Harrisburg School District
Planned Course Guide
Title of Planned Course: English 6
Subject Area: English
Grade Level: 6
Course Description:
English 6 focuses on the PA Common Core Standards in reading, writing, speaking and
listening through a multi-genre approach to literature by exploring nonfiction, short
stories, poetry, drama, and novels. It includes grammar, composition, multicultural
literature, critical thinking skills, vocabulary development, oral communication, and
research skills.
Time/Credit for this Course: One Full School Year
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Harrisburg School District
Planned Course Materials
Textbooks:
Literature, Holt McDougal 2012
Supplemental Books:
Teacher Resources:
Teacher resources will be supplied by Holt McDougal. They include ancillary
workbooks as well as CD ROMS for test construction; online editions will be available to
students and teachers with additional online support such as interactive whiteboard
lessons at thinkcentral.com. Supplemental video excerpts are also provided by the
company which will reinforce lessons and add an American historical perspective in
accordance with the Common Core Standards.
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Curriculum Map
August:
September:
October:
November:
December:
January:
February:
PSSA Writing Field Test: February 3 - 14
March and April:
PSSA Math/Reading Test: March 17 – 28
May:
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Harrisburg School District
Required Readings
Unit 1
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Text Analysis Workshop
The School Play by Gary Soto
All Summer in a Day by Ray Bradbury
Settling in Space. Weather That’s Out of This World by Alan Dyer
Space Settlements by Al Globus
illustration entitled “Artists Views of a Space Colony”.
Woodsong by Gary Paulsen
A Life in the Day of Gary Paulsen
Unit 2
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Text Analysis Workshop
Eleven by Sandra Cisneros
Jeremiah’s Song by Walter Dean Myers
Role-Playing and Discovery by Jerry Pinkney
The Life and Adventures of Nat Love by Nat Love
Life Doesn’t Frighten Me by Maya Angelou
On Turning Ten by Billy Collins
Unit 3
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Text Analysis Workshop
The Dog of Pompeii by Louis Untermeyer
from In Search of Pompeii by Giovanni Caselli
Italians Trying to Prevent a Modern Pompeii by Ellen Hale, USA Today
Scout’s Honor by Avi
How to Build a Bat House
Words Like Freedom and Dreams by Langston Hughes
Unit 4
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Text Analysis Workshop
The True Story of the Three Little Pigs by Jon Scieszka
Tuesday of the Other June by Norma Fox Mazer
Primer by Rita Dove
The Problem with Bullies by Sean Price
The Jacket by Gary Soto
4
Unit 5
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Text Analysis Workshop
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Windshield Wiper, I’m Nobody! Who Are You?, Is the Moon Tired?, Mooses, Along Hard Journey: The Story of the
Pullman Porter;Analysis of Baseball, Alone in the Nets
Unit 6
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Text Analysis Workshop
Unit 7
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Text Analysis Workshop
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Matthew Henson at the Top of the World
Over the Top of the World
Up and Over the Top:
The Story of My Life
American Sign Language:
In a Neighborhood in Los Angeles
Unit 8
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Text Analysis Workshop
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Super Croc
The First Emperor / Digging Up the Past
Brain Breeze
What Video Games Can Teach Us
Should Wild Animals Be Kept as Pets?
No Thought of Reward
Start the Day Right!
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Curriculum Scope and Sequence
Unit 1: Plot, Conflict, and Setting
Projected Time Frame: Four Weeks
PA Common Core Standards:
 EO6.A-K.1.1.3 Students will be able to describe how the plot of a particular story,
drama, or poem unfolds, as well as how the characters respond or change as the
plot moves toward a resolution.
 E06.B-C.2.1.1 Students will determine an author’s point of view or purpose in a
text and explain how it is conveyed in the text; explain how an author develops
the point of view of the narrator or speaker in a text; describe the effectiveness of
the point of view used by the author.
