English Grade 6
Year-at-a-Glance (SAMPLE)
Dear Teachers,
This document is a draft of an LPSS Year-at-a-Glance that includes sample anchor texts and related texts for four modules at one grade
level. Other documents in this folder contain similar samples for the other grades in the 6-12 range. You received a link to the entire folder
because conversations between teachers of all grade levels are critically important in this process of aligning our curriculum to the Common
Core State Standards, so it may be useful to glance through all grade level samples.
These LPSS samples reflect the hard work of a great many classroom teachers who studied LPSS texts and resources, analyzed LDOE
modules, and collaborated with other teachers from across the parish with the goal of creating text sets that match the needs and resources of
LPSS. Teachers from every middle and high school were invited to participate in this work, and every school was invited to submit a list of
resources to aid in the work.
These documents are works in progress, and while you may begin the process of getting ready for the 2013-2014 school year, please
note that revisions are ongoing. We are soliciting your feedback about any aspect of these drafts and particularly welcome your suggestions for
related texts of the informational variety and for those located within the grade-level textbook. The inclusion of a text within Appendix B of the
CCSS or as the anchor text of an LDOE module disqualifies that text for use at an alternate grade level as an LPSS anchor text. A protocol for
substitution of text sets is located in this folder and will aid schools in developing school-specific text sets.
When purchasing resources for a particular grade level, please refer to Appendix B of the CCSS, the LDOE samples, and the LPSS sample
drafts. Middle school teachers should also consult the LDOE 4th and 5th grade samples to prevent the overlapping of texts with lower grade
levels.
Please contact one of the lead teachers with your feedback!
Laurie Godshall
337-296-4126
lcgodshall@lpssonline.com
Libby Nehrbass
337-298-0387
esnehrbass@lpssonline.com
Michelle Salts
337-303-4517
dmsalts@lpssonline.com
1
5/28/2013 SAMPLE DRAFT
English Grade 6
Purpose of
Planning
Build students’
knowledge:
Illustrate how
knowledge builds
through texts
within and across
grades
Unit One
Maniac Magee by Jerry Spinelli
(820L) excluded, assigned to
alternate grade level
LDOE Anchor Text: Out of the
Dust, Karen Hesse (Literary)
Students will learn about
coming of age in middle school
by exploring the struggles of
adolescence, such as selfesteem, conflict resolution, peer
pressure, social interaction, and
wise decision-making.
Year-at-a-Glance (SAMPLE)
Unit Two
Unit Three
Unit Four
“The First Emperor” excerpt
from The Tomb Robbers by
Daniel Cohen
“Digging Up the Past”
(Magazine Article) by Helen
Bledsoe (Informational)
LDOE Anchor Text: The Mystery
of the Egyptian Mummy, Joyce
Filer (Informational)
Hatchet, Gary Paulsen (Literary)
(1020L)
“Read and Watch: Steve Jobs’
Stanford Commencement
Address,” Mark Memmott, NPR
(Informational)
LDOE Anchor Text is the same
LDOE Anchor Text is the same
Students will learn more about
how we determine what
happened in the past. Building
on the idea of reading written
accounts from different points
of view, archaeologists, like
detectives, work to piece
together the past based on
artifacts. Their written results
provide for us the “stories” of
human history and help us to
more completely understand
the past, both in how we are
connected to it and how life has
changed over time and what
lesson can be learned.
This set teaches students about
physical and emotional survival
in the face of grave danger and
overwhelming odds. Students
learn about the importance of
positive thinking, problem
solving, and constant vigilance
when facing any situation,
especially a life threatening one.
They will also learn about the
struggle of man versus nature,
our connection to the natural
world, and our attempts to
control it.
Studies on success have
revealed that it isn’t talent that
makes a person great, rather it
is hard work, deliberate
practice, and the ability to learn
from failures and persevere.
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English Grade 6
Increase text
complexity1:
Illustrate how text
complexity
increases within
and across grades
Integrate
standards around
texts:
Provide multiple
opportunities for
students to
develop their
literacy
While the text complexity of the
anchor text falls below the
Lexile framework grade level, it
is a high interest, relevant book
which will hook the students. It
contains mature themes,
complex vocabulary, references
to historical events, and
symbolism of cultural status.
The informational texts are
included to expand the
students’ knowledge of the
theme.
The historical content of these
texts makes this set complex.
The readability of “The First
Emperor” and “Digging Up the
Past” measures on the 6-8 grade
band, which makes it ideal for a
student-read text. Teaching this
set as a compliment to or in
coordination with social studies
will help support students’
understanding of the texts.
