6th Grade ELA – Q3 Snapshot
“Extraordinary”
Created 12/07/2015
Texts
Week 1:
Extraordinary kick-off
New Year’s Writing Prompt
w/ editing practice
Extended Text: *teacher choice - fiction (RI.6.1-RI.6.9)
Start novel
Standards and Sample TDQs
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.6.4 – Determine the meaning of
words and phrases as they are used in
a text, including figurative,
connotative, and technical meanings.
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.
Culminating Tasks
Free Write: A new year potentially
means a new YOU!
How can you go from “ordinary” to
“extraordinary” in 2016?
In clear and developed writing,
discuss what
resolutions/commitments you can
make to make this year your best
yet! What makes these resolutions
important for your 2016 success?
RL.6.6 Explain how an author
develops the point of view of the
narrator or speaker in the text.
Week 2:
“The Book Thief” (historical
drama) with paired text
-
Focus on setting,
characters, audience,
perspective, specific
scenes, stage directions
“The Horror of Nazi Germany”
(informational text)
RL.6.1 – Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text.
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.6.4 - 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.
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.
Expository Writing with paired
texts:
Extended Text: *teacher choice - fiction (RI.6.1-RI.6.9)
*RL.6.9 – Compare and contrast texts
in different forms or genres (e.g.,
stories and poems; historical novels
and fantasy stories) in terms of their
approaches to similar themes and
topics.
RI.6.1 – Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text.
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.6.3 Analyze in detail how a key
individual, event, or idea is
introduced, illustrated and elaborated
in a text (e.g., through examples or
anecdotes).
RI.6.4 – Determine the meaning of
words and phrases as they are used in
a text, including figurative,
connotative, and technical meanings.
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 ideas.
RI.6.6 Determine an author’s point of
view or purpose in a text and explain
how it is conveyed in the text.
RI.6.7 - Integrate information
presented in different media or
formats (e.g., visually, quantitatively)
as well as in words to develop a
coherent understanding of a topic or
issue.
RI.6.9 – 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).
Week 3:
“Should Children Play Extreme
Sports” (argumentative text)
Paired with “The Science of
Thrill Seeking” (info text)
RI.6.1 – Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text.
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.6.3 Analyze in detail how a key
individual, event, or idea is introduced,
illustrated and elaborated in a text
(e.g., through examples or anecdotes).
RI.6.4 – Determine the meaning of
words and phrases as they are used in
TBD
a text, including figurative,
connotative, and technical meanings.
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 ideas.
Extended Text: *teacher choice - fiction (RI.6.1-RI.6.9)
RI.6.6 Determine an author’s point of
view or purpose in a text and explain
how it is conveyed in the text.
RI.6.7 - Integrate information
presented in different media or
formats (e.g., visually, quantitatively)
as well as in words to develop a
coherent understanding of a topic or
issue.
RI.6.9 – 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).
Weeks 4-5:
“The Golden Lie” (historical
fiction) paired with
“Those Winter Sundays”
(poem)
-
Focus on theme, POV,
mood
RL.6.1 – Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text.
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.6.4 - 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.
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.
RL.6.9 – Compare and contrast texts
in different forms or genres (e.g.,
stories and poems; historical novels
and fantasy stories) in terms of their
approaches to similar themes and
topics.
Week 6
“The World’s Largest Lip
Plates” (info text)
Extended Text: *teacher choice - fiction (RI.6.1-RI.6.9)
Focus on thesis and subtitles
Weeks 7-8:
WRITING BOOTCAMP
“Losing is Good for You” by
Ashley Merryman, New York
Times
“Should Kids Get Sports
Trophies Just for Showing Up?”
by Fred Bowen, The
Washington Post
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.
RI.6.1 – Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text.
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.
“What evidence in the text supports
the idea that ‘knowledge is power’”?
RI.6.3 Analyze in detail how a key
individual, event, or idea is introduced,
illustrated and elaborated in a text
(e.g., through examples or anecdotes).