Reading Objectives:
 Students will describe how a story’s plot unfolds as well as how the characters
respond as the plot moves towards a resolution; analyze how a particular
sentence fits into the structure of a text and contributes to the development of the
setting and plot; review parts of a story; and analyze plot. Reading: Text
Analysis Workshop. Excerpts from Trouble River, Zlateh the Goat, The
Bracelet, You’re Not a Winner Unless Your Picture’s in the Paper, and Boar
Out There
 Students will learn cite evidence to support analysis of the text; describe how a
plot unfolds as well as how the characters respond as the plot moves towards a
resolution; and analyze how a particular sentence fits into the structure of a text
and contributes to the development of the setting and plot. Reading: The School
Play by Gary Soto
 Students will cite textual evidence to support inferences drawn from the text;
describe how characters respond as the plot moves towards a resolution; make
inferences; analyze foreshadowing; and identify a sequence in a story. Reading:
All Summer in a Day by Ray Bradbury
 Students will make connections between texts; cite textual evidence to support
what the text says explicitly; determine a central idea of a text and how it is
conveyed through details; and integrate different media or formats to develop a
coherent understanding of a topic. Reading: Settling in Space. Weather That’s
Out of This World by Alan Dyer, Space Settlements by Al Globus and an
illustration entitled “Artists Views of a Space Colony”.
 Students will identify author’s purpose; determine the meaning of words and
phrases as they are used in text; explain how author’s purpose is conveyed
through text; read and comprehend literary nonfiction. Reading: Woodsong by
Gary Paulsen and A Life in the Day of Gary Paulsen.
Grammar and Vocabulary Objectives:
 Students will learn denotations and connotations. Vocabulary Strategy, page 44
 Students will learn to avoid sentence fragments. Grammar in Context, page 45
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Students will learn how to identify suffixes. Vocabulary Strategy, page 64
Students will learn how to avoid run-on sentences. Grammar in Context, page
65
Students will learn to use synonyms in their writing to avoid overused words
(such as big). Vocabulary Strategy, page 76
Students will learn to punctuate dialogue correctly. Grammar in Context, page
77
Students will learn the difference between literal and figurative meanings.
Vocabulary Strategy, page 102
Students will learn to punctuate possessives correctly. Grammar in Context,
page 103
Students will learn prefixes “e-, ex-, in-, pro-, re-, sub-” and the Latin root “ject”.
Vocabulary Strategy, page 124
Students will learn to maintain pronoun-antecedent agreement. Grammar in
Context, page 125
Students will learn to create compound sentences. Grammar in Context, page
137
Students will learn what an intensive pronoun is and how they are used to
emphasize nouns. Grammar in Context, page 177
Writing Objectives:
 Students will analyze character’s effect on plot to write a paragraph identifying
two character traits/personal qualities that the main character shows and how
they help him resolve conflict. Reading: The School Play; Text Analysis #8,
page 43
 Students will write a brief dialogue explaining how a character feels based on the
information from the story. Reading: All Summer in a Day; Extended
Constructed Response: Dialogue, page 77
 Students will write a paragraph synthesizing ideas across texts. Reading: All
Summer in a Day and Settling in Space. Weather That’s Out of This World
Space Settlements and an illustration entitled “Artists Views of a Space
Colony”. Read for Information: Synthesize Ideas Across Texts, page 85
 Students will write a paragraph synthesizing ideas across texts. Reading:
Woodsong and A Life in the Day of Gary Paulsen. Text Analysis #7, page 123
Vocabulary:
 literary elements, plot, exposition, rising action, action, climax, falling action,
resolution, foreshadowing, main character, minor character, conflict, setting,
inference, conflict/problem, author’s purpose, nonfiction, fiction, narrative,
synonym, suffix, prefix, affix, denotation, connotation, cause & effect, narrative
nonfiction
Assessment:
 Student will complete the Unit 1 Assessment Practice in order to demonstrate
their understanding of plot, conflict, setting, sequence, making inferences,
synonyms and suffixes.
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Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
Class discussion, individual discussion
Writing assignment rough and/or final drafts
Games, puzzles
Core Activities:
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
 Students will complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on plot, conflict, and setting
through stories such as The Good Deed; The Pasture; Space Settlements;
Artists’ Views of a Space Colony; Great Reads: Historical Novel from Bud, Not
Buddy; The Horse Snake from The Land I Lost; Le Mat Village Holds On to
Snake Catching Tradition; Twain’s Tale Transplanted to Today, The Prince and
the Pauper, Twain’s Tale Transplanted to Today
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 1.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
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Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 1
 Language Handbook
 Level Up
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
9
Curriculum Scope and Sequence
Unit 2: Character and Point of View
Projected Time Frame: Four weeks
PA Common Core Standards:
Assessment Anchors:
 EO6.B-C.2.1 Students will demonstrate understanding of connections within,
between, and/or among informational texts.
 E06.B-C.2.1.1 Students will determine an author’s point of view or purpose in a
text and explain how it is conveyed in the text.
Reading Objectives:
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Students will describe how a story’s characters respond or change as the plot
moves toward a resolution; and explain how an author develops the point of view
of the narrator in a text. Reading: Text Analysis Workshop. Excerpts from:
Walk Two Moons, How Becky Garza Learned Golf, The Fable of the Three
Princes, Jeremiah’s Song, Cousins, The King’s Dragon, Anastasia Krupnik,
Students will explain how an author develops the point of view of the narrator in a
text; determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; understand first person point of
view; and make connections. Reading: Eleven by Sandra Cisneros
Students will cite textual evidence to support analysis of what the text says
explicitly; explain how an author develops the point of view of the narrator in a
text; learn about conversational voice and dialect; and learn to monitor their
reading. Reading: Jeremiah’s Song by Walter Dean Myers.
Students will compare and contrast one author’s presentation of events with that
of another; determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; identify language and tone;
understand narrative nonfiction. Reading: Role-Playing and Discovery by
Jerry Pinkney and The Life and Adventures of Nat Love by Nat Love
Students will analyze how a particular stanza fits into the structure of a text;
explain how an author develops the point of view of the speaker in a text; learn to
read poetry. Life Doesn’t Frighten Me by Maya Angelou and On Turning Ten
by Billy Collins
Grammar and Vocabulary Objectives:
 Students will use correct pronoun case. Grammar in Context, page 219
 Students will correct sentence types and punctuation. Grammar in Context, page
233
 Students will learn the Latin root “press”. Vocabulary Strategy, page 273
 Students will learn the prefixes that mean “not”. Vocabulary Strategy, page 286
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Students will learn to write adjective and adverb comparisons correctly.
Grammar in Context, page 287
Students will learn to write adverbial phrases. Grammar in Context, page 299
Writing Objectives:
 Students will write a paragraph explaining what point of view a story is written in
using at least 3 details from the text to support their answer. Reading: Eleven.
Text Analysis #8, page 204
 Students will write a paragraph summarizing how a character becomes part of a
family. Reading: Jeremiah’s Song. Short Constructed Response: Analysis,
page 233
 Students will write a comparison-contrast essay. Writing Workshop. Page 296304
Vocabulary:
Narrator, point of view, first person point of view, third person point of view, traits,
imagery, predict, conversational tone, dialect, monitor, clarify, cultural and historical
setting, customs, purpose, autobiography, personal narrative, descriptive language,
author’s perspective, symbol, speaker
Assessment:
 Student will complete the Unit 2 Assessment Practice in order to demonstrate
their understanding of analyze point of view, characters, characterization, dialect,
conversational voice, context clues and compound words.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final drafts
 Games, puzzles
Core Activities:
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
11
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

exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students will write an organized, well-developed, coherent paragraphs.
Students will complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on Character Analysis and
Point of View through stories such as, Ghost of the Lagoon, President Cleveland,
Where Are You?, Aaron’s Gift, The Red Guards.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 2.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 2
 Language Handbook
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Level Up
Vocabulary Practice
Best Practices Toolkit
PowerNotes
Teacher One Stop
Student One Stop
13
Curriculum Scope and Sequence
Unit 3: Theme
Projected Time Frame: 4 – 5 Weeks
PA Common Core Standards:
Assessment Anchors:
E06.A-K.1.1 Students will demonstrate understanding of key ideas and details in
literature.
E06.A-K.1.1.2 Students will determine a theme or central idea of a text and how it is
conveyed through relevant details; provide a summary of the text distinct from personal
opinions or judgments.