Year-at-a-Glance (SAMPLE)
The readability of the anchor
text measures in the middle of
the grades 6-8 band. The
related texts vary in complexity.
Snow Fall: The Avalanche at
Tunnel Creek offers
opportunities for work with
more complex and innovative
structures.
While there is a range of text
complexity levels in this set, the
majority of these texts fit in the
grades 6-8 band. Understanding
some of the technical
vocabulary related to theory in
the articles will require
scaffolding.
The PARCC Model Content Frameworks provide an overview of how the standards can be integrated and centered around the reading of
complex texts. The frameworks include:
 A sample visual of how a year might be organized,
 An overview of the Common Core State Standard expectations in grade 6,
 Writing standards progression from grade 5 to grade 6, and
 Speaking and Listening standards progression from grade 5 to grade 6.
The plan below provides a sample of the specific year-long content for grade 6 based on the PARCC Model Content Frameworks.
1
By the end of grade 6, students should demonstrate the ability to read and understand texts in the 6-8 grade band proficiently, with scaffolding as needed at
the high end of the range (RL.6.10, RI.6.10). This plan provides direction for whole-class instruction with opportunities for student collaboration and rereading.
Support for students outside of whole-class instruction should build student proficiency with reading grade-level texts. This might involve: for weaker
readers—continued fluency work and reading of easier, related texts to support, not substitute or replace, the whole-class text; for on-level readers—
continued support for students in reading the whole-class text (i.e., additional readings of specific passages with text-dependent questions); or, for advanced
readers—extension work with more challenging texts. Students should also engage in regular independent reading of self-selected texts. Click here for
guidance on determining text complexity.
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5/28/2013 SAMPLE DRAFT
English Grade 6
Year-in-Detail (SAMPLE)
Unit One
Theme:
Anchor Text
Maniac Magee by Jerry
Spinelli
(820L) excluded,
assigned to alternate
grade level
Unit One
Coming of Age
LDOE Anchor Text: Out
of the Dust, Karen Hesse
(Literary)
Text Complexity
Rationale
While the text
complexity of the anchor
text falls below the Lexile
framework grade level, it
is a high interest,
relevant book which will
hook the students. It
contains mature themes,
complex vocabulary,
references to historical
events, and symbolism of
cultural status. The
informational texts are
included to expand the
students’ knowledge of
the theme.
Related Texts
Literary Texts
 *“Eleven” by Sandra Cisneros
 *“Tuesday of the Other June” by Norma Fox Maxer
 *“The School Play” by Gary Soto
 *“Scout’s Honor” by Avi
 *“Aaron’s Gift” by Myron Levoy
 *“All Summer in a Day” by Ray Bradbury
 *“Damon and Pythias” by Fan Kissen (play)
 *“Primer” by Rita Dove (poem)
 *“On Turning Ten” by Billy Collins (poem)
 *“Life Doesn’t Frighten Me” by Maya Angelou (poem)
 *“Mooses” by Ted Hughes (poem)
 *“Same Song” by Pat Mora (poem)
 *“Without Commercials” by Alice Walker (poem)
 “We Real Cool” by Gwendolyn Brooks (poem)
http://www.poets.org/viewmedia.php/prmMID/15433
Building Student Knowledge
(Summary of Unit Focus)
Students will learn about
coming of age in middle
school by exploring the
struggles of adolescence,
such as self-esteem, conflict
resolution, peer pressure,
social interaction, and wise
decision-making.
Reading
RL.6-8.1, RL.6-8.2, RL.68.3, RL.6-8.4, RL.6-8.5,
RL.6-8.6, RL.6-8.7, RL.68.9, RL.6-8.10
RI.6-8.1, RI.6-8.2, RI.68.3, RI.6-8.4, RI.6-8.5,
RI.6-8.6, RI.6-8.7, RI.68.8, RI.6-8.9, RI.6-8.10
Writing
W.6-8.1, W.6-8.2, W.68.3, W.6-8.4, W.6-8.5,
Sample Research
The student will select one of W.6-8.6, W.6-8.7, W.68.8, W.6-8.9, W.6-8.10
the informational topics
presented, conduct further
research, produce an
evidence-based writing, and Speaking and Listening
SL.6-8.1, SL.6-8.2,SL.6present information using a
multimedia presentation (i.e. 8.3, SL.6-8.4, SL.6-8.5,
SL.6-8.6
pamphlet, PowerPoint, etc.)
Students will design the
Language
rubric.
L.6-8.1, L.6-8.2, L.6-8.3,
L.6-8.4, L.6-8.5, L.6-8.6
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English Grade 6
Year-in-Detail (SAMPLE)
Informational Texts
 *“The Problem with Bullies” by Sean Price (magazine
article) text
 *“The First Skateboard in the History of the World” by
Betsy Byars (memoir) text
 *“The Violent Side of Video Games” and “What Video
Games can Teach Us” by Emily Sohn (essays) text
 “Surf Safely in Cyberspace” by Rebecca Leon (magazine
article) EBSCO
Nonprint Texts (Media, Website, Video, Film, Music, Art,
Graphics)
 Doing the Right Thing: Good, Better, Best!
(video from Discovery Channel about work ethic)
 Doing the Right Thing: Making Wrong Right (video
from Discovery Channel)
 “Smallville” Media Study from textbook on evaluating
character.
*Located in the grade-level textbook; check thematic table of
contents for additional titles
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English Grade 6
Year-in-Detail (SAMPLE)
SPED Options:
Crash by Jerry Spinelli (Lexile 560)
Double Dutch by Sharon Draper (Lexile 760)Scorpions by Walter Dean Myers (Lexile 610)
Because of Winn Dixie by Kate DiCamillo (Lexile 610)
Possible Teacher Resources
Discoveryeducation.com, Scholastic Scope Magazine, and McDougal Littell Literature textbook
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English Grade 6
Year-in-Detail (SAMPLE)
Unit Two
Unit Theme: Learning from the Past
Anchor Text
“The First Emperor”
excerpt from The Tomb
Robbers by Daniel
Cohen
“Digging Up the Past”
(Magazine Article) by
Helen Bledsoe
Text Complexity
Rationale
The historical content of
these texts makes this
set complex. The
readability of “The First
Emperor” and “Digging
Up the Past” measures
on the 6-8 grade band,
which makes it ideal for
a student-read text.
Teaching this set as a
compliment to or in
coordination with social
studies will help support
students’ understanding
of the texts.
Related Texts
Literary Texts
 “The Dog of Pompeii” short story by Louis Untermeyer
 “Out of Pompeii” poem by William Wilfred Campbell
 “Ceres and Proserpina” myth retold by Mary Pope
Osborne
 “Arachne” myth by Olivia Coolidge
 “President Cleveland, Where Are You?” short story by
Robert Cormier
 Excerpts from Out of the Dust by Karen Hesse
 Bud, Not Buddy novel by Christopher Paul Curtis (Lexile
950)
 The Watsons go to Birmingham (Lexile 1000)
Informational Texts
 “Supercroc” magazine article
 In Search of Pompeii book excerpt
 “Teen Hoboes of the 1930s” Scholastic magazine
 “Introduction,” Intrigue of the Past, Research
Laboratories of Archaeology
 “Indiana Jones meets Reality: Adventure into
Archaeology”
 “The Secrets of Vesuvius,” Sara Bisel
 “Ancient Roman Life Preserved at Pompeii,” James
Owens, National Geographic
 “Who Built the Pyramids?” NOVA
 Excerpts from The Riddle of the Rosetta Stone: Key
to Ancient Egypt, James Cross Giblin
Building Student Knowledge
(Summary of Unit Focus)
Students will learn more
about how we determine
what happened in the past.
Building on the idea of reading
written accounts from
different points of view,
archaeologists, like detectives,
work to piece together the
past based on artifacts. Their
written results provide for us
the “stories” of human history
and help us to more
completely understand the
past, both in how we are
connected to it and how life
has changed over time and
what lesson can be learned.
Reading
RL.6-8.1, RL.6-8.2, RL.68.3, RL.6-8.4, RL.6-8.5,
RL.6-8.6, RL.6-8.7, RL.68.9, RL.6-8.10
RI.6-8.1, RI.6-8.2, RI.68.3, RI.6-8.4, RI.6-8.5,
RI.6-8.6, RI.6-8.7, RI.68.8, RI.6-8.9, RI.6-8.10
Writing
W.6-8.1, W.6-8.2, W.68.3, W.6-8.4, W.6-8.5,
W.6-8.6, W.6-8.7, W.68.8, W.6-8.9, W.6-8.10
Speaking and Listening
SL.6-8.1, SL.6-8.2,SL.68.3, SL.6-8.4, SL.6-8.5,
SL.6-8.6
Language
L.6-8.1, L.6-8.2, L.6-8.3,
L.6-8.4, L.6-8.5, L.6-8.6
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5/28/2013 SAMPLE DRAFT
English Grade 6
Nonprint Texts (Media, Website, Video, Film, Music, Art,
Graphics)
 http://paulsereno.uchicago.edu/ (website about
paleontologist Paul Sereno)
 http://www.nps.gov/history/archeology/public/kids/
(National Park Service website)
 http://interactive.archaeology.org/pompeii/ (Archaeology
Magazine website)
 http://www.pbs.org/kenburns/dustbowl/interactive/
(Interactive Dust Bowl website with video)
 http://www.digitalhistory.uh.edu/learning_history/childr
en_depression/help_president.cfm (Digital History
website includes letters from children of the Depression
to President Roosevelt)
Year-in-Detail (SAMPLE)
Sample Research
In small groups, they students
will investigate an area of
their school or community as
a futuristic explorer. They will
create their own
archaeological report detailing
their findings (including
visuals—i.e., drawings,
photographs) and a separate
narrative description of daily
life based on artifacts and
evidence located at the “site.”
