of narrative structure. Students will use a variety of reading strategies describe how a fictional plot is often episodic, and how characters develop such as text annotation, QAR as the plot moves toward a resolution. understand that fiction includes Relationship), thinking aloud, etc. a variety of genres, including notice an craft, including use of : author’s short story, novel, and drama. language patterns; sentence variety; understand that narrative vocabulary; nonfiction includes biography, imagery; and autobiography, and personal figurative language. essay. recognize an use of: author’s understand that poetry can be simile figures of speech that use the words or to make like as rhymed, unrhymed, and/or – comparisons; patterned. hyperbole intentionally exaggerated figures of speech; and – differentiate between narrative metaphor a figure of speech that makes a comparison equating – and poetic forms. two or more unlike things without using or “like” “as.” understand that imagery and recognize poetic forms, including: figurative language enrich texts. haiku a 17-syllable, delicate, unrhymed Japanese verse, usually – about nature; recognize an craft as author’s limerick a 5-line, rhymed, rhythmic verse, usually humorous; the purposeful choice of – vocabulary, sentence formation, ballad a songlike narrative poem, usually featuring rhyme, – voice, and tone. rhythm, and refrain; and free verse poetry with neither regular meter nor rhyme scheme. – recognize an theme(s). author’s recognize poetic elements in prose and poetry, including: recognize that prior or rhyme recurring identical or similar final word sounds within or – background knowledge assists at the ends of lines of verse, e.g., farm/harm; in making connections to the rhythm the recurring pattern of strong and weak syllabic stresses; – text. repetition repeated use of sounds, words, or ideas for effect and – emphasis; alliteration repetition of initial sounds, e.g., picked a peck of – and pickled peppers; onomatopoeia the use of a word whose sound suggests its – meaning, e.g., buzz. recognize an tone including serious, humorous, objective, and author’s personal. use strategies for summarizing, such as graphic organizers. use graphic organizers to record plot elements that illustrate cause and effect relationships and plot development.
Students will use a variety of reading strategies such as text annotation, QAR Relationship), thinking aloud, etc. of narrative structure. understand that fiction includes a variety of genres, including short story, novel, and drama. understand that narrative nonfiction includes biography, autobiography, and personal essay. understand that poetry can be rhymed, unrhymed, and/or patterned. differentiate between narrative and poetic forms. understand that imagery and figurative language enrich texts. recognize an author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone. recognize an author’s theme(s). recognize that prior or background knowledge assists in making connections to the text. describe how a fictional plot is often episodic, and how characters develop as the plot moves toward a resolution. notice an author’s craft, including use of : language patterns; sentence variety; vocabulary; imagery; and figurative language. recognize an author’s use of: simile – figures of speech that use the words like or as to make comparisons; hyperbole – intentionally exaggerated figures of speech; and metaphor – a figure of speech that makes a comparison equating two or more unlike things without using “like” or “as.” recognize poetic forms, including: haiku – a 17-syllable, delicate, unrhymed Japanese verse, usually about nature; limerick – a 5-line, rhymed, rhythmic verse, usually humorous; ballad – a songlike narrative poem, usually featuring rhyme, rhythm, and refrain; and free verse – poetry with neither regular meter nor rhyme scheme. recognize poetic elements in prose and poetry, including: rhyme – recurring identical or similar final word sounds within or at the ends of lines of verse, e.g., farm/harm; rhythm – the recurring pattern of strong and weak syllabic stresses; repetition – repeated use of sounds, words, or ideas for effect and emphasis; alliteration – repetition of initial sounds, e.g., picked a peck of pickled peppers; and onomatopoeia – the use of a word whose sound suggests its meaning, e.g., buzz. recognize an author’s tone including serious, humorous, objective, and personal. use strategies for summarizing, such as graphic organizers. use graphic organizers to record plot elements that illustrate cause and effect relationships and plot development.
13-14%20Grade%206%20Curriculum%20Guide.docx