Reading Objectives:
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Students will determine a theme or central idea of a text and how it is conveyed
through particular details; learn the difference between topic and theme; and
understand implicit themes. Text Analysis Workshop. Excerpts from: The
Dog and His Reflection, The Stray Cat, and Gombei and the Wild Ducks,
Students will determine a theme or central idea of a text and how it is conveyed
through particular details; analyze how a particular sentence fits into the structure
of a text and contributes to the development of the theme, setting, or plot;
differentiate between theme and topic; and read historical fiction. Reading: The
Dog of Pompeii by Louis Untermeyer
Students will determine a central idea of a text; determine an author’s purpose
and explain how it is conveyed in the text; and read informational text. Reading:
from In Search of Pompeii by Giovanni Caselli and Italians Trying to Prevent
a Modern Pompeii by Ellen Hale, USA Today
Students will determine a theme or central idea of a text and how it is conveyed
through particular details; describe how characters change as the plot moves
toward a resolution; make predictions; and analyze character and theme.
Reading: Scout’s Honor by Avi
Students will integrate information presented in different formats to develop a
coherent understanding of a topic; read a procedural text; and analyze how a
particular sentence or section fits into the structure and contributes to the
development of ideas. Reading: How to Build a Bat House
Students will determine a theme or central idea of a poem and how it is conveyed
through details and analyze the impact of specific word choices on meaning.
Reading: Words Like Freedom and Dreams by Langston Hughes.
Grammar and Vocabulary Objectives:
 Students will learn the Latin root “rupt”. Vocabulary Strategy, page 338
 Students will learn to punctuate dialogue correctly. Grammar in Context, page
339
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Students will learn to use noun-forming suffixes. Vocabulary Strategy, page 358
Students will learn to combine sentences. Grammar in Context, page 359 &
page 377
Students will learn how to differentiate between multiple meaning words.
Vocabulary Strategy, page 392
Students will learn to punctuate dialogue. Grammar in Context, page 417
Writing Objectives:
 Students will write a paragraph stating the theme of the story using details from
the text. Reading: The Dog of Pompeii
 Students will make a connection between the main ideas of two text. Reading:
from In Search of Pompeii and Italians Trying to Prevent a Modern Pompeii;
Read for Information: Author’s Purpose and Main Idea, page 347
 Students will identify the theme of a text and write a paragraph explaining the
theme using details from the text to support their answer. Reading: Scout’s
Honor, Text Analysis #6, page 375
 Students will write about theme in poetry. Reading: Words Like Freedom and
Dreams, Text Analysis #5, page 405
Vocabulary: theme, topic, implicit, infer, central idea, historical fiction, main idea, topic
sentence, author’s purpose, character, predict, procedural text, text features, speaker,
images, visualize
Assessment:
 Student will complete the Unit 3 Assessment Practice in order to demonstrate
their understanding of theme, topic, compare & contrast, make inferences,
suffixes, multiple meaning words and punctuating dialogue.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final drafts
 Games, puzzles
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on theme.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
15
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

limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read additional works related to understanding theme; Pompeii
and Vesuvius, How to Build a Bat House, Ant and the Grasshopper, The Richer,
The Poorer, Great Reads from Esperanza Rising, Same Song, Without
Commericals.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 3.
 Students may write a portion or a complete narrative short story.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction
16
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 3
 Language Handbook
 Level Up
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
17
Curriculum Scope and Sequence
Unit 4: Sensory Language, Imagery, and Style
Projected Time Frame: 4 – 5 weeks
PA Common Core Standards:
Assessment Anchors:
E06.A-V.4.1 Students will demonstrate understanding of vocabulary and figurative
language in literature.
E06.A-V.4.1.2 Students will demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figurative language (simile, metaphor, personification, and hyperbole) in
context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category, synonym/antonym) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Reading Objectives:
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Students will learn about imagery, sensory language and style; determine the
meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; and analyze the impact of a specific word choice on
meaning and tone. Reading: Text Analysis Workshop. Excerpts from: Knots
In My Yo-Yo String, Dragonwings, Treasure Island, Duffy’s Jacket, Tuck
Everlasting and Block Party.
