading Skill: Setting a Purpose
Literary Analysis: Universal Theme

Critical Thinking (Text Dependent
Questions) pg. 938
1. (Key Ideas and Details) Describe the life
of the woodsman and his wife before
they make the three wishes. (Infer)
What does the old man’s final action tell
you about his values?
2. (Key Ideas and Details) How does the
couple use the first two wishes? (Craft
and Structure) How does the behavior
of the couple change after they are
given the opportunity to make wishes?

After You Read 939
 Reading Skill: Setting a Purpose
 Literary Analysis: Universal Theme
Informational Texts – Analyzing Expository and
Functional Texts
Reading for Information pg. 958: “How to Read a Map”
Britannica Student Encyclopedia (expository text) and
Downtown Atlanta DK Eyewitness Travel Guide
(functional text) RI.6.2

Skill Focus: Connect and Clarify Main Ideas

After You Read pg. 961 (Text Dependent
Questions)

(Key Ideas and Details) State the
central ideas in the encyclopedia entry.

(Infer) Explain how reading the
encyclopedia entry with the street map
helps you to connect and clarify the
main ideas.
Shelby County Schools 2015/2016
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English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
Resources

Selection audio” Interactive Digital Path”
http://www.pearonsuccessnet.com

Unit 6 Resources/Workbook
www.pearsononlinesuccess.net.
o Reader’s Notebook “ Arachne” selection in
an interactive format)
o Common Core Companion ( additional
instruction and practice for each CCSS
o Reading: Graphic Organizer B,( Cause and
Effect pg174
o Literary Analysis: pgs. 64,82 (Myths)

Free Reading Online (Arachne)
http://www.gutenberg.org/ebooks/5516

Reading Strategies and graphic organizers
http://pacehighschool.net/Documents/GraphicOrg
anizersforReading.pdf“

(Thinking Strategies for teaching comprehension
skills)
www.oldham.k12.ky.us/files/intervention_resource
s/Reading/Comprehension.pdf

(Instructional strategies, power points, and text
dependent questions for the Skill Focus)
www.ereadingworksheets.com
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance for RL6.5: 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.
Level 1: Entering
Categorize specific sentences
as to whether they affect either
theme, setting, or plot using a
visually supported graphic
organizer with a partner.
Level 2: Emerging
Match specific components of
the text with corresponding
effects on the theme, setting, or
plot of a text in a small group.
Level 3: Developing
Categorize specific sentences
as to whether they affect either
theme, setting, or plot using a
graphic organizer.
Level 4: Expanding
Analyze a specific component
of the text and how it affects
the theme, setting, or plot of a
text in a small group.
Level 5: Bridging
Analyze a specific component
of the text and how it affects
the theme, setting, or plot of a
text.
Shelby County Schools 2015/2016
20 of 42
English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
Language – Vocabulary
Language – Vocabulary
Vocabulary
L.6.4b
Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
L.6.4d
Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L .6.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary k knowledge when
considering a word or phrase important to
comprehension or expression.
Evidence Statement
Tier 2 Academic Vocabulary – consider, gather,
produce, clarify
These standards are constant and should be
taught throughout each quarter.
Study and apply vocabulary - L.6.4-6


Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a clue
to the meaning of a word or phrase. L.6.4b, L.6.4d
Provides a statement demonstrating accurate
meaning and use of grade-appropriate general
academic words and phrases. L .6.6
Reviewed throughout the quarter:
Synonyms/antonyms
Affixes
Context clues
Latin roots
Analogy and word relationships
Word parts and families


List of Tier 2 Academic Vocabulary (referred to as
Tier 2 Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/
documents/List-of-Tier-2-and-Tier-3-Terms-forELA-and-Math.pdf
o See pages 1-25 for Tier 2
Prentice Hall Literature- Pearson Publishing
Arachne L.6.4b, L.6.4d

Making Connections pg. 858 : Vocabulary

Latin root –mort-

Vocabulary Development pgs. 858, 860, 862

After You Read: Vocabulary pg. 865

Latin root –mort-
comprehension within context.
The Three Wishes L.6.4b, L.6.4d

Making Connections pg. 934

Latin root –pen-

Vocabulary Development pgs. 934, 936

After You Read: Vocabulary pg. 939

Latin root –pen-
Reading for Information: “How to Read a Map”
Britannica Student Encyclopedia and Downtown
Atlanta DK Eyewitness Travel Guide

Content Area Vocabulary pg. 958

Vocabulary Development pg. 960
Shelby County Schools 2015/2016
21 of 42
English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content

After You Read: Vocabulary pg. 961
Resources

Vocabulary central
www.pearsonsuccessnet.com

Online Dictionary
http://www.wordcentral.com/
www.dictionary.com

Unit Resources Workbook - Downloads: Editable
Presentations and Editable Worksheets
www.pearsononlinesuccess.net.

