6th Advanced Reading Pacing Guide
Huntsville City Schools
Course: _____ Adv. Reading_______ Grade: _______6_______
E
Honors 6 Minimum requirements:
3 Literature short texts
2 informational short text
1 literature extended text
*Required Texts: The Watsons Go to Birmingham, The Devil’s Arithmetic, Where the Red Fern Grows
*Text levels should be 5-8 or higher
*Use a minimum of 3 LTF Lessons
* Select higher level text when using PHLit
Note: The Giver, Book Thief, Witness, Christmas Carol (drama), Freak the Mighty, Wednesday Wars, Written in Bone, Anne Frank
(drama), Looking Glass Wars, Alice’s Adventures in Wonderland, Dr. Jekyll & Mr. Hyde, and Ender’s Game are now on the protected list
and cannot be taught in the 6th grade.
**Short text selections would include short texts of sufficient complexity for close reading that would allow students to draw ample evidence
from the texts and present their analyses in writing as well as through speaking.
Literature includes adventure stories, historical fiction, mysteries, myths, science fiction ,realistic fiction, allegories, parodies, satire, drama,
graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free-verse poems, sonnets, odes, ballads, and epics(Common
Core State Standards, page 57).
Informational texts/literary nonfiction include the subgenres of exposition, argument and functional text in the form of personal essays;
speeches; opinion pieces; essays about art or literature; biographies; memoirs; journalism; and historical, scientific, technical or economic
accounts (including digital sources) written for a broad audience (Common Core State Standards, page 57).
One extended text: This should be an extended, full-length work of literature (such as a novel or a play) or longer literary nonfiction,
depending on the focus of the module. Like the others, this text would be aligned with the complexity and range specifications of the
standards. As with shorter texts, students would perform a close, analytic reading of the extended text; compare and synthesize ideas from
across other related texts; conduct text-focused discussions; and produce written work aligned with the standards. Such a study could take
around two to three weeks of concentrated focus on a single text.
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6th Advanced Reading Pacing Guide
1st
9-week Instructional Guide
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
Standard
“I Can” Statements *
Resources
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text. [RL.6.1]
-Define Cite
- Find textual evidence for support
-Make inferences through text
RL6.1-PHLit “The Wounded Wolf”
-LTF Analyzing a Visual Text-Fall of Icarus
-LTF Peeling Back the Layers: Where the Red
Fern Grows
-LTF Multiple Choice: Where the Red Fern
Grows
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.6.4]
-Define figurative language.
Personification. Smile. Metaphor.
Hyperbole. Onomatopoeia.
-Define connotative meaning
-Define tone
-Determine the meaning of a word
-Analyze why and how a word was/is
used
RL6.4-PHLit “Woman’s View of the Gold Rush”
-LTF Claims in a Visual Text
-LTF Rhetorical Claims in Quotation
-LTF Mandala
Explain how an author develops the point
of view of the narrator or speaker in a text.
[RL.6.6]
-Define point of view
-Explain how the author uses the narrator
to develop the point of view
RL6.6-PHLit “Smilie: Willow and Ginkgo”
-LTF Foundation Lesson: Author’s Purpose
-LTF Point of View
Reading Informational: Cite textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text. [RI.6.1]
-Define cite
-Find evidence for support (questions,
explanations, etc.)
-Make inferences
RI6.1-PHLit “Gold Rush: The Journey By Land”
-LTF Annotation and Author’s Purpose
-LTF Determining Fact, Opinion and Bias
2
6th Advanced Reading Pacing Guide
Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings. [RI.6.4]
-Define figurative language
-Define connotative meaning
-Define technical vocabulary
-Determine the meaning of a word
RI6.4-PHLit “Bird’s Struggle to Recover from Egg
Theft of the 1800s”
-LTF Foundation Lesson: The Best Word for
the Job
-LTF Summarizing and Identifying Issues in
Nonfiction
-LTF Connecting Figurative Language and
Meaning Where the Red Fern Grows
Determine an author's point of view or
purpose in a text and explain how it is
conveyed in the text. [RI.6.6]
-Define point of view
-Determine the authors point of view in a
text
RI6.6-PHLit “Chinese and African Americans in the
Gold Rush”
-LTF Foundation Lesson Point of View
Writing: Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences. [W.6.3]
a. Engage and orient the reader by
establishing a context and introducing a
narrator, characters, or both; organize an
event sequence that unfolds naturally and
logically. [W.6.3a]
b. Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters. [W.6.3b]
c. Use a variety of transition words,
phrases, and clauses to convey sequence
and signal shifts from one time frame or
setting to another. [W.6.3c]
d. Use precise words and phrases,
relevant descriptive details, and sensory
language to convey experiences and
events. [W.6.3d]
-Understand what a narrative paper is
and when it is used
-Write a narrative paper
W6.3PHLit p.102-109, p. 14-16
-Develop a narrator and/or characters
-Develop a plot
-Use dialogue in writing
W6.3a-PHLit p.102-109, p. 14-16
-Use transitions in writing
W6.3b-PHLit p.102-109, p. 14-16
-Use transitions in writing
W6.3c-PHLit p.102-109, p. 14-16
-LTF Claims in a Visual Text
-Use descriptive words in writing
W6.3d-PHLit p.102-109, p. 14-16
- Understand and use vocabulary and
sensory language
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6th Advanced Reading Pacing Guide
e. Provide a conclusion that follows from
the narrated experiences or events.
[W.6.3e]
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 2123 above.) [W.6.4]
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting or trying a new approach.
[Editing for conventions should
demonstrate command of the first three
Language standards in Grades K-6)
[W.6.5]
Speaking and Listening: Engage
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners
on Grade 6 topics, texts, and issues,
building on others' ideas and expressing
their own clearly. [SL.6.1]
a. Come to discussions prepared, having
read or studied required material; explicitly
draw on that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion. [SL.6.1a]
b. Follow rules for collegial discussions,
set specific goals and deadlines, and
define individual roles as needed.
[SL.6.1b]
-Provide a conclusion in writing
W6.3e-PHLit .102-109, p. 14-16
-Develop grade-level appropriate writing
W6.4- PHLit p.102-109, p. 14-16
-I can use guidance from my peers and
adults to plan, revise, and edit my writing
W6.5- PHLit p.102-109, p. 14-16
-Use revision strategies
-Use editing strategies
SL6.1- PHLit p. 166, 193, 205, 229
-Participate in one-on-one discussions
-Participate in group discussions
-Participate in teacher-led discussions
SL6.1a-PHLit p. 166, 193, 205, 22
-Prepare for a discussion by understand
what to do, how to research, how to
speak, etc.
Sl6.1b-PHLit p. 166, 193, 205, 229
*Suggested “I can” statements*
4
6th Advanced Reading Pacing Guide
Huntsville City Schools
2nd
9-week Instructional Guide
Course: ____Adv. Reading_______ Grade: _______6_______
**RL6.1, RI6.1, RL6.4, RI6.4, RL6.6, RI6.6 should be continuously taught throughout year **
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
Standard
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.6.2)
Describe how a particular story 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.6.3]
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.6.5]
“I Can” Statements *
-Determine theme of a piece of
literature/writing
-Support theme with details from the
literature/writing
-Write or present an unbiased summary of
the literature/writing
-Describe the series of events that are
part of the plot
-Describe how a character changes
throughout the story
-Define resolution
-Define theme. Setting. Plot.
-Explain how a particular part of a literary
piece moves the story along
-Explain how a particular part of the
literary piece develops the theme
Resources
RL6.2-PHLit “The Southpaw”
-LTF Annotation and Author’s Purpose:
Riding Is an Exercise of the Mind”
-LTF Determining the Mood and Tone in
The First Betrayals
RL6.3- PHLit “Stray”
-LTF Conflict and Theme
-LTF Cross Genre Lesson: Ozymadias and
Rames
RL6.5-PHLit “Lob’s Girl”; “Jeremiah’s Song”
-LTF Foundation Lesson: Maybe You Can
Judge a Book by a Cover
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6th Advanced Reading Pacing Guide
Reading Informational: 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.6.2]
-Determine theme
-Support theme with details
-Write an unbiased summary
RI6.2-PHLit “Rambling ‘Round”
-LTF Peeling Back the Layers: “The
Witch”
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.6.3]
-Explain how people, ideas, and
situations are developed throughout a text
RI6.3-PHLit “Jackie Robinson: Justice at Last”
-LTF Determining Tone Through Music
-LTF Synthesizing Multiple Genres:
Reading Sources
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.6.5]
-Explain how a part of text helps to
develop the ideas
RI6.5-PHLit “From ‘The Pigman and Me’”
-LTF Conflict and Theme
-LTF Irony in Literature and Life
Writing: Write arguments to support claims
with clear reasons and relevant evidence.
[W.6.1]
-Write an argumentative paper
W6.1-PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
-LTF Peeling Back the Layers: An Open
Heart
c. Use words, phrases, and clauses to
clarify the relationships among claim(s) and
reasons. [W.6.1c]
-Use transitions to clarify relationships
W6.1c-PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
d. Establish and maintain a formal style.
[W.6.1d]
-Use formal style in writing
W6.1d- PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
e. Provide a concluding statement or
section that follows from the argument
presented. [W.6.1e]
Write informative or explanatory texts to
examine a topic and convey ideas,
-Make a concluding statement
W6.1e-PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
W6.2-
-Write an informative/explanatory paper
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6th Advanced Reading Pacing Guide
concepts, and information through the
selection, organization, and analysis of
relevant content. [W.6.2]
Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison or contrast,
and cause and effect; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. [W.6.2a]
-Introduce a topic
-Use multiple strategies to organize
information
-Use charts, pictures, headings, etc. to
organize in presentations
-PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
-LTF Peeling Back the Layers: The Witch
W6.2a-PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples. [W.6.2b]
-Support the topic with facts, details,
quotes and examples
W6.2b-PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
Speaking and Listening: Pose and
respond to specific questions with
elaboration and detail by making comments
that contribute to the topic, text, or issue
under discussion. [SL.6.1c]
Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing. [SL.6.1d]
-Ask questions of my group members.
-Respond to questions posed by my
group members
SL6.1c-PHLit p.71
--Summarize the group’s discussion.
-Understand others’ perspectives
SL6.1d- PHLit p. 71
7
6th Advanced Reading Pacing Guide
Huntsville City Schools
3rd
9-week Instructional Guide
Course: ____ Adv. Reading_______ Grade: _______6_______
**RL6.1, RI6.1, RL6.4, RI6.4, RL6.6, RI6.6 should be continuously taught throughout year **
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
Standard
“I Can” Statements*
Resources
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.6.7]
-Define compare and contrast
-Explain the similarities and difference
between multiple genres with similar
themes
RL6.7-PHLit “A Dream Within a Dream”; “The
World is Not a Pleasant Place to Be”; “The
Fairies Lullaby”
-LTF Reading Poetry
-LTF Synthesizing Poetry
-LTF Analyzing Poetry using Neighborhood
Odes
-LTF Allusions in Advertising
Differentiate among odes, ballads, epic
poetry, and science fiction. (Alabama
Standard # 8)
-Define odes, ballads, epic poetry, and
science fiction
- Explain differences between genres
Reading Informational: 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.6.7]
-Define integrate
-Use pictures, charts, text, etc. to explain
a topic or issue
Alabama-PH Lit “From Brighton Beach Memoirs”
-“The Sidewalk Racer”
-LTF Syntax and Mood: “The First Day”
RI6.7-PHLit “Research on “Grit”
-LTF Using Imagery to Create Tone
-LTF Writing Thesis Statement and Topic
Sentences for Argument Essay
8
6th Advanced Reading Pacing Guide
-Define claims
-Tell the difference between supported
and unsupported claims
RI6.8-PHLit “Water” “Preserving a Great
American Symbol” “Red Sox Get Ready to
Celebrate 100 Years at Fenway” “Why We
Love Baseball”
-LTF Appeals in Advertising
-LTF How Appeals are Created
-LTF Understanding Appeals
-Write an argumentative paper
W6.1-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
a. Introduce claim(s) and organize the
reasons and evidence clearly. [W.6.1a]
-Define claims; argument
-Create a strong claims
W6.1a- PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources
and demonstrating an understanding of the
topic or text. [W.6.1b]
-Organize evidence to support claims
W6.1b-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
-LTF Elements of an Argument
-LTF Strengthen Claims
c. Use words, phrases, and clauses to clarify
the relationships among claim(s) and
reasons. [W.6.1c]
-Use credible sources
-Use transitions to clarify relationships
d. Establish and maintain a formal style.
[W.6.1d]
e. Provide a concluding statement or section
that follows from the argument presented.
[W.6.1e]
-Use formal style while writing
Use technology, including the Internet, to
produce and publish writing as well as to
interact and collaborate with others;
-Use technology to publish writing
-Use technology to collaborate on my
writing
W6.1c- PHLit p. lxviii, 27, 273, 434, 376-383,
538-545
-LTF Rhetorical Claims in Quotations
W6.1d- PHLit p. 27, 378
W6.1e-PHLit p. lxviii, 27, 273, 434, 376-383, 538545
-LTF Foundation Lesson: Writing
Argumentative Essay
W6.6- PHLit p. 6, p. 487
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. [RI.6.8]
W Writing: Write arguments to support claims
with clear reasons and relevant evidence.
[W.6.1]
-Make a concluding statement
9
6th Advanced Reading Pacing Guide
demonstrate sufficient command of
keyboarding skills to type a minimum of
three pages in a single sitting. [W.6.6]
Conduct short research projects to answer a
question, drawing on several sources and
refocusing the inquiry when appropriate.
[W.6.7]
-Demonstrate sufficient keyboarding skills
while writing
-Type three pages in a single sitting
-Create a research paper
-Use several sources to answer a
question/topic of interest
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. [W.6.8]
-Find information form print sources
-Find information from digital sources
-Define credible
-Determine if a source is credible
-Define plagiarism
-Paraphrase information
-Include quotes correctly
-Produce a bibliography page
-Understand information presented in
various formats
Speaking and Listening: Interpret
information presented in diverse media and
formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic,
text, or issue under study. [SL.6.2]
W6.7- PHLit p. 27, 43, 57, 131, 135, 143, 147, 153,
166, 215, 263, 269, 273, 279, 285, 291, 306, 333,
353, 365, 397, 403, 409, 419, 423, 429, 444, 487,
579, 583, 589, 593, 595, 603, 618, 649, 665, 725,
733, 737, 745, 749, 755
W6.8- PHLit p. 715, 725
SL6.2- PHLit p. 238-239
Delineate a speaker's argument and specific
claims, distinguishing claims that are
supported by reasons and evidence from
claims that are not. [SL.6.3]
-Define delineate
-Tell the difference between supported
and unsupported claims
SL6.3- PHLit p. 238-239, 536-537
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.6.4]
-Present claims logically
-Use descriptions, facts, and details
-Use appropriate eye contact, volume,
and pronunciation
SL6.4- PHLit p. 725, 733, 536-537,
*Suggested I can statements
10
6th Advanced Reading Pacing Guide
Huntsville City Schools
4th
9-week Instructional Guide
Course: _____ Adv. Reading_______ Grade: _______6_______
**RL6.1, RI6.1, RL6.4, RI6.4, RL6.6, RI6.6 should be continuously taught throughout year **
*”Note that LTF lessons are designed to be modified by the teacher to use with any appropriate text.”
Standard
“I Can” Statements *
Resources
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. [RL.6.9]
-Explain and differentiate the similarities
and differences between multiple genres
with similar themes and topics
RL6.9-PH Lit “from You’re a Good Man, Charlie Brown”;
“Gluskabe and Old Man Winter”
-LTF Summarizing and Identifying Issues in
Nonfiction
By the end of the year, read and
comprehend literature, including
stories, dramas, and poems, in the
Grades 6-8 text complexity band
proficiently, with scaffolding as
needed at the high end of the range.
[RL.6.10]
Reading Informational: 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).
[RI.6.9]
-Define genre
-Explain the similarities and differences
between multiple genres with similar
themes and topics
RL6.10- PHLit “Phantom Tollbooth Act 1 & 2”
-LTF Understanding Appeals
-LTF Analyzing a Visual Text: Fall of Icarus
-Comprehend many genres of literature at
my grade level
RI6.9-PHLit “My Papa, Mark Twain””; “Stage Fright””
11
6th Advanced Reading Pacing Guide
By the end of the year, read and
comprehend literary nonfiction in the
Grades 6-8 text complexity band
proficiently, with scaffolding as
needed at the high end of the range.
[RI.6.10]
Writing:
Draw evidence from literary or
informational texts to support
analysis, reflection, and research
[W.6.9]
-Define compare and contrast
-Expain the similarities and differences
between two written works on the same
topic
RI6.10-PHLit “Mark Twain’s First “Vacation”; “According
to Mark Twain”
-Comprehend nonfiction writing at my
grade level
W6.9-PHLit p. 167, 246, 445, 708
a. Apply Grade 6 Reading
standards to literature (e.g.,
"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").
[W.6.9a]
-Use pieces of literary text to support my
writing
W6.9a- PHLit p. 243, 423, 578, 649, 72-97, 230-235,
366-371, 423, 488, 521, 522-533, 676-697
Write routinely over extended
time frames, including time for
research, reflection, and revision,
and shorter time frames such as
a single sitting or a day or two
for a range of discipline-specific
tasks, purposes, and audiences.
[W.6.10]
Speaking and Listening:
Include multimedia components
(e.g., graphics, images, music,
and sound) and visual displays in
presentations to clarify
information. [SL.6.5]
-Use pieces from information texts to
support my writing
W6.10-PHLit {Refer to PH Lit, Write to Learn, and Writing
Coach programs}
-LTF Writing an Argument: A Mock Trial
-Write for many reasons
SL6.5-PH Lit Digital Path, p. 521
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6th Advanced Reading Pacing Guide
Review the key ideas expressed
and demonstrate understanding
of multiple perspectives through
reflection and paraphrasing.
[SL.6.1d]
-Use multimedia components in a
presentation to clarify information
SL6.1d- PHLit p. 100, 154, 294, 432, 604, 756, R9
Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
(See Grade 6 Language standards 37
and 39 for specific expectations.) [SL.6.6]
-Understand others’ perspectives
SL6.6- PHLit p. 756-757
*Suggested I can statements*
13
6th Advanced Reading Pacing Guide
Suggested Additional Extended Works:
 The Boy in the Striped Pajamas
 Among the Hidden
 Harry Potter and the Sorcerer’s Stone
 Sound Shadows of the New World
 Gandhi
 The Thief Lord
 A Stone in My Hand
 The Incredible Journey
 Tuck Everlasting
 The View from Saturday
 Treasure Island
 Roll of Thunder, Hear My Cry
 Out of the Dust
 Where The Red Fern Grows
Suggested Additional Resources:
Coreknowledge.org-unit plans
Sharemylesson.com
Pbs.org
Lessonplanspage.com
Readwritethink.com
Betterlesson.com
Internet4classrooms
Edmodo SnapShot
Scootpad
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