Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
First Nine Weeks
Unit: Reading Strategies
Theme: “What’s Your Story?”
SOL Focus
Content Obj.
Lang. Obj.
Resources:
Strategies and
specific skills
Assessments
Reading
6.4 The student will read and learn the meanings of
unfamiliar words and phrases within authentic texts.
6.5 The student will read and demonstrate
comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
6.6 The student will read and demonstrate
comprehension of a variety non-fiction texts.
The student will use reading strategies to aid in comprehension of fiction and non-fiction texts.
The student will use graphic organizers to demonstrate understanding of the 9 reading strategies.
Language of Literature (LOL)
Spelling Vocabulary Workbook
See Resource Page
Skill: Reading Strategies (6.4, 6.5, 6.6)
*Discuss how author’s word choice helps
1. Predicting (6.5b) or (6.6d)
create visual images. (6.1a)
2. Visualizing (6.5c)
3. Using Context Clues (6.4c)
*Evaluate the author’s purpose in a story or
4. Questioning (6.6c)
media message. (6.2b. 6.3b)
5. Connecting (6.5e)
6. Identifying Main Idea (6.5h) or (6.6g)
*Listen critically and express opinions in
7. Summarizing (6.5i)
Socratic Seminar. (6.1a, 6.2 all)
8. Making Inferences (6.5f) or (6.6e)
9. Evaluating (6.5
*Present Best Book Ever Project. (6.2e)
Week 1- Assessments
Week 2- Introduce Reading Strategies (Using “All
American Slurp” in LOL pg. S20)
Week 3- Review Reading Strategies (Using “Chicken
Sunday”by Patricia Polocco)
Week 4- Writing- Sentence Structure Unit
Week 5- Socratic Seminar (Using “Ice Maiden” by
Paul Jennings)/ Spelling-Vocabulary Workbook
Week 6- Applying all reading strategies using teacher
selected texts/Spelling-Vocabulary Workbook
Week 7- Writing- Perspective Essay
Week 8- Applying all reading strategies using teacher
selected texts/Spelling-Vocabulary Workbook
Week 9- Presentation of Best Book Ever Project (see
resource page)
*Independent reading program- see resource page
Writing
6.7 The student will write narration, description,
exposition, and persuasion.
6.8 The student will edit writing for correct
grammar, capitalization, punctuation, spelling, and
sentence structure, and paragraphing.
Research
Writing Elective Notebook (by Gwen Sloop)
See Resource Page
*Big 6
Best Book Ever Project Rubric
Writing Quizzes
Final Piece:
*Perspective Essay
Communication
6.1 The student will participate in and
contribute to small-group activities.
6.2 The student will present, listen critically
and express opinions in oral presentations.
6.3 The student will understand the elements
of media literacy.
Selection Tests
Writing, Ganske, DRP or SRI, Questar
Benchmark Testing
1
Grammar (6.8)
Complete Sentences (6.8a)
Subject/Verb Agreement (6.8d)
Fragments (6.8a)
Run-Ons (6.8a)
*Maintain verb tense (independent reading response)
Written Expression (6.7)
Be Specific (optional)
Make a Point . . . Prove It (6.7g)
Composition (6.7)
Introduce Hamburger (expository plan) (6.7b)
Spelling-Vocabulary Workbook (6.4, 6.8h)
Teacher choice for units, Using Context Clues
Week 4- Complete Sentences, Subject/Verb
Agreement, Be Specific, Make a Point
Week 7- Fragments, Run-Ons, Introduce Hamburger
(Perspective Essay-see resource page)
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
Second Nine Weeks
Unit: Figurative Language
Theme: “Finding Your Voice”
SOL Focus
Content Obj.(s)
Lang. Obj.
Communication
6.1 The student will participate in and
contribute to small-group activities.
6.2 The student will present, listen critically
and express opinions in oral presentations.
6.3 The student will understand the elements of
media literacy.
Reading
Writing
Research
6.4 The student will read and learn the meanings of
6.7 The student will write narration, description, exposition, and persuasion.
unfamiliar words and phrases within authentic texts.
6.5 The student will read and demonstrate
comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
6.6 The student will read and demonstrate
comprehension of a variety of nonfiction texts.
The student will be able to define, identify and analyze author’s use of figurative language. The student will use figurative language and select vocabulary to enhance written expression.
