English Language Arts Pacing Guide & Curriculum Map
Traditional Schedule – 36 Weeks
- Grade Level – 6
Introduction:
Ashe County Schools is in the process of developing Pacing Guides and Units of Study aligned to the English Language Arts Common Core
State Standards. The Pacing Guides and Units of Study are designed to offer teachers a focused context of student performance outcomes,
instructional experiences defined by the adopted curriculum, and support resources to meet those objectives.
Ashe County teachers elected to use the Common Core Curriculum Maps as a framework for teaching the English Language Arts Common
Core State Standards. The timeline of the Units of Study are stated in terms of blocks of time rather than a mandatory sequence and allows for
flexibility in planning based on student need. The expectation is that students master the content defined by the standards and performance
objectives in all of the Units of Study by the completion of the school year.
Unit of Study: I Won’t Grow Up
Timeline:
August-September
Essential Question: What distinguishes childhood from
adulthood?
Learning Targets
Reading Foundations
Reading Literature:
I can compare and contrast the experience of reading a
There is a Reading
story, poem, or drama to listening to or viewing an audio, Foundations map included
video, or live version of the text.
in the Common Core
Curriculum Maps.
Language:
I can demonstrate command of the conventions of
Reading Strategies/Skills
Standard English grammar and usage when writing or
Write arguments to
speaking.
support claims.
a. I can ensure that pronouns are in the proper case
Audio versus written
(subjective, objective, possessive).
Elements of setting
Focus Standards:
RI.6.1
RL.6.7
W.6.3
SL.6.1(a)
SL.6.1(b)
L.6.1
L.6.1(a)
L.6.1(b)
Assessment
Compare and contrast
characters in the novel
Tuck Everlasting. Would
they like to remain young
forever? Why or why not?
Vocabulary/Terminology
Character development
Character traits
Elements of setting: place,
time, environment
Core Texts
Fiction:
“Eleven” (PH)
“The Sound of Summer
Running” (PH)
“The Tail” (PH)
“Stray” (PH)
“Business at Eleven” (PH)
“Papa’s Parrot” (PH)
“The Jump” (G)
“The Game” (G)
“The Medicine Bag” (G)
b. I can use intensive pronouns (myself and
ourselves).
Reading Information Text:
I can cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
Writing:
I can write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Speaking and Listening:
I can engage in effectively in a range of collaborative
discussions.
a. I can come to discussions prepared, having read
or studied material; explicitly draw on that
preparation by referring to evidence on the topic.
b. I can follow rules for collegial discussions, set
specific goals and deadlines, and define individual
roles as needed.
Informative essay of what
Interviews
distinguishes childhood
Prequel
from adulthood
Character maps (compare
similarities and differences
for character development)
Language mechanics
(suffixes, prefixes, root
word, pronouns,
capitalization,
punctuation).
“Sarah Cynthia Sylvia” (G)
“The Drive-In Movies”(PH)
“Hard as Nails” (PH)
“The Jacket” (G)
Tuck Everlasting
Nonfiction:
“My Papa, Mark Twain”
(PH)
“Water” (PH)
“Stage Fright” (PH)
Suggested Read Alouds:
Unit of Study: Folklore: A Blast from the Past
Timeline:
September-October
Essential Question: How is folklore simultaneously
revealing and limiting?
Learning Targets
Reading Literature:
I can 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 towards
a resolution.
Reading Foundations
There is a Reading
Foundations map included
in the Common Core
Curriculum Maps.
Language:
I can determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grad six
reading and content.
a. I can use context as a clue to the meaning of a
Reading Strategies/Skills
Focus Standards:
RL.6.3
RI.6.4
W.6.3
W.6.7
SL.6.1
SL.6.1(c)
SL.6.1(d)
L.6.4
L.6.4(a)
L.6.4(b)
Assessment
A Venn Diagram to show
similarities and differences
in myths, legends, and tall
tales.
Compare and contrast two
or more characters or
events across stories
drawing on specific
information.
Vocabulary/Terminology
Core Texts
Fiction:
“Why the Tortoise’s Shell is
Not Smooth” (PH & G)
“Pegasus and Bellarophan”
(G)
“Homecoming” (PH)
“Dragon, Dragon” (PH)
“Arachne” (PH)
“The Three Wishes” (PH)
“The Frog Prince” (G)
“Why Monkeys Live in
word or phrase.
b. I can use common grade-appropriate Greek or
Latin affixes and roots as clues to the meaning of
a word.
Reading Information Text:
I can determine the meaning of words and phrases as
they are used in a text, including figurative, connotative,
and technical meanings.
Writing:
I can write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
I can conduct short research projects to answer a
question, drawing on several sources and refocusing the
inquiry when appropriate.