Vocabulary Strategies and graphic organizers
http://learningtasks.weebly.com/vocabularystrategies.html
http://www.cobbk12.org/cheathamhill/LFS%20Up
date/Graphic%20Organizers.htm

Most Common Suffixes and Prefixes

http://teacher.scholastic.com/reading/bestpra
ctices/vocabulary/pdf/prefixes_suffixes.pdf

http://bensalemsd.org/cms/lib7/PA01000472/
Centricity/Domain/1019/Most%20Common%
20Suffixes.pdf

http://grammar.about.com/od/words/a/compr
efix07.htm

Greek and Latin roots
https://en.wikipedia.org/wiki/List_of_Greek_and_L
atin_roots_in_English

Word Benches pg. 57-61 (Greek and Latin affixes)
affixes)
http://www.tn.gov/assets/entities/education/attach
ments/std_eng_3081.pdf

Which words do I teach?
http://achievethecore.org/content/upload/Liben_V
Shelby County Schools 2015/2016
22 of 42
English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
ocabulary_Article.pdf
Writing to Texts

Vocabulary and the Common Core - Which words
do I teach 6-8?
http://achievethecore.org/page/974/vocabularyand-the-common-core-detail-pg

11 Tips on Teaching Common Core Vocabulary
http://www.edutopia.org/blog/teaching-ccsscritical-vocabulary-marilee-sprenger
55 critical words students should know and
understand http://www.marileesprenger.com/thecritical-words.html
Writing
Writing
Writing Fundamentals
W 6.1
Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons
and evidence clearly.
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources and
demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from the argument presented.
Evidence Statements:
Prentice Hall Literature- Pearson Publishing
W 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.
a. Introduce a topic; organize ideas, concepts,
and information, using strategies such as



Development of Ideas
o The student response addresses the prompt
and provides effective and comprehensive
development of the claim, topic and/or narrative
elements by using clear and convincing
reasoning, details, text-based evidence, and/or
description.
o The development is consistently appropriate to
the task, purpose, and audience.
Organization
o The student response demonstrates purposeful
coherence, clarity, and cohesion
o Includes a strong introduction, conclusion, and
a logical, well-executed progression of ideas,
making it easy to follow the writer’s progression
of ideas.
Clarity of Language
o The student response establishes and
maintains an effective style, while attending to
the norms and conventions of the discipline.
o The response uses precise language
Routine Writing (text dependent questions)

Writing About the Big Question

After You Read, Journal entries, Summaries, Daily
Language Practice, Graphic Organizers

Other Resources
Analysis (focus on informing and explaining)

(Arachne) Explanatory Text pg. 875 - Based on
your reading of one of these myths, write a brief
compare-and-contrast essay.

(Three Wishes) Performance Task #1 pg. 1006Analyze a Key Scene – Write an essay in which
you analyze how a key scene in a literary work
from this unit helps to communicate the work’s
theme.

(Reading for Information) Timed Writing pg. 961Write Directions- Review the encyclopedia entry
for its main idea. Then, connect the information to
write directions for a classmate who wants to walk
from Underground Atlanta to the Martin Luther
Shelby County Schools 2015/2016
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English Language Arts
TN State Standards
b.
c.
d.
e.
f.
definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
Use appropriate transitions to clarify the
relationships among ideas and concepts.
Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
Establish and maintain a formal style.
Provide a concluding statement or section that
follows from the information or explanation
presented.
W.6.3
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
3rd Nine Weeks
Grade 6
Evidence Statements
consistently, including descriptive words and
phrases, sensory details, linking and
transitional words, words to indicate tone,
and/or domain-specific vocabulary.
Reviewed throughout the quarter:
Writing Sentences
Essay organization and structure
Thesis statement
Topic sentences and supporting details
Writing paragraphs
Content
King Jr. Historic Site. Use the map of downtown
Atlanta to write your directions.
Analysis (Argumentative)

(Arachne) -”The proverb “Pride goeth before
destruction” is portrayed in the Greek myth
Arachne. Do you think Arachne’s pride caused
her fate? Write an essay that analyzes the
implication of this proverb as it relates to
Arachne’s decision to challenge the goddess
Athena. Be sure to support your position with
evidence from the text.