The student will read to identify, discuss to analyze and write to demonstrate understanding of figurative language.
Resources:
Strategies and
specific skills
*Select and present a poem of
choice. (6.2e)
*In a small group, students will
discuss figurative language from
selected texts. (6.1 all, 6.2d)
*Present an example of figurative
language from an independent
reading book or media message.
(6.1a, 6.2c, 6.3a)
*Listen critically and express
opinions in Socratic Seminar.
(6.1a, 6.2 all)
Assessments
Poetry Café Rubric
Language of Literature (LOL)
Spelling Vocabulary Workbook
Resource Page
Skill: Figurative Language (6.4d, 6.5j)
1. Alliteration
2. Simile (6.4d, 6.5j)
3. Metaphor (6.4d, 6.5j)
4. Hyperbole (6.4d, 6.5j)
5. Onomatopoeia
6. Personification
7. Imagery (6.5c)
Skill: Poetry concepts (6.5), - *haiku*, limerick,
ballad, free verse rhythm, rhyme
Skill: Analogies (6.4)
(Teacher discretion on which skills to teach which week)
Week 1- Socratic Seminar (Using “Tell-Tale Heart” by
Edgar Allen Poe), Quotation Marks
Week 2- simile, metaphor, alliteration, onomatopoeia
Week 3- Hyperbole, personification, imagery
Week 4- Writing- Sentence Elaboration Part 1,
Poetry Writing
Week 5- Writing- Sentence Elaboration Part 2
Week 6- Writing- Narrative Essay
Week 7- Applying all figurative language using teacher
selected stories/Spelling-Vocabulary Workbook, Analogies
Week 8- Applying all figurative language using teacher
selected stories/Spelling-Vocabulary Workbook
Week 9- Rhythm, rhyme, poetic forms
*Independent reading program- see resource page
Selection Tests
Practice SOL Test
Figurative Language Quizzes
Benchmark Testing
2
Writing Elective Notebook (by Gwen Sloop)
Resource Page
Parts of Speech (6.8)
*Nouns And Verbs (6.8b)
*Adjectives/Adverbs (6.8g)
Grammar (6.8)
Quotation Marks (6.8f)
*Maintain verb tense (independent reading response)
Written Expression (6.7)
*Using Figurative Language (6.7g)
*Using Select Vocabulary to Enhance writing (6.7g)
(Sparkle words)
*Using Dialogue (6.8f)
*Emotional Word Pictures (6.8)
*Boot Said (6.7g)
Spelling-Vocabulary Workbook (6.4, 6.8h) Teacher choice and
Analogies
Week 1- Dialogue and Boot Said
Week 4- Sentence Elaboration Part 1-Sensory Details, Emotional
Word Pictures (how the person looks+ what the person does + what
the person says =emotional word picture.), Poetry Writing.
Week 5- Sentence Elaboration Part 2-Sparkle Words (choosing
synonyms for overused words using paint chips- see resource page)
Parts of Speech-emphasis on adjectives and adverbs.
Week 6- Narrative Essay using dialogue
Grammar Quizzes
Final Pieces:
*Poetry Piece
*Narrative Essay
*Big 6
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
Third Nine Weeks
Unit: Story Elements
Theme: “Broaden Your World”
Reading
Communication
6.1 The student will participate in and
SOL Focus
contribute to small-group activities.
6.5 The student will read and demonstrate comprehension of a
6.2 The student will present, listen
variety of fictional texts, narrative nonfiction, and poetry
critically and express opinions in oral
6.6 The student will read and demonstrate comprehension of a
presentations.
variety of non-fiction texts.
6.3 The student will understand the
elements of media literacy.
Content Obj.
The student will define and identify story elements in text and media.
Lang. Obj.
The student will identify key story elements using a story map including character, setting, plot, and theme.
Example of book trailer:
Resources:
Language of Literature/Literature Circle Books
http://www.scholastic.com/kids/stacks/videos/
Spelling Vocabulary Workbook
Resource Page
Strategies and
specific skills
*Select and present a poem of
choice. (6.2e)
*Compare and contrast text
version versus video version of a
story. (6.3a,b)
*Craft and publish an audience
specific book trailer. (6.3 a,b,c)
*Deconstruct book trailers
looking at authorship, format,
audience, content and purpose.
