6th Grade ELA Curriculum and Unit
Guides
2013 - 2014
This is a suggested curriculum guide with supplementary unit guides
to teach 6th Grade ELA Common Core Standards.
This document is not intended as a mandated curriculum
but as a starting point for planning a year’s instruction.
Created by BCS Teachers – June 2013
Contributing Teachers:
Andrea Britt
Robert Miller
Emily Gephart
Martha Petchenik
Kristine Griffin
Amber Queen Williams
BCS 6th Grade ELA Curriculum Guide
Unit
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1 – Growing Up (4 Weeks)
RL 6.1 Inference/Evidence
RL 6.7 Content and Diverse Media
RI 6.1 Inference/Evidence
W 6.3 Write Narrative
SL 6.1 Academic Discourse/Collaboration
L 6.1 Standard English Grammar
Unit
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2 – Folklore: Blast From The Past (5-6 Weeks)
RL 6.2 Central Ideas/Themes/Summary
RL 6.3 Individuals/Events/Ideas
RL 6.5 Text Structure/Organization
RI 6.3 Individuals/Events/Ideas
RI 6.7 Content and Diverse Media
W 6.2 Write to Inform/Explain
L 6.3 Style/Effective Language Choices
L 6.6 Academic/Domain Specific Vocabulary
Unit
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3 – Person to Person (6 Weeks)
RL 6.6 Point of View/Purpose
RL 6.8 Arguments/Evidence
RL 6.9 Comparison of Texts/Authors
RI 6.4 Vocabulary/Word Choice
RI 6.9 Comparison of Texts/Authors
W 6.5 Plan/Revise/Edit
W 6.7 Conduct Research
W 6.9 Write to sources (Draw Evidence)
SL 6.2 Content in Diverse Media
SL 6.5 Use Media
Unit
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4 – Know the Facts (5-9 Weeks)
RI 6.2 Central Ideas/Themes/Summary
RI 6.5 Text Structure/Organization
RI 6.6 Point of View/Purpose
RI 6.8 Arguments/Evidence
W 6.1 Write Arguments
SL 6.3 Point of View
SL 6.4 Present Findings
Unit
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5 – Word Pictures (4 Weeks)
RL 6.4 Vocabulary/Word Choice
W 6.8 Gather/Synthesize Information
SL 6.6 Adapt Speech/Command of Formal English
L 6.5 Figurative language/Word Relationships
Key to Common Core Strand Abbreviations
RL – Reading Literature
RI - Reading Informational Text
W – Writing
SL – Speaking and Listening
L - Language
BCS 6th Grade ELA Curriculum and Unit Guide
Foundation Standards
Foundation Standards are designated
Common Core State Standards
to be taught continually, in all units of study,
throughout the year.
6th Grade Foundation Standards
RL 6.10
RI 6.10
W 6.4
W 6.6
W 6.10
SL 6.1
L 6.1
L 6.2
L 6.4
Complex Text
Complex Text
Clear / Coherent Writing
Use of Technology
Write Routinely
Academic Discourse/Collaboration
Standard English Grammar
Standard English Mechanics
Vocabulary Strategies
BCS 6th Grade ELA Curriculum and Unit Guide
6th Grade General Writing Resources/Strategies
Writing
Standard
Student
Expectations
Teacher
Moves
W6.1 – Argument/
Persuasive
Write arguments to
support claims with
clear reasons and
relevant evidence
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W6.2 –
Informative/
Explanatory
Write informative/
Explanatory texts to
examine a topic and
convey ideas,
concepts, and
information through
the selection,
organization, and
analysis of relevant
content
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Write narratives to
develop real or
imagined experiences
or events using
effective techniques,
relevant descriptive
details, and well
structured event
sequences
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W6.3 – Narrative
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Genres
Model varying points of view and
different positions on a specific topic
Design quick writes of opinions
Provide appropriate and interesting
topics.