“Use text evidence to identify the key
moments in the authors life that lead
him to a passion for reading.”
RI.6.4 – Determine the meaning of
words and phrases as they are used in
a text, including figurative,
connotative, and technical meanings.
“What is the significance of the
pronoun shift from ‘my’ to ‘our’ at the
end of paragraphs 7 and 8?”
“What effect on the text is created by
the use of repetition in paragraph 7?
How would removing the repetition
affect the tone?”
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 ideas.
“Alexie references ‘paragraphs’ in his
writing. List his “fences” and explain
how each works.”
RI.6.6 Determine an author’s point of
view or purpose in a text and explain
how it is conveyed in the text.
“Alexie’s educational expectations
were affected by society’s beliefs of his
culture. Use the text to cite two
expectations of Indian children that
would be a challenge for their
success.”
2-day Thanksgiving week – need
writing prompt comparing and
contrasting scenes
Argumentative Writing with
Informational Texts: You have
read two texts by two different
authors who both agree (Shana, I
can’t find the rest of that prompt we
worked on. Do you have it?)
RL.6.7 - Integrate information
presented in different media or
formats (e.g., visually, quantitatively)
as well as in words to develop a
coherent understanding of a topic or
issue.
Extended Text: *teacher choice - fiction (RI.6.1-RI.6.9)
“How do the comic book drawings
selected for the essay contribute to the
central idea of the essay?”
Week 9:
TBD
TNReady Part 1
Technical Text Packet
Week 10:
“Electric Summer” (historical
fiction)
Language Standards and Speaking & Listening Standards are imbedded in daily warm-up and daily lessons.
Additional Notes: (Allow time in Q2 to include time for teaching POW TIDE, TREE, “Do-What”, and the
expectations of the writing rubric). All students will participate in a complete MIST practice session in Q2.
Students will participate in a weekly (Friday) writing workshop. Language standards will be practiced through
daily warm-up.
Notes: Include RI.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.) in Writing Workshop from
midterm to end of quarter.
Teacher choice fiction includes: Tuck Everlasting, Hatchet, Alice in Wonderland, A Wrinkle in Time,
Found, Fever, and
Friday Writing Workshops – Placeholder for Writing Boot Camp
Weeks 1-4
2nd Nine Weeks
Prompt: You have just read two texts that detail the destructive nature of tornadoes. One through a
first person narrative and the second through an informational text. Compare the authors’ presentation
of the destructiveness of tornadoes. Discuss how they present the destruction in different ways.
Include evidence from both articles to support your response.
Day 1—Friday, October 16
Minilesson/Review: Author’s Presentation/Author’s Craft (as needed)
Read: “After the Tornado”
Vocabulary: indescribable, frantic,
Word parts: super (supercell), de/struct (destructive)
Write: Write 1-2 paragraphs summarizing the central idea of the text.
*Analyze the author’s presentation of Cody’s story.
*What message is the author trying to convey? Refer to the last two sentences of the text that
read, “Everyone was just happy to be alive. It caused a lot of people to realize that everything
they have could be gone in just a matter of minutes.”
Day 2—Friday, October 23
Minilesson/Review:
Read: “Tracking Tornadoes”
Vocabulary: predicting, destructive, prone
Word parts: scribe (indescribable)
Write: Write 1-2 paragraphs summarizing the central idea of the text.
*What can you infer about how this technology helped Cody?
*How does the author detail the improvements in forecasting technology and how have those
improvements positively affected storm prediction?
Day 3—Friday, October 30
*Add sample exemplar to LA notebook.
-Color code introductory (yellow) and body paragraphs (green).
-Students make notes about key points they notice.
*Pull apart the prompt.
*Students write intro and body paragraphs.
*Peer revisions as time allows.
Friday, November 6
*Color code conclusion paragraph. (pink/red)
*Write body paragraphs using TIDE graphic organizers
*Write conclusion.
*Students finish their own essay.
*Peer revisions of essay as time allows