(6.1 all, 6.2e, 6.3a,b,c)
*Listen critically and express
opinions in Socratic Seminar and
literature circles. (6.1a, 6.2 all)
*Analyze the participation of self
and others in literature circles.
(6.1b, d)
Assessments
Poetry Café Rubric
Skill:
1.
2.
3.
4.
Story Elements (6.5)
Setting (6.5a)
Character- (6.5g) traits and how a character changes over time
Conflict- (6.5g)(internal, external)
Plot- (6.5d) (6.5g) Cause and Effect (6.5d)
a. Exposition
b. Rising Action
c. Climax
d. Falling Action
e. Resolution
Theme (6.5h)
5.
(Teacher discretion on which skills to teach which week)
Week 1-Story Elements/Spelling-Vocabulary Workbook
Week 2- Story Elements/Spelling-Vocabulary Workbook
Week 3- Socratic Seminar & Literature Circle Modeling (using
“Summer Wheels” by Eve Bunting)
Week 4- Literature Circles (teacher discretion for books)
Week 5- Literature Circles (teacher discretion for books)
Week 6- Multiple Intelligence Survey and Graph (see resource page)
Week 7- writing-Book Trailer
Week 8- writing-present book trailers
Week 9- Plural and Possessive Noun Unit, present Multiple
Intelligence Projects
*Independent reading program- see resource page
Selection Tests
Multiple Intelligence Project
Benchmark Test
3
Writing
Resea
rch
6.8 The student will edit writing for correct grammar,
capitalization, punctuation, spelling, and sentence
structure, and paragraphing.
Writing Elective Notebook (by Gwen Sloop)
Resource Page
Parts of Speech (6.8)
Plural and Possessive Nouns
Grammar (6.8)
*Maintain verb tense (independent reading response)
(6.8d)
Spelling-Vocabulary Workbook (6.4, 6.8h)
Teacher choice for units
Week 7- show and map examples of book trailers,
begin writing script
Week 8- finish script, story board, film, edit and
present.
Book Trailers- students will take a book they
have read as a group and write a script. Using the
script, students will work together to create a
book trailer.
Week 9 – Plural and Possessive Noun Unit
Book Trailers –script
Quizzes
Multiple Intelligences Project
*Big
6
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
Fourth Nine Weeks
Unit: Research
Theme: “Making Your Mark”
Communication
6.1 The student will participate in
SOL Focus
and contribute to small-group
activities.
6.2 The student will present, listen
critically and express opinions in
oral presentations.
6.3 The student will understand
the elements of media literacy.
Content Obj.
Lang. Obj.
*Select and present a studentcreated poem. (6.2e)
*Present a
biography/autobiography project
(6.2e)
*Present a persuasive public
service announcement (PSA) to
rising 6th grade students (6.2c,
6.2e)
Language of Literature
Spelling Vocabulary Workbook
Resource Page
Biographies/autobiographies/mystery books
SOL review materials, including past SOL tests
Research Tools (6.9a)
1. Dictionary/glossary
2. Thesaurus
3. Encyclopedia
4. Databases/internet resources
Research Skills (6.9)
1. Citing primary and secondary sources to avoid
the consequences of plagiarism (Noodle Tools)
(6.9d, 6.9e)
2. Selecting and evaluating sources for usefulness,
authenticity, and validity (Big 6) (6.9b, 6.9c)
SOL REVIEW- teacher discretion
Week 1-2 Introduce Unit using “The Story of My Life” in
LOL pg. 381. Research project (biographies)
Week 3- Pronoun Unit
Week 4-6 SOL Review/PSA (post Reading SOL test)
Week 7-9 Mystery Unit
*Independent reading program- see resource page
Assessments
Writing
6.7 The student will write narration, description,
exposition, and persuasion. (a, b, c, d, e, f, g, i, j)
6.8 The student will edit writing for correct grammar,
capitalization, punctuation, spelling, and
sentence structure, and paragraphing. (b, h)
Research
6.9 The
student will
find,
evaluate, and
select
appropriate
resources for
a research
product
The student will find, evaluate, and select appropriate resources for a research product.
Students will read and summarize by rewriting information into presentation form.