Student will learn how to describe how a story’s plot unfolds in a series of
episodes; compare/ contrast the experience of reading a story to viewing a live
version of the text; learn style through the rule of three and motif and identify
cause and effect. Reading: The True Story of the Three Little Pigs by Jon
Scieszka
Students will learn how to compare/ contrast text in different forms in terms of
their approaches to similar topics; how an author might use sensory language to
create imagery; learn about imagery, sensory language and style; and determine
the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; and make connections between a text and a poem.
Reading: Tuesday of the Other June by Norma Fox Mazer and Primer by Rita
Dove
Students will learn how to determine a central idea of a text and how it is
conveyed through particular details; to cite textual evidence to support what the
text says explicitly; provide a summary a summary of the text distinct from
personal opinions or judgments; analyze how a particular section fits into the
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overall structure of a text; and understand organizational patterns. Reading:
The Problem with Bullies by Sean Price
Students will provide a summary of the text distinct from personal opinions and
judgments; determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; and identify similes and
metaphors. Reading: The Jacket by Gary Soto
Grammar and Vocabulary Objectives:
 Students will learn to use similes as context clues. Vocabulary Strategy, page
455
 Students will learn to avoid clauses as fragments. Grammar in Context, page
456
 Students will learn to use figurative language in context. Vocabulary Strategy,
page 484
 Students will learn to use correct verb tenses. Grammar in Context, page 485
 Students will learn the Latin root “pro”. Vocabulary Strategy, page 506
 Students will learn to use commas correctly. Grammar in Context, page 507
Writing Objectives:
 Students will analyze style by writing about the details from a text. Reading: The
True Story of the Three Little Pigs, Text Analysis #6 and #7, page 467
 Students will make a written connection between a text and a poem focusing on
speaker. Reading: Tuesday of the Other June and Primer, Text Analysis #8,
page 483
 Students will write a summary. Reading: The Problem with Bullies, Read for
Information: Write a Summary, page 491
 Students will respond to a prompt. Reading: The Jacket, Writing Prompt,
Extended Constructed Response: Evaluation, page 507
Vocabulary: imagery, sensory language, style, tone, rule of three, motif, cause & effect,
main idea, simile, metaphor, summary, mood, purpose for reading
Assessment:
 Student will complete the Unit 4 Assessment Practice in order to demonstrate
their understanding of sensory language, imagery, style, tone, author’s purpose,
figurative language, Latin roots and commas.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final drafts
 Games, puzzles
19
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on sensory
language, imagery, and style.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
 Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read additional works related to sensory language, imagery, and
style; The All-American Slurp, Great Reads: Maniac Magee, The First
Skateboard in the History of the World, Skateboard Science, There is No Word
for Goodbye, The Phantom Tollbooth, Act 1.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 4.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
20
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


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Independent practice, group practice
White board lessons
Power point presentations
Games, puzzles, jigsaws
Class editing, peer editing, independent editing
Projects created by groups, partners, or individuals
Reading support techniques such as talking to the text in various formats as well
as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 4
 Language Handbook
 Level Up
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
21
CURRICULUM IS NOT FINISHED
PAST THIS POINT
22
Curriculum Scope and Sequence
Unit 5: The Language of Poetry
Time Frame: 4-5 weeks
PA Common Core Standards:
Assessment Anchors:
E06.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in
literature.
E06.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
a. Interpret figurative language (simile, metaphor, personification, and hyperbole) in
context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category, synonym/antonym) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Reading Objectives:
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Students will learn to cite textual evidence to cite inferences drawn from the text.
Reading: Windshield Wiper, I’m Nobody! Who Are You?, Is the Moon
Tired?, Mooses, Along Hard Journey: The Story of the Pullman Porter
Students will learn how poetry gets its musical qualities from sound devices.
Reading: Windshield Wiper
Student will learn how to explain how an author develops the point of view of the
speaker in a text nad how figurative language is based on imaginative
comparisons through devices like: simile, metaphor, personification, and
hyperbole. Reading: I’m Nobody! Who Are You?, Is the Moon Tired?,
Mooses
Students will learn how to determine the 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. Reading: Along Hard Journey: The Story of
the Pullman Porter
Students will learn how to analyze how a particular sentence or stanza fits into
the structure of a text; and the structure of poetry. Reading: Analysis of
Baseball, Alone in the Nets
Grammar and Vocabulary Objectives:
Writing Objectives:
Vocabulary:
23
Assessment:
 Student will complete the Unit 4 Assessment Practice in order to demonstrate
their understanding of analyze character and point of view
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final drafts
 Games, puzzles
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on poetry.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
 Students will write a business letter.
 Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read additional works related to the language of poetry; SeaFever, The Village Blacksmith, Fall, Change, Message from a Caterpillar, Fog,
Two Haiku, Night Journey, Who Knows if the Moon’s, Two Limericks, Good
Hotdogs, Ricos Hotdogs, Ode to an Artichoke. Additional selection questions
and ideas for extension are available in Resource Manager Unit 5.
Remediation:
24
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

Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Projects created by groups, partners or individuals
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 5
 Language Handbook
 Level Up
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
25
Curriculum Scope and Sequence
Unit 8: Information, Argument, and Persuasion
Time Frame: 4-5 weeks
PA Common Core Standards:
E06.C.1.1. Students will write arguments to support claims with clear reasons and
relevant evidence.
E06.C.1.1.2 Students will support claims(s) with clear reasons and relevant evidence,
using credible sources and demonstrating and understanding of the topic or text.
Reading Objectives:
Super Croc: Text features/summarize/capitalizing correctly/word origins
The First Emperor / Digging Up the Past: synthesizing information/setting a
purpose for reading/analyzing text features/word parts
Brain Breeze: Propaganda techniques/writing for assessment
What Video Games Can Teach Us
Should Wild Animals Be Kept as Pets?
No Thought of Reward
Start the Day Right!
Grammar and Vocabulary Objectives:
Writing Objectives:
Vocabulary:
Assessment:
 Student will complete the Unit 8 Assessment Practice in order to demonstrate
their understanding of information, argument, and persuasion
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final drafts
 Games, puzzles
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on information,
argument, and persuasion
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
26
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




answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Students will write a business letter.
Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read additional works related to information, argument, and
persuasion;
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Projects created by groups, partners or individuals
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
27
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 8
 Language Handbook
 Level Up
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
28
Curriculum Scope and Sequence
Unit 7: Biography and Autobiography
Time Frame: 3 Weeks
PA Common Core Standards:
Reading Objectives:
Matthew Henson at the Top of the World
Over the Top of the World
Up and Over the Top: Analyzing author’s purpose/synthesizing ideas across
text
The Story of My Life
American Sign Language: Interpret information in procedural text
In a Neighborhood in Los Angeles
Grammar and Vocabulary Objectives:
Writing Objectives:
Vocabulary:
Assessment:
 Student will complete the Unit 7 Assessment Practice in order to demonstrate
their understanding of biographies and autobiographies
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final drafts
 Games, puzzles
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on biographies
and autobiographies.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
29





involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Students will write a business letter.
Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read additional works related to biography and autobiography;
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Projects created by groups, partners or individuals
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 7
 Language Handbook
30
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



Level Up
Vocabulary Practice
Best Practices Toolkit
PowerNotes
Teacher One Stop
Student One Stop
31
Curriculum Scope and Sequence
Unit 6: Myths, Legends, and Tales
Time Frame: 3 Weeks
PA Common Core Standards:
Assessment Anchors:
Reading Objectives:
Apollo’s Tree: The Story of Daphne and Apollo
Spider Webs
Yeh-Shen: A Cinderella Story from China
Sootface: An Ojibwa Cinderella Story
Grammar and Vocabulary Objectives:
Writing Objectives:
Vocabulary:
Assessment: Assessments may include but are not limited to:
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook and/or teacher-generated scoring rubrics and
assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop which focuses on
myths, legends, and tales.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
32




exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Students will write a persuasive essay.
Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read additional works related to the theme, Taking Sides, such
as “Billy Thomas,” a public service announcement from the Boys and Girls
Clubs of America; “Life is Calling,” a public service announcement from the
Peace Corps; Primal Screen, an essay by Ellen Goodman; The Pedestrian, a
short story by Ray Bradbury; and TV Master, an advertisement.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 6.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Projects created by groups, partners or individuals
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
33
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 6
 Resource Manager Unit 6
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connection: Nonfiction for Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
34