(Three Wishes) - Should forgiveness be
rewarded? After reading Three Wishes by Ricardo
E. Alegria, evaluate the decision to reward the
couple with a son at the end of the story? Draw
evidence from the text to support your analysis
with relevant, well-chosen facts, concrete details
or other examples. Demonstrate the command of
standard English, capitalization, and punctuation
in your response.
Narrative pg. 955

W 6.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
(Three Wishes) Narrative text - Write a plot
proposal – a plan of story events that illustrates
the universal theme of “The Three Wishes” or
“The Stone”. Then present proposal using a
graphic organizer to the class.
Resources

Unit 6 Resources Skills Development/ Extension
Support for Writing p. 86
www.pearsononlinesuccess.net.

power point on annotation and example
http://www.mycoachkatie.com/uploads/3/4/1/7/34
17240/annotation_pp__fisher_.pptx
Shelby County Schools 2015/2016
24 of 42
English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content

Strategy for teaching close reading and
annotation
http://www.teachingthecore.com/purposefulannotation-close-reading/

Writing lessons on standard
http://betterlesson.com/common_core/browse/149
6/ccss-ela-literacy-w-6-2-write-informativeexplanatory-texts-to-examine-a-topic-and-conveyideas-concepts-and-information-through

Writing lesson on standard
https://learnzillion.com/lessonsets/301-6th-graderesearch-reading-and-writing-using-resources-tocraft-an-informational-text

Writing Lesson on standard
http://tncore.org/ccss/ccssela-literacyw62a
Informative Writing Resources

(The Informational/Explanatory Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Ru
brics/InfExpRubric-Gr6-8.pdf

Writing the Informative Essay
o http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informativeessay-definition-examples-structure.html

Writing the Explanatory Essay
o http://wordmart.com/html/explanatory____expository_es
sa.html
o https://www.sbcc.edu/clrc/files/wl/downloads/
StructureofaGeneralExpositoryEssay.pdf

Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
Shelby County Schools 2015/2016
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content
o
o
o
o
https://wvde.state.wv.us/strategybank/Graphi
cOrganizersforWriting.html
http://www.dailyteachingtools.com/freegraphic-organizers-w.html
https://www.superteacherworksheets.com/gr
aphic-organizers.html
http://edhelper.com/teachers/graphic_organiz
ers.htm
Argumentative Writing Resources

(The Argumentative Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Ru
brics/OpArgRubric-Gr6-8.pdf

(How to write an argumentative essay)
http://www.bellevuecollege.edu/asc/writing/essays
-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay)
http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay)
http://depts.washington.edu/owrc/Handouts/Argu
mentative%20Paper%20Format.pdf

(argumentative essay frame)
http://www.baltimorecityschools.org/Page/16215
Narrative Writing Resources

Narrative Writing Rubric
http://www.tn.gov/assets/entities/education/attach
ments/tnready_rubric_narrative_gr6-8.pdf

How to write narratives
http://betterlesson.com/common_core/browse/150
1/ccss-ela-literacy-w-6-3-write-narratives-todevelop-real-or-imagined-experiences-or-eventsusing-effective-technique-relevant-de
Shelby County Schools 2015/2016
26 of 42
English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
Language
Language
Conventions
L.6.2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
L.6.2a
Use punctuation (commas, parentheses, dashes)
to set off nonrestrictive/parenthetical elements.
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Elements of Language- Holt Publishing


Combine sentences with the appropriate use of
commas to distinguish nonrestrictive/parenthetical
elements.
Combine sentences with the appropriate use of
parentheses and dashes to distinguish
nonrestrictive/parenthetical elements.

Simple, Compound, and Complex Sentences

Semicolons and Colons
Prentice Hall Literature- Pearson Publishing
Integrated Language Arts

Reading Application

Writing Application

Prentice Hall Writing Coach
Resources

www.pearsononlinesuccess.net (Online teacher’s
manual)

http://www.grammar-once-and-forall.com/punctuation/parenthetical-expressions/
(Information on parenthetical expressions-teacher
resource)

http://www.quickanddirtytips.com/education/gram
mar/dashes-parentheses-and-commas (Teacher
resource)

http://cms.cerritos.edu/uploads/sc/DLAs/G036.1_
Punctuation_6__How_to_use_Dashes_and_Parentheses.pdf
(Comma, dash, parentheses worksheets)

http://www.ixl.com/standards/commoncore/ela/grade-6 (Activities for standards L.6.2a,
L.6.2b, and L.6.3b)

http://www.rudolphacademy.com/quizzesonline/language-arts-quizzes/grammar-quizzesonline/common-usage-problems-quiz/ (Common
usage errors quiz)
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English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
Speaking and Listening
Speaking and Listening
Speaking and Listening
SL.6.4
Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes;
use appropriate eye contact, adequate volume, and
clear pronunciation.
SL.6.5
Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information.
Evidence Statements
Prentice Hall Literature- Pearson Publishing

