LANGUAGE ARTS LITERACY CURRICULUM GRADE 6--2011 – September Standard Learning Assessment Interdisciplinary Activities Connections September Health 2.1.6.E.2-3 RL.6.1 Read aloud in class Observation Cite textual evidence to support Health 2.4.6.A.2-4 Read with a partner analysis of what the text says Class novel Review Silent, independent reading explicitly as well as inferences drawn with bullying Careers 9.1.8.A.1-2 homework Journal entries from the text. and developing 9.1.8.C.1 (comprehension RL.6.2 Comprehension questions identity themes Determine a theme or central idea of a questions, Define and review literary text and how it is conveyed through (such as Technology Crash, journal entries, terms (genre, realistic particular details; provide a summary 8.1.8.A.1, 8.1.8.D.1 Holes, or etc.) fiction, plot, conflict, climax, of the text distinct from personal Touching Spirit setting, character trait, opinions or judgments. Visual and Bear) log RL.6.3 theme) Performing Arts Describe how a particular or story’s Prepare “Hot Seat” a series of 1.3.8.C.1-2 drama’s plot unfolds in Quizzes (interview characters from episodes as well as how the characters Bullying project the novel) or other skit based respond or change as the plot moves Hot seat or skit on the novel toward a resolution. Short writing rubric RL.6.4 Read/discuss other short pieces Determine the meaning of words and texts with bullying theme phrases as they are used in a text, such as a short story, poem, including figurative and connotative or informational article. meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.5 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.9
LANGUAGE ARTS LITERACY CURRICULUM – GRADE 6--2011 September Standard Learning Activities Assessment Interdisciplinary Connections September Class novel with bullying and developing identity themes (such as Crash, Holes, or Touching Spirit Bear) Bullying project Short writing pieces RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 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.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.4 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.6.5 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.9 Read aloud in class Read with a partner Silent, independent reading Journal entries Comprehension questions Define and review literary terms (genre, realistic fiction, plot, conflict, climax, setting, character trait, theme) Prepare “Hot Seat” (interview characters from the novel) or other skit based on the novel Read/discuss other short texts with bullying theme such as a short story, poem, or informational article. Observation Review homework (comprehension questions, journal entries, etc.) log Quizzes Hot seat or skit rubric Health 2.1.6.E.2-3 Health 2.4.6.A.2-4 Careers 9.1.8.A.1-2 9.1.8.C.1 Technology 8.1.8.A.1, 8.1.8.D.1 Visual and Performing Arts 1.3.8.C.1-2
Grade_6_-_Language_Arts.docx