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essays
speeches
editorials
letters to the
editor
Provide multiple resources
Model a topic study
Integrate content area (teachers)
Teach note-taking
Teach/review planning with Thinking
Maps
Allow time for research
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Report of
information
Summary
Technical
analysis
Literary Analysis
Teach cause and effect
Expose students to a variety of
genres including mentor texts and
memoirs
Create a powerful shared experience
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Autobiography
Biography
Creative fiction
Memoirs
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BCS 6th Grade ELA Curriculum and Unit Guide
Writer’s Workshop Framework
Teacher Moves
Time Frame
Writing Lesson Focus Point: “Today I want to teach you ….”
Students learn why today’s instruction is important. Model for writers
whatever is being taught by demonstrating and explaining. Actively
engage Students in talking or practicing (for a minute) what has just been
taught. Link today’s lesson to not only their writing today, but to everyday
before releasing them to write.
10 – 15 minutes – This will happen
every day. Teachers should begin the
lesson each day with the writing focus.
Write and Confer: Children continue on with their writing based upon the
unit of study and the focus of today’s lesson. Teacher confers with
individual students or small groups of students to facilitate the writing
workshop.
20 – 30 minutes – This time period
should be the chunk of the writing time.
Try not to use too much teacher talk to
allow students a good amount of writing
time.
Mid-Workshop Teaching Point: In the midst of a writing workshop, a
teacher will want to interrupt the hum of writing to teach the entire class
something she has noticed in student writing and feels would strengthen
the writing of others.
5 minutes – This is not required every
day.
Share: This provides one more opportunity for the teacher to highlight a
small part of one student’s work pertaining to today’s lesson, creating a
trail that others could follow in their writing tomorrow.
5 minutes – This is not required every
day.
Resources:
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The Reading and Writing Project - http://readingandwritingproject.com/resources/assessments/performanceassessments.html
DPI LiveBinder for ELA: http://www.livebinders.com/play/play/297779
BCS 6th Grade ELA Unit Guide
Unit 1 – Growing Up (4 Weeks)
Unit Overview/ Questions:
Is growing up really what I want to do?
Focus Standards
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RL 6.1
RL 6.7
RI 6.1
W 6.3
SL 6.1
L 6.1
Inference/Evidence
Content and Diverse Media
Inference/Evidence
Write Narrative
Academic Discourse/Collaboration
Standard English Grammar
Learning Targets
I can . . .
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identify details within text to understand,
analyze, and make inferences.
compare and contrast the experience of
reading a text to listening to or viewing a
version of the text.
write a narrative using descriptive details and
a structured sequence of events.
collaborate in a group to discuss a topic.
use pronouns in the proper case.
Maintenance Standards
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Inference / Evidence
Content and Diverse Media
Write Narrative
Academic Discourse / Collaboration
Standard English Grammar
Content/Academic Vocabulary
Content-Specific
Autobiographies, Biographies, Character development,
Character traits, Elements of
setting: place/time, Idioms, Imagery,
Interview, Metaphor/Simile, Narrative,
Pronouns, Subjective/Objective, Possessive,
Intensive
Academic
Collaborate, Connotation, Denotation, Evidence,