Resources:
Strategies and
specific skills
Reading
6.5 The student will read and demonstrate comprehension
of a variety of fictional texts, narrative nonfiction, and
poetry.
6.6 The student will read and demonstrate comprehension
of a variety of non-fictional texts.
Poetry café rubric
PSA rubric
Bio./Autobio. project rubric
Selection Tests
End of Year Testing: Writing, Ganske, DRP or SRI,
Questar for 9+, Reading SOL test
4
Writing Elective Notebook (by Gwen Sloop)
Parts of Speech (6.8)
Pronouns: pronoun-antecedent agreement (6.8c)
Grammar (6.8)
*Maintain verb tense (independent reading response) (6.8d)
Written Expression (6.7)
Partner Dialogue Logs (see resource page)
*Big 6
*Noodle
Tools
*Berry
Research
*Use print
and online
sources to
research the
lives and
contribution
s of
individuals
and create a
presentation
(6.9a)
Spelling-Vocabulary Workbook (6.4, 6.8h)
Teacher choice for units
Biography Project Options
Prezi.com, Biography Poster, Wax Museum, Website
After SOL: PSA
Mystery Quizzes
Partner Dialogue Participation Grade
Pronoun Quizzes
Bio./
Autobio.
research
project (see
resource
page)
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
Resource Page
First Nine Weeks
Unit: Reading Strategies
Theme: “What’s Your Story?”
Unit 1
Communication
Reading
Writing
Possible Read-Aloud Books
Possible Reading Selections & Sources
*All Selections from LOL
Possible Writing Sources
Drums, Girls and Dangerous Pie by Jordan
Sonnenblick
“All American Slurp”
*Reading Toolkit- Section C
The Revealers by Doug Willehm
1.
Communication Sources
Socratic Seminar
*See differentiation specialist in building.
2.
3.
4.
5.
6.
7.
8.
9.
Predicting (6.5b) or (6.6d)
*”Scout’s Honor” pg. 52
*”Summer of Fire” pg. 114
Visualizing (6.5c)
*”Scout’s Honor” pg. 52
*”Summer of Fire” pg. 114
Using Context Clues (6.4c)
*Spelling/Vocabulary Workbook
Questioning (6.6c)
*”Eleven” pg. 26
Connecting (6.5e)
*”Eleven” pg. 26
Identifying Main Idea (6.5h) or (6.6g)
*”The Fun They Had” pg. 575
Summarizing (6.5i)
*”The Fun They Had” pg. 575
Making Inferences (6.5f) or (6.6e)
*It Seems I Test People” pg. 194
*Growing Pains” pg. 194
*The Scribe” pg. 653
Evaluating (6.5c)
*”Eleven” pg. 26
5
Perspective Essay
*Students write the expository paper
(hamburger plan) selecting three character
traits about themselves. The essay is written
from someone else’s perspective. i.e.-best friend,
parent, grandparent, coach, teacher, etc.
Best Book Ever
*Students create a 9x12 poster that includes the
title, author, summary and two illustrations of
their favorite grade level book to share with
classmates.
Independent Reading Program
(teacher discretion)
*Students will write a two-paragraph response
once a week about their free read book.
Paragraph One: Summary of what is currently
happening in book.
Paragraph Two: Response to a literature log
option.
Research
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
Resource Page
Second Nine Weeks
Unit: Figurative Language
Theme: “Finding Your Voice”
Unit 2
Communication
Reading
Writing
Possible Read-Aloud Books
Possible Reading Selections & Sources
Possible Writing Sources
Moon and I by Betsy Byars
Figurative Language
Don’t You Know There’s a War Going On?
by Avi.
*The Moon and I by Betsy Byers (can be used to
introduce all types of figurative language)
Poem Ideas*Snake Poem
*Favorite Food
Possible Stories from LOL to review Figurative
Language
Sparkle Words/Paint Chips
*Take an overused adjective or verb and find two
synonyms that are more vivid.
Love that Dog by Sharon Creech
Communication Sources
Socratic Seminar
*See differentiation specialist in building.
*”Ghost of the Lagoon” pg. 124
*”The Circuit” pg. 264
*”The Jacket” pg. 418
*”The School Play” pg. 402
*”Ode to My Library” pg. 411
Poetry Selections
*”Three Haiku” pg. 205
*”Something Told the Wild Geese” pg. 476
*”Three Limericks” pg. 563
*100 Quick Writes by Linda Reid (Scholastic)
*See English 6 resource list for more reading sources
for figurative language.