Speaking and Listening:
I can engage effectively in a range of collaborative
discussions.
c. I can pose and respond to specific questions with
elaboration and detail by making comments that
contribute to the topic, text, or issue under
discussion.
d. I can review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Compare and contrast
myths, legends and tall
tales.
Write your own myth or
legend focusing on
similarities and differences
between
countries/cultures with
myths, legends, and tall
tales.
Culture
Etymology
Folklore
Folktale
Legend
Myth
Oral tradition
Plot
Trees” (PH)
“from Beowulf” (G)
“The Stone” (PH)
“Greyling” (PH)
“ Black Cowboy, Wild
Horses” (PH)
Nonfiction:
Suggested Read Alouds:
Unit of Study: Embracing Heritage
Timeline:
November-December
Reading Foundations
There is a Reading
Foundations map included
in the Common Core
Curriculum Maps.
Focus Standards:
RL.6.6
RI.6.3
RI.6.9
W.6.1
W.6.5
SL.6.3
L.6.4
L.6.4(c)
L.6.4(d)
Assessment
Informative essay using the
question “How does
heritage define us
individually and as a
nation?”
Write an essay in answer to
the quote “Know from
whence you came. If you
know from whence you
came, there are absolutely
not limitations to where
you can go.” Cite specific
examples from the text to
justify your response.
Reading Information Text:
I can analyze in detail how a key individual, event, or idea
is introduced, illustrated, and elaborated in text. I can
compare and contrast one author’s presentation of
events with that of another.
Reading Strategies/Skills
Vocabulary/Terminology
Writing:
I can write arguments to support claims with clear
reasons and relevant evidence. I can develop and
strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Interviews with three
different generations of
families.
Use a variety of questions
stems (BRT) for interviews.
Differentiate between
Essential Question: How does heritage define us
individually and as a nation?
Learning Targets
Reading Literature:
I can explain how an author develops the point of view
of the narrator in a text.
Language:
I can determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade six
reading and content.
c. I can consult reference materials to find the
pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
d. I can verify the preliminary determination of the
meaning of a word or phrase.
Biography
Epilogue
Heritage
Legacy
Lore
Memoir
Core Texts
Fiction:
“The All-American Slurp”
(PH)
“The Circuit” (PH)
“Aaron’s Gift” (PH)
From Watership Down (G)
“The Stub-Book” (G)
“The Life and Death of a
Western Gladiator” (G)
“The Southpaw” (PH &G)
From Jonathan Livingston
Seagull (G)
From Homesick (G)
“The Wise Old Woman” (G)
“The Circuit” (PH)
“The Stone” (PH)
“The All-American Slurp”
(PH)
“The Three Wishes” (PH)
“Letter From a
Concentration Camp” (PH)
“The Homecoming” (PH)
Nonfiction:
“Letter from Concentration
Speaking and Listening:
I can delineate a speaker’s arguments and specific claims,
distinguishing claims that are supported by reasons and
evidence from claims that are not.
facts, opinions and
judgments.
Realism
Traditional literature
Camp” (PH)
“Jackie Robinson: Justice at
Last” (PH)
“Zlata’s Diary” (PH)
“Names/Nombres” (PH)
From Something to Declare
(PH)
“The Shutout” (PH)
From The Pigman & Me
(PH)
Suggested Read Alouds:
Unit of Study: Courageous Characters
Timeline:
January-February
Essential Question: How are acts of courage revealed in
writing?
Learning Targets
Reading Literature: I can compare and contrast texts in
different forms or genres in terms of their approaches to
similar themes and topics.
Language: I can vary sentence patterns for meaning and
style while maintaining consistency in style and tone.
Reading Foundations
There is a Reading
Foundations map included
in the Common Core
Curriculum Maps.
Reading Information Text: I can determine a central idea
from a text using details and provide a summary without
personal opinions or judgments.
Writing: I can write arguments focused on disciplinespecific content, organizing reasons and evidence
logically, producing a final product using the Internet to
publish a writing document.
Speaking and Listening: I can interpret print and nonprint resources and explain how they further the
understanding of a text.
Reading Strategies/Skills
Compare courageous
characters.
Create a list of vocabulary
words to learn (prefixes,
suffixes, root words,
meanings, etc.).
Compose a variety of
written products
(argumentative,
descriptive, personal
response, etc.).
Focus Standards:
RL.6.9
RI.6.2
W.6.1
W.6.6
SL.6.2
L.6.3
Assessment
How do the stories from
this unit provide insight
into the courageous
characters? How are their
stories alike? How are their
stories different? Cite
specific information from
the texts to justify your
response.