Present claims and findings

Sequence ideas logically

Use pertinent descriptions, facts, and details to
accentuate main ideas or themes

Use appropriate eye contact, adequate volume, and
clear pronunciation SL.6.4

Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information. SL.6.5
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk,
Classroom routines and procedures, Group behaviors
and discussions, Target audience, Oral presentation,
Informal Debate, News Story, Delivering an Oral
Summary, Dramatic Readings
Activities

Performance Task #6 - Analyze Theme pg.
1007- Prepare and present an oral presentation in
which you evaluate the theme of a work of
literature from this unit. Prepare a slideshow or
create a poster showing details relating to the
theme.
Resources

(cooperative learning teaching strategy guide and
assessment)
serc.carelton.edu/introgeo/cooperative/whatis.htm
l

(work-shop: cooperative and collaborative
learning)
http://www.thirteen.org/edonline/concept2class/co
opcollab/index.html

Free Technology for teachers: 5 free tools for
students to create slideshows.
http://www.freetech4teachers.com/2013/06/5ways-student-can-create-audio.html
Weeks 7-9
Reading Selections (Unit 5)

Literary Analysis Workshop – “Brighton Beach Memoirs” and “Gluskabe and Old Man
Winter”

“The Phantom Tollbooth, Act I” and “The Phantom Tollbooth, Act II” (Drama – NP (nonprose))
See text complexity measures pgs. 704-705 and 744-745
Sample MICA Items on RL 6.2, RL 6.3, RL 6.5
Create an exam using the text “Dry Goods Family,” including question IDs 43416, 43418,
43642, 43419, 43425, 43417, and 43420.
Big Question: How do we decide who we are? (Unit 5)
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English Language Arts
3rd Nine Weeks
TN State Standards
Reading Complex
Texts
Grade 6
Evidence Statements
Content
Literature
Literature
Prentice Hall Literature – Reading Selections
RL.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.
Evidence Statement
RL.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.
RL.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.
RL.6.7
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.
These standards are constant and should be
taught throughout each quarter.
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.6.2-9

Provides a statement of a theme or central idea of a
text.
Unit 5: Extended Text – Literature - Elements of
Drama, Analyzing Dramatic Elements, Story
Development in a Drama

Provides a description of how the theme or central
idea is conveyed through particular details.
Literary Analysis Workshop RL.6.3, RL.6.5

Provides a summary of the text distinct from
personal opinions or judgments. RL.6.2

Provides a description of how a particular’s story’s or
drama’s plot unfolds in a series of episodes toward a
resolution.

Provides a description of how the characters
respond or change as the plot moves toward a
resolution. RL.6.3

Provides an analysis of how a particular sentence,
chapter, scene, or stanza fits into the overall
structure of a text.

Provides an analysis of how a particular sentence,
chapter, scene, or stanza contributes to the
development of the theme, setting, or plot.
RL.6.5

Provides a comparison and contrast of 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 is “seen” and
“heard” when reading the text to what is perceived
when listening or watching. RL.6.7

Skill Focus: plot, characters and conflict, setting,
stage directions, dialogue, scenes, theme

Literary Text Glossary (definitions of skills)
www.scsliteracy.weebly.com
(sign in, more, found on the middle school
pg)

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/m
edia/documents/List-of-Tier-2-and-Tier-3Terms-for-ELA-and-Math.pdf
 See pages 26-71 for ELA Tier 3
 Close Read: Story Development in Drama

Model Skill: Brighton Beach Memoirs

Independent Practice: Gluskabe and
Old Man Winter

After You Read (Text Dependent
Questions)
1. (Infer) In the opening scene, what
do you learn about the characters
of Gluskabe and Grandmother
Woodchuck? Explain.
2. (Infer) What signs do you see in
this scene that Gluskabe will
successfully help the people?
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content
“The Phantom Tollbooth, Act I” (NP lexile; drama;
See text complexity measures pgs. 704-705) RL.6.2,
RL.6.3, RL.6.5


Skill Focus: summary, dialogue in drama, plot,
conflict, compare and contrast, stage directions,
characters, setting, scenes, theme

Literary Text Glossary (definitions of skills)
www.scsliteracy.weebly.com
(sign in, more, found on the middle school
pg)

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/m
edia/documents/List-of-Tier-2-and-Tier-3Terms-for-ELA-and-Math.pdf
 See pages 26-71 for ELA Tier 3
Before You Read pg. 705




Reading Skill: Summary
Literary Analysis: Dialogue in Drama
Critical Thinking (Text Dependent Questions)
pg. 732

(Key Ideas and Details) Who are Rhyme and
Reason? (Cause and Effect) What effect
does their absence have on Dictionopolis?