6
melancholy
depressed
sad
Narrative Essay Ideas
*My Favorite Food
*Holiday Memory
*Scar Story- (prewriting idea- sketch scars on
body die-cut. Elaborate on one scar for
essay. )
Independent Reading Program
(teacher discretion)
*Students will write a two-paragraph response
once a week about their free read book.
Paragraph One: Summary of what is currently
happening in book.
Paragraph Two: Response to a literature log
option.
Research
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
Resource Page
Third Nine Weeks
Unit: Story Elements
Theme: “Broaden Your World”
Unit 3
Communication
Reading
Writing
Possible Read-Aloud Books
Possible Reading Selections & Sources
Possible Writing Sources
1.
Reading Selections
Video vs. Text
“All Summer in a Day” pg. 209
*Literature and Performance Video-LOL
resource box
2.
3.
City of Ember by Jeanne DuPrau
*clips from movie
4.
Lightning Thief by Rick Riordan
*clips from movie
5.
Setting (6.5a)
*”Lob’s Girl” pg. 447
*”The Dog of Pompeii” pg. 700
Character- (6.5g) traits and how a character
changes over time
*”Aaron’s Gift” pg. 248
*”Lob’s Girl” pg. 447
*”The Dog of Pompeii” pg. 700
Conflict- (6.5g)(internal, external)
*”Aaron’s Gift” pg. 248
*”Damon and Pythias” pg. 322
*Tuesday of the Other June” pg. 80
Plot- (6.5d) (6.5g) Cause and Effect (6.5d)
*”Damon and Pythias” pg. 322
*”Lob’s Girl” pg. 447
*”The Dog of Pompeii” pg. 700
Theme (6.5h)
*”Damon and Pythias” pg. 322
*”Aaron’s Gift” pg. 248
Literature Circles
*Literature circles are groups of students (4 or 5)
reading the same book and participating in group
discussion based on assigned roles. Roles can be based
on story elements for this unit; choose 4 (or 5) roles.
Divide chosen books into 8 (or 10) reading sections.
Students will read one section each day and complete
assigned role.
Note: Students will complete each role twice. See
literacy specialist in building for more information.
Literature Circle Project
*Project ideas are created based on the 8 Multiple
Intelligences. Students select a project based on one of
their top two intelligences.
7
Plural/Possessive Unit
*Rules for making words plural
*Rules for forming singular and plural possessive
Multiple Intelligence Project
*Students take a multiple intelligence survey to
determine areas of strength. All 8 intelligence areas
are graphed for visual display. Taking one of the top
two intelligences, students will complete the
literature circle project based on options from the
given intelligence.
Book Trailers Project
*Students will write a commercial script for their
literature circle books. Using video camera and
iMovie, students will work together to create a book
trailer.
Independent Reading Program
(teacher discretion)
*Students will write a two-paragraph response
once a week about their free read book.
Paragraph One: Summary of what is currently
happening in book.
Paragraph Two: Response to a literature log
option.
**Note: If time is limited, choose either the Multiple
Intelligences Project or the book Trailer Project. 
Research
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
Resource Page
Fourth Nine Weeks
Unit: Research
Theme: “Making Your Mark”
Unit 4
Communication
Possible Read-Aloud Books
Reading
Writing
Possible Reading Selections & Sources
Possible Writing Sources
Kathleen Krull’s Lives of the . . .
series of collective biographies
Research Project: Biography
*Each student reads a book about a selected person,
conducts computer research, and creates a final project to
present to class. (options- prezi.com, poster, wax museum)
Mystery Partner Dialogue/Response Logs
*Two students read the same mystery book. Book is
divided into specified days of reading. Each day after
reading assigned section, students independently write in
journals about that day’s reading, using provided options.
The next day, partners exchange logs and respond to
partner’s comments from previous day’s reading. Repeat
process each day.
Independent Reading Program
(teacher discretion)
*Students will write a two-paragraph response
once a week about their free read book.
Paragraph One: Summary of what is currently
happening in book.
Paragraph Two: Response to a literature log
option.
8
Research
Harrisonburg City Public Schools
Advanced English 6 Pacing Guide
9