Explicit, Significance, Technique
Bloom’s Revised Taxonomy
Remember, Describe, Explain, Apply, Analyze,
Evaluate, Create
“Powerful” Words
Analyze, Compare, Contrast, Describe, Evaluate, Explain,
Formulate, Infer, Predict, Summarize, Support, Trace
BCS 6th Grade ELA Unit Guide
Unit 1 – Growing Up (4 Weeks)
Suggested Text (Examples of text)
Fiction
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“Eleven” by Sandra Cisneros (Textbook * +)
“Tuesday of the Other June” by Norma Fox Mazer (Textbook * +)
“All Summer In a Day” by Ray Bradbury (Textbook * +)
Poetry
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“Past, Present, Future” by Emily Bronte

http://www.poetsgraves.co.uk/Classic%20Poems/Bronte/Past%20Present%20Future.htm
“The Quarrel” by Eleanor Farjeon (Textbook +)
Non-Fiction
 “The Vicious Sixth Grade Game” by Carole Currie (Asheville Citizen Times, Sept. 2, 1998)
 “All I Really Need to Know I Learned In Kindergarten” by Robert Fulghum (Textbook +)
 Boy: Tales of Childhood by Roald Dahl
Other Media
 Willy Wonka and the Chocolate Factory (Film 1971)
 Clip from X Factor http://www.wimp.com/bulliedteen/
 Finding Neverland (Film 2004)
 “Forever Young” by Bob Dylan (Song Lyrics)
 “Time of Your Life” by Greenday (Song Lyrics)
 “Turn, Turn, Turn” by The Birds (Song Lyrics)
 “Never Grow Up” by Taylor Swift (Song Lyrics)
 “ The House That Built Me” by Miranda Lambert (Song Lyrics)
Textbooks Referenced:
* Literature Grade 6, Holt McDougal, 2012
+ The Language of Literature Grade 6, McDougal Littell, 2006
BCS 6th Grade ELA Unit Guide
Unit 1 – Growing Up (4 Weeks)
Suggested Writing Tasks (Developing for Units 1 & 2)
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1.
2.
3.
4.
5.
6.
7.
The narrative block will be the first 9 weeks which will include realistic fiction.
Standard W 6.2 is incorporated within the reading standards daily.
Lucy Calkins Unit 1: Personal Narrative: Edging towards a memoir pgs. 10 - 34
Lucy Calkins Unit 2: Realistic Fiction pgs. 35 – 47
Lucy Calkins Unit 6: Literary Essay Analysis – W 6.2
Teach/Review My Story with Thinking Maps
Teach/Review paragraph writing
Teach/Review conventions
Create a powerful shared experience(s) – i.e. (Have a WOW! experience on the first day of
school)
Technology/
Multi-media:
Teachers, please contribute to this section as you engage your students in the use
of technology and multi-media tools.
References:
DPI LiveBinder Secondary Tasks:
http://www.livebinders.com/media/get/NDQzNjI1OA==
A Curricular Plan for The Writing Workshop: Grade 6, by Lucy Calkins and Colleagues from the Reading and Writing Project
Heinemann Publishers
BCS 6th Grade ELA Unit Guide
Unit 2 – Folklore: Blast From the Past (5-6 Weeks)
Unit Overview/ Questions:
Why do some stories never go away?
What can we learn about ourselves and our world from these ancient myths, legends, and more?
Focus Standards
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RL 6.2
RL 6.3
RL 6.5
RI 6.3
RI 6.7
W 6.2
L 6.3
L 6.6
Central Ideas/Themes/Summary
Individuals/Events/Ideas
Text Structure/Organization
Individuals/Events/Ideas
Content and Diverse Media
Write to Inform/Explain
Style/Effective Language Choices
Academic/Domain Specific Vocabulary
Maintenance Standards
 Inference / Evidence (Fiction & Nonfiction)
 Central Ideas/Themes/Summary
 Individuals/Events/Ideas (Fiction and
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Nonfiction)
Style / Effective language choices
Academic/Domain Specific Vocabulary
Content and diverse Media
Write to Inform/Explain
Text Structure/Organization
BCS 6th Grade ELA Unit Guide
Unit 2 – Folklore: Blast From the Past (5-6 Weeks)
Learning Targets
Content/Academic Vocabulary
I can . . .