They should include
vocabulary from material read
and model their writing after
the style of the texts included
in the set.
Alternate Sample Research
The students will create a time
capsule which will reflect a
particular culture of the past.
They will include a justification
for each item (why or how it’s
important) and a visual
representation of the item (as
opposed to the actual item).
They should include
vocabulary from material read
(i.e. artifact) and model their
writing after the style/voice of
texts included in the text set.
8
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English Grade 6
Year-in-Detail (SAMPLE)
Possible Teacher Resources
9
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English Grade 6
Year-in-Detail (SAMPLE)
Unit Three
Unit Theme: Survival
Anchor Text
Hatchet, Gary Paulsen
(Literary) (1020L)
Alternate Anchor
Texts:
Fever, 1793 (580L)
Emperors of the Ice
(1050L)
The Cay (860L)
Brian’s Winter (1140L)
The Hunger Games
(810L) excluded, assigned
to alternate grade level
Text Complexity
Rationale
The readability of the
anchor text measures in
the middle of the grades
6-8 band. The related
texts vary in complexity.
Snow Fall: The
Avalanche at tunnel
Creek (website) offers
opportunities for work
with more complex and
innovative structures.
Related Texts
Literary Texts
 Excerpts from one of the sequels to the
anchor (The River, Brian’s Winter, Brian’s
Return, or Brian’s Hunt, Gary Paulsen)
 A Long Walk to Water, Linda Sue Park
 “Requiem for a Nest,” Wanda Coleman
(poem)
 The School Play (co-read with Donner
Party of 1847), Gary Soto in textbook
 “To Build a Fire,” Jack London
Informational Texts
 “Survival Stories,” Reader’s Digest
 “Your Story: Are You a Survivor?,”
National Geographic
 “The Tragic Fate of the Donner Party,
1847” (magazine article)
 “The Practice of Slowing Down,” from This
I Believe, Phil Powers
 “The Captivating Story Behind ‘127
Hours,’” CBSNews Sunday Morning
Nonprint Texts (Media, Website, Video, Film,
Music, Art, Graphics)
 Snow Fall: The Avalanche at Tunnel
Creek, John Branch (Website)
Building Student Knowledge (Summary
of Unit Focus)
This set teaches students about physical
and emotional survival in the face of
grave danger and overwhelming odds.
Students learn about the importance of
positive thinking, problem solving, and
constant vigilance when facing any
situation, especially a life-threatening
one. They will also learn about the
struggle of man versus nature, our
connection to the natural world, and
our attempts to control it.
Sample Research
Students will select an event from the
anchor text and research Brian’s steps
for survival. They will evaluate his skills
against what experts say are the best
methods and write a report explaining
how Brian was successful and/or could
have improved his situation.
Another option:
Students will gather the stories of a
real-life survivor and compare the real –
life accounts to Brian’s fictional
accounts in Hatchet. How do the real
stories approach the idea of survival
differently from the fictional portrayal?
What themes or ideas are common?