(Key Ideas and Details) How does Humbug
describe the journey that Milo must make?
(Infer) In Act II, Milo will start his journey.
What do you think it will be like? Give three
details from Act I to support your answer.
After You Read pg. 733

Reading Skill: Summary

Literary Analysis: Dialogue in Drama
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content
“The Phantom Tollbooth, Act II” (NP lexile; drama;
See text complexity measures pgs. 744-745) RL.6.5,
RL.6.7


Skill Focus: summary, dialogue in drama, plot,
conflict, compare and contrast, stage directions,
characters, setting, scenes, theme

Literary Text Glossary (definitions of skills)
www.scsliteracy.weebly.com
(sign in, more, found on the middle school
pg)

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/m
edia/documents/List-of-Tier-2-and-Tier-3Terms-for-ELA-and-Math.pdf
 See pages 26-71 for ELA Tier 3
Before You Read pg. 745




Reading Skill: Compare and Contrast
Literary Analysis: Stage Directions
Critical Thinking (Text Dependent Questions)
pg. 776

(Key Ideas and Details) What does the
Terrible Trivium want Milo, Tock, and Humbug
to do? (Infer) What will be the result if they
follow his directions?

(Key Ideas and Details) How is the Senses
Taker’s spell broken? (Infer) What does Milo
learn about humor from his encounter with
the Senses Taker?
After You Read pg. 777

Reading Skill: Compare and Contrast

Literary Analysis: Stage Directions
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content
Resources

www.gmsdk12.org/Downloads/Phantom Act I
Resources.pdf (Clues to Story Development in
Drama- drama worksheet, exit slips, graphics
organizers, writing exercises, and vocabulary for
Brighton Beach Memoirs, Gluskabe and Old Man
Winter – The Phantom Tollbooth)

https://maldenells_wikispaces.com/file/view/Glusk
abe+and+Old+Man+Winter.ppt (Gluskabe
powerpoint)

www.bookrags.com/lessonplan/brighton-beachmemoirs/funactivities.html#gsc.tab=0 (Brighton
Beach Memoirs Lesson Plan)

www.quia.com/hm/617016.html (Gluskave hangman game)

www.quia.com/jg/1860277list.html (Gluskabe
matching game)

www.pearsononlinesuccess.net.ereadingworksh
eets.com (Instructional strategies, powerpoints,
and text dependent questions for the Skill Focus)

www.oldham.k12.ky.us/files/intervention_resource
s/Reading/Comprehension.pdf (Instructional
strategies)
Other Resources

www.superteacherworksheets.com/books/printabl
es/phantom-tollbooth-1-and-2_CHAP1.pdf
(The Phantom Tollbooth worksheet)

www.readwritethink.org/files/resources/lesson_im
ages/lesson79/figresource.pdf (Figurative
Language Resource page –to be used with the
Language Chart)

www.readwritethink.org/files/resources/79figchart.pdf (Figurative Language Chart - The
Phantom Tollbooth)
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English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content

www.readwritethink.org/files/resources/lesson_im
ages/lesson79/answer.pdf (Figurative Language
Chart -Answer Key)
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance for RL6.5: 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.
Level 1: Entering
Categorize specific sentences
as to whether they affect either
theme, setting, or plot using a
visually supported graphic
organizer with a partner.
Level 2: Emerging
Match specific components of
the text with corresponding
effects on the theme, setting, or
plot of a text in a small group.
Level 3: Developing
Categorize specific sentences
as to whether they affect either
theme, setting, or plot using a
graphic organizer.
Level 4: Expanding
Analyze a specific component
of the text and how it affects
the theme, setting, or plot of a
text in a small group.
Level 5: Bridging
Analyze a specific component
of the text and how it affects
the theme, setting, or plot of a
text.
Language – Vocabulary
Language – Vocabulary
Vocabulary
L.6.4b
Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
L.6.4d
Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L .6.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary k knowledge when
considering a word or phrase important to
comprehension or expression.

Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as clue to
the meaning of a word or phrase. L.6.4b, L.6.4b

Provides a statement demonstrating accurate
meaning and use of grade-appropriate general
academic words or phrases. L .6.6
Tier 2 Academic Vocabulary – describe, compare,
contrast, consider, gather, produce, clarify
 List of Tier 2 Academic Vocabulary (referred to as
Tier 2 Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/
documents/List-of-Tier-2-and-Tier-3-Terms-forELA-and-Math.pdf
o
See pages 1-25 for Tier 2
These standards are constant and should be
taught throughout each quarter.
Study and apply vocabulary - L.6.4-6
Reviewed throughout the quarter:
Synonyms/antonyms
Affixes- Latin roots
Context clues
Analogy and word relationships
Word parts and families
Prentice Hall Literature- Pearson Publishing
Literary Analysis Workshop: “Brighton Beach Memoirs”
and “Gluskabe and Old Man Winter”

Introducing the Big Question: Learning Big
Question Vocabulary pg. 691

Vocabulary Development pg. 696
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content
The Phantom Tollbooth Act I

Making Connections: Vocabulary pg. 706
o Latin root –eth-

Vocabulary Development pp. 708, 710, 712, 716,
718, 720, 724, 728, and 730
o Word Study – p.733

After You Read: Vocabulary pg. 733
The Phantom Tollbooth Act II

Making Connections: Vocabulary pg. 746
o
Prefix trans-

Vocabulary Development pp. 748, 752, 754, 756,
758, 760,768,770,772, and 774
o
Word Study p. 777

After You Read: Vocabulary pg. 777
Resource(s):

www.pearsononlinesuccess.net.
Vocabulary Central

www.ereadingworksheets.com (Instructional
strategies, powerpoints, and text dependent
questions for the Skill Focus)

www.oldham.k12.ky.us/files/intervention_resource
s/Reading/Comprehension.pdf (Instructional
strategies)

Vocabulary Strategies and graphic organizers
http://learningtasks.weebly.com/vocabularystrategies.html

Graphic and Thinking Organizers
http://www.cobbk12.org/cheathamhill/LFS%20Up
date/Graphic%20Organizers.htm

Online Dictionary
Shelby County Schools 2015/2016
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English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
http://www.wordcentral.com/
http://www.dictionary.com

Writing to Texts
Most Common Suffixes and Prefixes

http://teacher.scholastic.com/reading/bestpra
ctices/vocabulary/pdf/prefixes_suffixes.pdf

http://bensalemsd.org/cms/lib7/PA01000472/
Centricity/Domain/1019/Most%20Common%
20Suffixes.pdf

http://grammar.about.com/od/words/a/compr
efix07.htm

Greek and Latin roots
https://en.wikipedia.org/wiki/List_of_Greek_and_L
atin_roots_in_English

Word Benches pg. 57-61 (Greek and Latin affixes)
affixes)
http://www.tn.gov/assets/entities/education/attach
ments/std_eng_3081.pdf

Which words do I teach?
http://achievethecore.org/content/upload/Liben_V
ocabulary_Article.pdf

Vocabulary and the Common Core - Which words
do I teach 6-8?
http://achievethecore.org/page/974/vocabularyand-the-common-core-detail-pg

11 Tips on Teaching Common Core Vocabulary
http://www.edutopia.org/blog/teaching-ccsscritical-vocabulary-marilee-sprenger

55 critical words students should know and
understand http://www.marileesprenger.com/thecritical-words.html
Writing
Writing
Writing Fundamentals
W 6.1
Write arguments to support claims with clear

Routine Writing (text-dependent):
Development of Ideas
o The student response addresses the prompt

Writing About the Big Question
Shelby County Schools 2015/2016
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English Language Arts
3rd Nine Weeks
TN State Standards
reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons
and evidence clearly.
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources and
demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from the argument presented.
W 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.
a. Introduce a topic; organize ideas, concepts,
and information, using strategies such as
definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that
follows from the information or explanation
Grade 6
Evidence Statements
o



and provides effective and comprehensive
development of the claim, topic and/or narrative
elements by using clear and convincing
reasoning, details, text-based evidence, and/or
description.
The development is consistently appropriate to
the task, purpose, and audience.
Organization
o The student response demonstrates purposeful
coherence, clarity, and cohesion
o Includes a strong introduction, conclusion, and
a logical, well-executed progression of ideas,
making it easy to follow the writer’s progression
of ideas.
Clarity of Language
o The student response establishes and
maintains an effective style, while attending to
the norms and conventions of the discipline.
o The response uses precise language
consistently, including descriptive words and
phrases, sensory details, linking and transitional
words, words to indicate tone, and/or domainspecific vocabulary.
Knowledge of Language and Conventions
o The student response demonstrates command
of the conventions of standard English
consistent with effectively edited writing.
o Though there may be a few minor errors in
grammar and usage, meaning is clear
throughout the response.
Reviewed throughout the quarter:
Writing Sentences, Essay organization and structure
Thesis statement, Topic sentences and supporting
details, Writing paragraphs, Performance tasks
Content

After You Read

Journal entries

How does Milo change during the course of
the story? Do you believe that Milo’s normal
life will be significantly different after his time
in the Lands Beyonds?

Summaries

Daily Language Practice

Graphic Organizers

Other Resources
The Phantom Tollbooth Acts I and II
Analysis (focus on informing and explaining)

(The Phantom Tollbooth, Act I pg.735) – Write a
brief summary of The Phantom Tollbooth, Act I

(The Phantom Tollbooth, Act II) – Performance
Task #1 pg. 816- Analyze Character – Write an
essay in which you describe how a character in a
drama changes as the plot unfolds.
Analysis (argumentative writing)

(The Phantom Tollbooth, Act II) Argumentative
Text pg. 779 – Imagine you are a drama critic,
and write a review of The Phantom Tollbooth.
Writing Workshop pg. 738 – Write an Argument –
Argument: Response to Literature- In a response to
literature, the writer develops an argument that
addresses one or more aspects of a literary work. One
good way to respond to literature is to write a letter to
an author. You might use elements of this form in
movie reviews, book reviews, or critical responses.
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English Language Arts
TN State Standards
presented.
W 6.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
3rd Nine Weeks
Grade 6
Evidence Statements
Content

Assignment – Write a letter to a favorite author
to share your response to his or her work.
Resources

www.pearsonsuccessnet.com
o Phantom Tollbooth Act I
o Unit 5 Resources –
 Support for Writing pg. 33
 Support for Extend Your Learning
pg. 34
o
o
 Enrichment pg. 31
Professional Development Guidebook
 Rubrics for Summary pg. 246-247
Phantom Tollbooth Act II
o Unit 5 Resources –
 Support for Writing pg. 63
 Support for Extend Your Learning
pg. 64
o
 Enrichment pg. 61
Professional Development Guidebook
 Rubrics for Summary pg. 224-225
o Writing Workshop: Write an Argument
o
Unit 5 Resources – Writing Workshop,
pp. 44-45
o
Common Core Companion pgs. 173183, 321-330, 339-346
o
Professional Development Guidebook
pgs. 224-225 (Rubrics for Self
Assessment)
o
Graphic Organizer Transparencies pg.
154

Writing lessons on standard
http://betterlesson.com/common_core/browse/149
Shelby County Schools 2015/2016
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English Language Arts
TN State Standards
3rd Nine Weeks
Grade 6
Evidence Statements
Content
6/ccss-ela-literacy-w-6-2-write-informativeexplanatory-texts-to-examine-a-topic-and-conveyideas-concepts-and-information-through

Writing lesson on standard
https://learnzillion.com/lessonsets/301-6th-graderesearch-reading-and-writing-using-resources-tocraft-an-informational-text

Writing Lesson on standard
http://tncore.org/ccss/ccssela-literacyw62a
Informative Writing Resources

(The Informational/Explanatory Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Ru
brics/InfExpRubric-Gr6-8.pdf

Writing the Informative Essay
o
http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informativeessay-definition-examples-structure.html

Writing the Explanatory Essay
o http://wordmart.com/html/explanatory____expository_es
sa.html
o https://www.sbcc.edu/clrc/files/wl/downloads/
StructureofaGeneralExpositoryEssay.pdf

Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
o https://wvde.state.wv.us/strategybank/Graphi
cOrganizersforWriting.html
o http://www.dailyteachingtools.com/freegraphic-organizers-w.html
o https://www.superteacherworksheets.com/gr
aphic-organizers.html
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English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
o
http://edhelper.com/teachers/graphic_organiz
ers.htm
Argumentative Writing Resources

(The Argumentative Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Ru
brics/OpArgRubric-Gr6-8.pdf

(How to write an argumentative essay)
http://www.bellevuecollege.edu/asc/writing/essays
-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay)
http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay)
http://depts.washington.edu/owrc/Handouts/Argu
mentative%20Paper%20Format.pdf

(argumentative essay frame)
http://www.baltimorecityschools.org/Page/16215
Language
Language
Conventions
L.6.2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
L.6.2a
Use punctuation (commas, parentheses, dashes)
to set off nonrestrictive/ parenthetical elements.
L.6.3b
Maintain consistency in style and tone.
L.6.2b
Spell correctly
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Elements of Language- Holt Publishing

Combine sentences with the appropriate use of
parentheses and dashes to distinguish
nonrestrictive/parenthetical elements.

Correct run-on sentences using a variety of methods
and punctuation to maintain style and tone.

Demonstrate a consistent command of spelling and
grammar to correct common usage errors in writing.

Prepositions and Appositives

Gerunds and Gerund Phrases
Prentice Hall Literature- Pearson Publishing
Integrated Language Arts: 734 and 778

Reading Application

Writing Application

Prentice Hall Writing Coach
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English Language Arts
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TN State Standards
Grade 6
Evidence Statements
Content
Other Resources

www.pearsononlinesuccess.net (Online teacher’s
manual)

http://cms.cerritos.edu/uploads/sc/DLAs/G036.1_
Punctuation_6__How_to_use_Dashes_and_Parentheses.pdf
(Comma, dash, parentheses worksheets)

http://grammar.ccc.commnet.edu/grammar/quizze
s/runons_quiz.htm (Correcting run-on sentences
practice)

http://www.internet4classrooms.com/skill_builders
/usage_errors_language_arts_sixth_6th_grade.ht
m (Common usage errors-16 activities)

http://www.ixl.com/standards/commoncore/ela/grade-6 (Activities for standards L.6.2a,
L.6.2b, and L.6.3b)

http://www.rudolphacademy.com/quizzesonline/language-arts-quizzes/grammar-quizzesonline/common-usage-problems-quiz/ (Common
usage errors quiz)
Speaking and Listening
Speaking and Listening
Speaking and Listening
SL.6.1c
Pose and respond to specific questions with
elaboration and detail by making comments that
contribute to the topic, text, or issue under
discussion.
SL.6.3
Delineate a speaker’s argument and specific
claims, distinguishing claims that are supported by
reasons and evidence from claims that are not.
Evidence Statements
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk,
Classroom routines and procedures, Group behaviors
and discussions, Target audience, Oral presentation,
Informal Debate, News Story, Delivering an Oral
Summary, Dramatic Readings

Pose and respond to specific questions with
elaboration and detail.

Make comments that contribute to the topic, text, or
issue under discussion.

Delineate a speaker’s argument and specific claims.

Distinguish between claims that are supported by
reasons and evidence from claims that are not.
Activity

(The Phantom Tollbooth, Act II) - Comprehension
and Collaboration pg. 779 – Now that you have
read The Phantom Tollbooth, access the
PHLITOnline audio version of the selection by
going to www.phlitonline.com. As a class, listen to
the audio version of the play. Then, hold a group
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English Language Arts
3rd Nine Weeks
TN State Standards
Grade 6
Evidence Statements
Content
discussion by forming small groups and talking
about how the experience of reading the play was
similar to and different from the experience of
listening it.

Performance Task #1 pg. 817 – Analyze Plot
Development – Give an oral presentation in
which you analyze the plot of a play in this unit.
Research Project
Research
Research
Research
(Reading and
Writing- Begins in
3rd Grade for
PARCC
accountability)
W. 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.
W.6.8
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.
SL.6.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and
expressing their own clearly.
SL.6.5
Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information.
Evidence Statements
Prentice Hall Literature- Pearson Publishing

Use technology to produce and publish writing.

Use technology 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

Gather relevant information from multiple print and
digital sources

Assess the credibility of each source

Quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic
bibliographic information for sources. W.6.8


Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing
their own clearly. SL.6.1
Activities

(The Phantom Tollbooth, Act I pg. 734) – Build
and Present Knowledge – Work with a small
group to prepare and research a multimedia
presentation on a topic related to drama.

(Arachne or Prologue from The Whale Rider pg.
875)- Find two reliable research sources that
provide information about the values and culture
of either ancient Greece or of the Maori people of
New Zealand. Then, write an annotated
bibliography entry for each source.

(Three Wishes or The Stone pg.955) – Build and
Present Knowledge – With a small group, prepare
a written and visual report based on the folk tale
you read.
Resource(s):

How to create a multimedia presentation
o http://www.presentationmagazine.com/howto-create-a-multimedia-presentation-164.htm
o http://ptgmedia.pearsoncmg.com/images/978
0321552976/samplechapter/Acro9CIB_c11_
multimedia.pdf

www.pearsononlinesuccess.net.

www.ereadingworksheets.com (Instructional
Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information. SL.6.5
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English Language Arts
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3rd Nine Weeks
Grade 6
Evidence Statements
Content
strategies, powerpoints, and text dependent
questions for the Skill Focus)

www.oldham.k12.ky.us/files/intervention_resource
s/Reading/Comprehension.pdf (Instructional
strategies)
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