Content-Specific
Allusion, Dialect, Episode, Etymology, Folklore,
Hyperbole, Narrative, Oral tradition, Myths,
Legends, Tall Tales, Personification, Photographic
essay, Porquoi tale, Plot structure: exposition,
rising action, climax, falling action, resolution,
Universal theme
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use evidence from the text to support my
analysis of what the text says and inferences I
make.
determine the theme and explain how it is
portrayed through details.
prepare for a class discussion and participate
by referring to my finding during discussion.
describe how a story’s plot unfolds using a
series of episodes
write an informative piece, which examines a
topic and conveys ideas.
vary sentence patterns for interest and style
use vocabulary appropriate to sixth grade
topics
analyze how an individual, event, or idea is
introduced and elaborated upon in
informational text
utilize media or graphics to develop a coherent
understanding of a topic
Academic
Clarify, Collaborate, Connotation, Elaborate,
Evidence, Inquiry, Integrate, Paraphrase, Reflect,
Significance
Bloom’s Revised Taxonomy
Remember, Describe/Explain, Apply, Analyze,
Evaluate, Create
“Powerful” Words
Analyze, Compare, Contrast, Describe, Evaluate,
Explain, Formulate, Infer, Predict, Summarize,
Support, Trace
BCS 6th Grade ELA Unit Guide
Unit 2 – Folklore: Blast From the Past (5-6 Weeks)
Suggested Text (Examples of text)
Fiction
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“Apollo’s Tree: The Story of Daphne and Apollo” by Mary Pope Osborne (Textbook *)
“Arachne” by Olivia E. Coolidge (Textbook * +)
“Damon and Pythias: A Drama, Dramatized by Fan Kissen (Textbook * +)
“Yeh-Shen: A Cinderella Story From China” by Ai-Ling Louie (Textbook *)
“Sootface: An Ojibwa Cinderella Story” by Robert D. San Souci (Textbook *)
Poetry
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http://endicottsudio.typepad.com/poetrylist/folklore_myth_poems/
Non-Fiction
 Text Analysis workshop: Myths, Legends, and Tales (Textbook *)
 “Spider Webs” (Textbook *)
 “You Wouldn’t Want to Live in Pompeii! A Volcanic Eruption You’d Rather Avoid” by John Malam
 “Vicious Vikings” by Terry Deary and Martin Brown
Other Media
 The Lightning Thief: Percy Jackson and The Olympians (Film)
 http://www.nashville.gov/Parks-and-Recreation/Parthenon/Athena.aspx
 http://www.fanpop.com/clubs/greek-mythology/images/687267/tiles/zeus-wallpaper
 The Odyssey (Film)
 “Reflection” (Excerpt from the Mulan Film)
Textbooks Referenced:
* Literature Grade 6, Holt McDougal, 2012
+ The Language of Literature Grade 6, McDougal Littell, 2006
BCS 6th Grade ELA Unit Guide
Unit 2 – Folklore: Blast From the Past (5-6 Weeks)
Suggested Writing Tasks
(Developing for Unit 1-Growing Up and Unit 2-Folklore)


The narrative block will be the first 9 weeks which will include realistic fiction.
Standard W 6.2 is incorporated within the reading standards daily.
1. Lucy Calkins Unit 1: Personal Narrative: Edging towards a memoir pgs. 10 - 34
2. Lucy Calkins Unit 2: Realistic Fiction pgs. 35 – 47
3. Lucy Calkins Unit 6: Literary Essay Analysis – W 6.2
4. Teach/Review My Story with Thinking Maps
5. Teach/Review paragraph writing
6. Teach/Review conventions
7. Create a powerful shared experience(s) – i.e. (Have a WOW! experience on the first day of
school)
Lucy Calkins Unit 6: Literary Essay: Analyzing Text for Meaning, Craft and Tone
 This unit is helpful when writing short responses to reading
Refer to current year’s Writing Plan for expectations of writing task completion and scoring
requirements
Suggested
Technology/
Multi-media:
Teachers, please contribute to this section as you engage your students in the use
of technology and multi-media tools.
References:
DPI LiveBinder Secondary Tasks:
http://www.livebinders.com/media/get/NDQzNjI1OA==
A Curricular Plan for The Writing Workshop: Grade 6, by Lucy Calkins and Colleagues from the Reading and Writing Project
Heinemann Publishers
BCS 6th Grade ELA Unit Guide
Unit 3 – Person to Person: Analyzing Character and Point of View (6 Weeks)
Unit Overview/ Questions:
In this unit, students will study how the interactions among people are affected by who they are, what
they know, and how they view life.
Focus Standards
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RL 6.6 Point of View/Purpose
RL 6.8 Arguments/Evidence
RL 6.9 Comparison of Texts/Authors
RI 6.4 Vocabulary/Word Choice
RI 6.9 Comparison of Texts/Authors
W 6.5 Plan/Revise/Edit
W 6.7 Conduct Research
W 6.9 Write to sources (Draw Evidence)
SL 6.2 Content in Diverse Media
SL 6.5 Use Media
Maintenance Standards
 Point of View / Purpose
 Comparison of Texts / Authors (Fiction and
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Nonfiction)
Vocabulary / Word Choice
Plan / Revise / Edit
Conduct Research
Write to sources (draw evidence)
Content in diverse media
Use media
BCS 6th Grade ELA Unit Guide
Unit 3 – Person to Person: Analyzing Character and Point of View (6 Weeks)
Learning Targets
Content/Academic Vocabulary
I can . . .
Content-Specific
First person point of view, Second person point of
view, Third person point of view, Dialect,
Conversational voice, Character trait
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Use evidence from the text to support my
analysis of what the text says and inferences I
make.
Determine the theme and explain how it is
Academic
portrayed through details.
Compare/contrast, Inferences, Perspective,
Prepare for a class discussion and participate
Evaluate, Analyze
by referring to my finding during discussion.
Describe how a story’s plot unfolds using a
Bloom’s Revised Taxonomy
series of episodes
Remember, Describe/Explain, Apply, Analyze,
Write an informative piece, which examines a
Evaluate, Create
topic and conveys ideas.
Vary sentence patterns for interest and style
“Powerful” Words
Use vocabulary appropriate to sixth grade
Analyze, Compare, Contrast, Describe, Evaluate,
topics
Explain, Formulate, Infer, Predict, Summarize,
Analyze how an individual, event, or idea is
Support, Trace
introduced and elaborated upon in
informational text
Utilize media or graphics to develop a coherent
understanding of a topic
BCS 6th Grade ELA Unit Guide
Unit 3 – Person to Person: Analyzing Character and Point of View (6 Weeks)
Suggested Text (Examples of text)
Fiction
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“Ghost of the Lagoon” by Armstrong Sperry (Textbook * +)
“Jeremiah’s Song” by Walter Dean Myers (Textbook *)
“Aaron’s Gift” by Myron Levoy (Textbook * +)
Poetry
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“Life Doesn’t Frighten Me” by Maya Angelou (Textbook * +)
“On Turning Ten” by Billy Collins (Textbook *)
Non-Fiction
 Text Analysis Workshop (Textbook *)
 “The Life and Adventures of Nat Love” by Nat Love (Textbook *)
Other Media
 Media Study-Film clip from “Smallville” (Textbook *)
 “The Mighty” Excerpt from Freak the Mighty
 “Stronger” by Kelly Clarkson (Song Lyrics)
Textbooks Referenced:
* Literature Grade 6, Holt McDougal, 2012
+ The Language of Literature Grade 6, McDougal Littell, 2006
BCS 6th Grade ELA Unit Guide
Unit 3 – Person to Person: Analyzing Character and Point of View (6 Weeks)
Suggested Writing Tasks
1. Lucy Calkins Unit 3: Informational Writing: Non-Fiction Books
2. Thinking Maps – multi-flow
3. Keyboarding practice
Refer to current year’s Writing Plan for expectations of writing task
completion and scoring requirements
Suggested
Technology/
Multi-media:
Teachers, please contribute to this section as you engage your students in the use
of technology and multi-media tools.
References:
DPI LiveBinder Secondary Tasks:
http://www.livebinders.com/media/get/NDQzNjI1OA==
A Curricular Plan for The Writing Workshop: Grade 6, by Lucy Calkins and Colleagues from the Reading and
Writing Project Heinemann Publisher.
BCS 6th Grade ELA Unit Guide
Unit 4 – Know the Facts (5-9 Weeks)
Unit Overview/ Questions:
What is the truth, and how do we know it?
An analysis of informational and persuasive writing to determine how to find the truth in our world.
Focus Standards
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RI 6.2
RI 6.5
RI 6.6
RI 6.8
W 6.1
SL 6.3
SL 6.4
Central Ideas/Themes/Summary
Text Structure/Organization
Point of View/Purpose
Arguments/Evidence
Write Arguments
Point of View
Present Findings
Maintenance Standards
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Essential Ideas / Themes/Summary (Nonfiction)
Text Structures/Organization (Nonfiction)
Point of View/Purpose (Nonfiction)
Arguments/Evidence (Nonfiction)
Write arguments
Point of View
Present Findings
Learning Targets
Content/Academic Vocabulary
I can . . .
Content-Specific
Summarize, Persuasive, Argument, Propaganda,
Reasoning, Research, Justify, Revise
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Determine the main idea of a text and explain how
it is supported by key details.
Analyze how a sentence/chapter fits into the
structure of a text and contributes to the
development of the ideas.
Determine the author’s point of view and explain
how it is conveyed through the text.
Trace and evaluate the argument and claims in a
text.
Gather information from multiple sources (print
and digital) and assess credibility of those sources
Identify a speaker’s argument and specific claims.
Present claims and findings by sequencing ideas
logically and using important facts and descriptions
Academic
Synthesize, Inquiry, Elaborate, Evidence, Reflect,
Significance, Support
Bloom’s Revised Taxonomy
Remember, describe, explain, apply, analyze,
evaluate, create
“Powerful” Words
Analyze, compare, contrast, describe, evaluate,
explain, formulate, infer, predict, summarize,
support, trace
BCS 6th Grade ELA Unit Guide
Unit 4 – Know the Facts (5-9 Weeks)
Suggested Text (Examples of text)
Online Textbook
 Access Textbook – Select “Unit 8, Know the Facts” http://my.hrw.com/index.jsp?isVerified=true&message=logout
Informational Text
 “Hurricane Hunters” by Renee Skelton (Article-Textbook *)
 “Super Croc” by Peter Winkler (Magazine Article-Textbook *)
 “Bird Brains” by Gareth Huw Davies (Online Article-Textbook *)
 “Digging Up the Past: Discovery and Excavation of Shi Huangdi’s Tomb” by Helen Wieman Bledsoe (Article-Textbk*)
 “The First Emperor” from The Tomb Robbers by Daniel Cohen (Textbook * +)
 “What Video Games Can Teach Us” by Emily Sohn (Magazine Article-Textbook *)
 “The Violent Side of Video Games” (Magazine Article – Textbook *)
 “Should Wild Animals Be Kept as Pets?” by The Humane Society (Persuasive Essay-Textbook *)
Other Media
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News Reports/Clips (Textbook *)
“No Thought of Reward” by Mawi Asgedom (Speech – Textbook *)
“Start the Day Right!” (Public Service Announcement Script – Textbook*)
“Shine-n-Grow: Hair Repair That Really Works!” (Advertisement – Textbook *)
“Brain Breeze” (Advertisement – Textbook *)
Textbooks Referenced:
* Literature Grade 6, Holt McDougal, 2012
+ The Language of Literature Grade 6, McDougal Littell, 2006
BCS 6th Grade ELA Unit Guide
Unit 4 – Know the Facts (5-9 Weeks)
Suggested Writing Tasks
1.
Lucy Calkins Unit 4: The Personal and Persuasive Essay
2.
Lucy Calkins Unit 8: Historical Fiction
Refer to current year’s Writing Plan for expectations of writing task
completion and scoring requirements
Suggested
Technology/
Multi-media:
Teachers, please contribute to this section as you engage your students in the
use of technology and multi-media tools.
References:
DPI LiveBinder Secondary Tasks:
http://www.livebinders.com/media/get/NDQzNjI1OA==
A Curricular Plan for The Writing Workshop: Grade 6, by Lucy Calkins and Colleagues from the Reading and
Writing Project Heinemann Publishers
BCS 6th Grade ELA Unit Guide
Unit 5 – Word Pictures (4 Weeks)
Unit Overview/ Questions:
Is that what I meant to say?
A study of the power of words.
Focus Standards
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RL 6.4
W 6.8
SL 6.6
L 6.5
Vocabulary/Word Choice
Gather/Synthesize Information
Adapt Speech/Command of Formal English
Figurative Language/Word Relationship
Learning Targets
I can . . .
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
Determine figurative and literal meaning of words
and phrases based on how they are used in text
Quote or paraphrase information found for my
finished work.
Adapt my speech to a variety of tasks and
contexts
Interpret figures of speech in context
Skill Focus




Vocabulary/Word Choice
Gather/Synthesize Information
Adapt Speech/Command of Formal English
Figurative Language/Word Relationships
Content/Academic Vocabulary
Content-Specific
Simile, Hyperbole, Alliteration, Metaphor,
Personification, Oxymoron, Onomatopoeia,
Rhythm, Rhyme, Stanza, Line, Speaker, Tone,
Imagery, Visualization, Refrain, Repetition, Form
Academic
Structure, Paraphrase
Bloom’s Revised Taxonomy
Remember, describe, explain, apply, analyze,
evaluate, create
“Powerful” Words
Analyze, compare, contrast, describe, evaluate,
explain, formulate, infer, predict, summarize,
support, trace
BCS 6th Grade ELA Unit Guide
Unit 5 – Word Pictures (4 Weeks)
Suggested Text (Examples of text)
Poetry


Access Textbook – Select “Unit 5, Word Pictures” http://my.hrw.com/index.jsp?isVerified=true&message=logout
“I Am Phoenix: Poems for Two Voices” by Paul Fleischman
Other Media
 “Fireworks” by Katy Perry (Song Lyrics)
 http://www.traceeorman.com/2011/08/use-popular-music-to-teach-poetic.html
 http://www.educationalrap.com/song/poetry-for-life/ (may need to be purchased)
 http://www.youtube.com/watch?v=3K9pd6h9JT0
Textbooks Referenced:
* Literature Grade 6, Holt McDougal, 2012
+ The Language of Literature Grade 6, McDougal Littell , 2006
BCS 6th Grade ELA Unit Guide
Unit 5 – Word Pictures (4 Weeks)
Suggested Writing Tasks
1.
2.
3.
4.
5.
Calkins Unit 5: Historical Fiction
Lucy Calkins Unit 7: Writing Prompted Essays
Poetry
Thinking Maps: Flow – timelines, Multi-flow – cause and effect, etc.
The Reading and Writing Project website:
http://readingandwritingproject.com/resources/assessments/performance-assessments.html
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Use Performance Tasks from this website to model a shared learning for writing prompted essays.
There are examples at 5th, 6th, and 7th grade. We suggest you differentiate for your class and model
either the 5th or 7th grade example. Afterwards, you will give the 6th grade example for the students
to complete independently. Use all parts of the assessment including the video.
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Once on the Reading and Writing project Website - -  Select 2012-2013 (or 2011-2012 if you wish)
 Select “Fall 2012 Performance Assessment Information”
 Select chosen grade level
 Select the various components to use while modeling.
Refer to current year’s Writing Plan for expectations of writing task completion and scoring
requirements
Suggested
Technology/
Multi-media:
Teachers, please contribute to this section as you engage your students in the use
of technology and multi-media tools.
References:
DPI LiveBinder Secondary Tasks:
http://www.livebinders.com/media/get/NDQzNjI1OA==
A Curricular Plan for The Writing Workshop: Grade 6, by Lucy Calkins and Colleagues from the Reading and Writing Project Heinemann
Publishers