Reading
RL.6-8.1, RL.6-8.2, RL.68.3, RL.6-8.4, RL.6-8.5,
RL.6-8.6, RL.6-8.7, RL.68.9, RL.6-8.10
RI.6-8.1, RI.6-8.2, RI.68.3, RI.6-8.4, RI.6-8.5,
RI.6-8.6, RI.6-8.7, RI.68.8, RI.6-8.9, RI.6-8.10
Writing
W.6-8.1, W.6-8.2, W.68.3, W.6-8.4, W.6-8.5,
W.6-8.6, W.6-8.7, W.68.8, W.6-8.9, W.6-8.10
Speaking and Listening
SL.6-8.1, SL.6-8.2,SL.68.3, SL.6-8.4, SL.6-8.5,
SL.6-8.6
Language
L.6-8.1, L.6-8.2, L.6-8.3,
L.6-8.4, L.6-8.5, L.6-8.6
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5/28/2013 SAMPLE DRAFT
English Grade 6
Year-in-Detail (SAMPLE)
Possible Teacher Resources
For student research: http://artofmanliness.com/2010/03/11/10-wilderness-survival-lessons-from-hatchet/,
http://www.wildwoodsurvival.com/survival/index/html, and “Help Me make it Through the Night-Surviving a Wilderness
Emergency”, Kelly Stang, New York State Conservationist (April 2012)
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English Grade 6
Year-in-Detail (SAMPLE)
6th Grade English Language Arts
Unit Four Anchor Text
“Read and Watch: Steve
Jobs’ Stanford
Commencement
Address,” Mark
Unit
Memmott, NPR
Theme:
Success
through
hard
work and
ability to
learn
from
failures.
Text Complexity
Rationale
There is a range of text
complexity levels in this
set. Due to the heavy
nature of informational
texts and theoretical
ideas being discussed,
understanding some of
the technical vocabulary
in the articles will require
teacher support.
Related Texts
Literary Texts
 “Mother to Son,” Langston Hughes (Poem)
http://www.poetryfoundation.org/poem/177021
 “To Failure,” Philip Larkin (Poem)
http://www.poemhunter.com/best-poems/philip-larkin/to-failure/
 “Casey at the Bat,” Ernest Lawrence Thayer (Appendix B
Exemplar, Poem)
 “The Story of David and Goliath,” 1 Samuel 17, The Holy
Bible
 “Ghost of the Lagoon,” Armstrong Sperry in textbook
Informational Texts
 “11 Steps Toward Deliberate Practice,” Lukas Kyska, The
Aspiring Guitarist
http://expertenough.com/2327/deliberate-practice-steps
 “Happy Talk” from This I Believe, Oscar Hammerstein II
http://thisibelieve.org/essay/16609/
 Small-group investigation of different perspectives of
famous people who used failure to move forward; present
findings to class (See Teacher Resources)
 From The Story of my Life by Helen Keller in textbook
 From “Spellbinder: The Life of Harry Houdini,” Tom Lalicki
(text)
Nonprint Texts
 The Miracle Worker the Story of Helen Keller (video)
 Documentary from Houdini. The Great Escape (media
smart DVD)
 No Pain No Gain . . . Gabby Taylor (video)
http://www.scholastic.com/scopemagazine/Videos
.html
Building Student Knowledge
Students will attempt to “define”
success and learn that success
takes hard work, deliberate
practice, and the ability to learn
from failures and persevere.
Students will come to understand
more about their personal beliefs
and express those through a
personal essay/belief statement.
Sample Research
Students will investigate the
content, structure, and style of
several “This I Believe” essays
(http://thisibelieve.org/) and
(http://www.npr.org/series/453
8138/this-i-believe). Students
will then create their own essay
(http://thisibelieve.org/guidelin
es/) for possible submission.
Students will present their
essays to the class in the form
of a speech.
Reading
RL.6-8.1, RL.6-8.2, RL.68.3, RL.6-8.4, RL.6-8.5,
RL.6-8.6, RL.6-8.7, RL.68.9, RL.6-8.10
RI.6-8.1, RI.6-8.2, RI.6-8.3,
RI.6-8.4, RI.6-8.5, RI.6-8.6,
RI.6-8.7, RI.6-8.8, RI.6-8.9,
RI.6-8.10
Writing
W.6-8.1, W.6-8.2, W.6-8.3,
W.6-8.4, W.6-8.5, W.6-8.6,
W.6-8.7, W.6-8.8, W.6-8.9,
W.6-8.10
Speaking and Listening
SL.6-8.1, SL.6-8.2,SL.6-8.3,
SL.6-8.4, SL.6-8.5, SL.6-8.6
Language
L.6-8.1, L.6-8.2, L.6-8.3,
L.6-8.4, L.6-8.5, L.6-8.6
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English Grade 6
Year-in-Detail (SAMPLE)
Possible Teacher Resources
http://presentoutlook.com “Twenty Famous Failures”.
Sample texts for investigating “famous failures”:
The Secret of Success is Not a Secret: Stories of Famous People Who Persevered, Darcy Andries, “7 Entrepreneurs Whose Perseverance
Will Inspire You,” Tom Zeleznock, and “Famous Failures”
“Lincoln’s ‘Failures’?” Abraham Lincoln Online)
SPED Option:
Matthew Henson at the Top of the World by Jim Haskins
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