Vocabulary/Terminology
Antagonist
Character development
Protagonist
Core Texts
Fiction:
“The King of Mazy May”
(PH)
“Zlateh the Goat” (PH)
“The Wounded Wolf” (PH)
“Feathered Friend” (PH)
“The Old Woman Who
Lived with the Wolves”
(PH)
From “El Guero” (G)
“The Rescue of Perishing”
(G)
“My Friend Flicka” (G)
“Ta-Na-E-Ka” (G)
“To Build a Fire” (G)
From “Beowulf” (G)
“The Last Dinosaur” (G)
“President Cleveland,
Where Are You?” (G)
“The Circuit”(G & PH)
“The Cold Wave” (G)
My Side of the Mountain
(G)
“Birdfoots’s Grandpa” (G)
“Life Doesn’t Frighten Me”
(G)
“Juke Box Love Song” (G)
“Mi Madre” (G)
“Freddy the Rat Perishes”
(G)
“Twister Hits Houston” (G)
“Who Will Teach Me?” (G)
“Jigsaw Puzzle” (G)
“The Exposed Nest” (G)
Nonfiction:
“Turkeys” (PH)
“Three Days to See” (G)
“Earthquake: The Story of
an Eyewitness” (G)
“Race to the End of the
Earth” (PH)
“36 Beached Whales Die in
St. Martin” (PH)
“A Cow Herder on
Horseback” (G)
“The Green Mamba” (G)
Suggested Read Alouds:
Unit of Study: Figure it Out
Timeline:
February-March
Focus Standards:
RL.6.5
Essential Question: How do strategies for solving math
RI.6.4
problems compare with strategies for solving
W.6.2
mysteries?
SL.6.4
L.6.5
Learning Targets
Reading Foundations
Assessment
Reading Literature: I can analyze how parts of literary
Write a mystery based on a
text contribute to the development of the theme, setting, There is a Reading
math problem using
or plot.
Foundations map included selected vocabulary and
in the Common Core
the appropriate processes
Language: I can identify and explain the usage of
Curriculum Maps.
to solve the problem while
figurative language, word relationships, nuances, and
incorporating the
word meanings within literary texts.
characteristics of the
mystery genre.
Reading Information Text: I can determine the meaning
Reading Strategies/Skills
Vocabulary/Terminology
of words and phrases as they are used in a text, including Compare reading a mystery Alibi
figurative, connotative, and technical meanings.
to listening.
Deductive reasoning
Create a list of vocabulary
Evidence
Writing: I can write an informative or explanatory essay
words to learn.
Inductive reasoning
relative to the unit topic.
Compose a variety of
Inference
written products
Investigator
Speaking and Listening: I can give an oral presentation to (argumentative,
Mystery
present claims and findings using pertinent descriptions, informative, narrative).
Problem solving
facts, and details.
Compare the way to solve
Red herring
a mystery to the way to
Sleuth
solve a math problem.
Suspect
Victim
Witness
Core Texts
Fiction:
“The Flying Machine” (G)
“The Virtuoso” (G)
“The Microscope” (G)
“Arithmetic” (G)
“The Sound of Summer
Running” (PH)
“Stray” (PH)
Nonfiction:
“The Drive-In Movies” (PH)
“The Market Square
Dog”(PH)
“The Horned Toad” (G)
Suggested Read Alouds:
Unit of Study: Winging It
Timeline:
April-May
Essential Question: How do literature and informational
text reveal why people dream of flying?
Learning Targets
Reading Foundations
Reading Literature: I can determine a central idea from a
text using details and provide a summary without
There is a Reading
personal opinions or judgments.
Foundations map included
in the Common Core
Language: I can use all forms of pronouns effectively.
Curriculum Maps.
Reading Information Text: I can determine an author’s
point of view and purpose and present information in
different formats to show understanding of the topic or
issue.
Writing: I can write an informative or explanatory text
that conveys ideas, concepts, and information about a
topic or issue.
Speaking and Listening: I can create a multimedia
presentation that clearly presents information.
Reading Strategies/Skills
Compare primary and
secondary sources.
Incorporate vocabulary and
grammar strategies.
Use research skills.
Focus Standards:
RL.6.2
RI.6.6
RI.6.7
W.6.2
SL.6.5
L.6.1
Assessments
Create an
informative/explanatory
multimedia essay or
presentation that is
relevant to the information
presented in this unit of
study.
Vocabulary/Terminology
Figurative language
Idioms
Imagery
Literary techniques: rhyme
scheme, meter, metaphor,
simile, alliteration,
onomatopoeia
Memoir
Personification
Core Texts
Fiction:
“The Flying Machine” (G)
“Bats” (G)
“The Bat” (G)
“Papa’s Parrot” (G)
From Jonathan Livingston
Seagull (G)
“Aaron’s Gift” (PH)
“Feathered Friends” (PH)
“Wilbur Wright and Orville
Wright” (PH)
Wringer
Nonfiction:
“Turkeys” (PH)
Suggested Read Alouds: