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Category: Grade 6 ELA

  • Grade 6 ELA Unit 4

    Informative and Expository Texts/Research

    Unit description: In this unit, students will identify and analyze the structure of various non-fiction texts, as well as determine how text features contribute to their development. Students will also utilize an established criteria to evaluate the quality of a text, as well as make connections to other texts, cultural perspectives, eras, etc. Students will write an informational piece to examine a topic, drawing important and relevant evidence to support their assertions.

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

    Essential Outcomes

    Reading

    • 6R1 Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 6R6 In informational texts, explain how an author’s geographic location or culture affects his or her perspective.
    • 6R8 Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not.
    • 6R9 Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.

    Language

    • 6L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • 6L6 Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    Writing

    • 6W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 6W4 Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
    • 6W5 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.
    • 6W6 Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.

    Speaking and Listening

    • 6SL1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL2 Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
    • 6SL3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R1, 6R5, 6R6, 6R7, 6R8, 6R9
    • 6L1, 6L2, 6L3, 6L3a, 6L6
    • 6W2, 6W4, 6W5, 6W6, 6W7
    • 6SL1a-d, 6SL2, 6SL3, 6SL4, 6SL5, 6SL6

    Essential Questions and Big Ideas

    • Why is nonfiction important?
      • Nonfiction is an important genre because it provides necessary information to its readers.
      • It’s important to evaluate the legitimacy of nonfiction so that we as readers can make informed decisions based on factual data.
    • How do we evaluate informational texts?
      • The quality and reliability of informational texts varies and can be evaluated by understanding the source.
      • Evaluators use set criteria to look closely at informative texts.
      • Each evaluator brings their own understanding and therefore may have differing impressions of informational texts than others.
    • How do our cultures and identities influence our writing and how we see the world?
      • Everyone comes with a unique set of lived experiences.
      • Our experiences, cultures, and identities influence the way we write and read, as well as the way we interact with others.
    • How do we conduct and share appropriate research?
      • Choosing topics that are important to ourselves and our communities make researching relevant.
      • We must be informed researchers so we are pulling data and facts from appropriate sources.
      • Good researchers have a plan or guide.

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text (informational)
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
    • Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

    Download the complete Grade 6 ELA Unit 4 framework to customize for your own planning.

  • Grade 6 ELA Unit 3

    Comparative Literature Short Stories/Mood & Tone Focus

    Unit description: Building on their learning from the previous unit, students will continue their work with theme, and dive deeply into multiple short stories to compare and contrast themes and their development in each. Students will also work on the diction level to analyze the impact that specific words have on the development of the plot and theme of each story. Students will utilize a variety of formats to respond to teacher and student- generated questions about each text.

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

    Essential Outcomes

    Reading

    • 6R2 Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text.
    • 6R3 In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
    • 6R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings.

    Language

    • 6L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies
      Writing
    • 6W5 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.

    Speaking and Listening

    • 6SL1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R2, 6R3, 6R4
    • 6L1, 6L2, 6L3, 6L4
    • 6W3, 6W5
    • 6SL1, 6SL3

    Essential Questions and Big Ideas

    • How do author’s develop mood and tone?
      • Authors use multiple techniques, including use of story elements, to develop mood and tone.
      • Good readers track mood and tone within and across stories.
    • What makes a short story effective?
      • Authors’ use of techniques can make a short story effective or ineffective.
      • Good readers evaluate the use of author’s techniques, including mood and tone, as they read.
    • Why is comparing and contrasting stories important?
      • Short stories have similarities and differences, and it’s our job as readers to evaluate and ask questions about them as we read.
      • When we compare and contrast multiple short stories, we become more in tune with an author’s style, choices, and techniques.
      • Readers can express their findings in many formats, including written and verbal forms.

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text (literary.)
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research.
    • Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

    Download the complete Grade 6 ELA Unit 3 framework to customize for your own planning.

  • Grade 6 ELA Unit 2

    Narrative Texts

    Unit description: In this unit, students will read a variety of texts to make logical inferences, as well as identify and track the development of a theme across a work of fiction. Students will also utilize close reading skills to determine how certain sections of a text contribute to the development of the plot and theme. Students will respond using various methods (verbally, in writing, etc.) to express their learning of the units’ texts, as well as draft their own narratives utilizing the tools learned within the unit.

    Download the complete Grade 6 ELA Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 6R1 Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 6R2 Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text.
    • 6R3 In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
    • 6R5 In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme, central idea, setting, or plot. In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme or central ideas.
    • 6R6 In literary texts, identify the point of view and explain how it is developed and conveys meaning. In informational texts, explain how an author’s geographic location or culture affects his or her perspective.

    Language

    • 6L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 6L6 Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    Writing

    • 6W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and sequencing
    • 6W4 Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

    Speaking and Listening

    • 6SL1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R1, 6R2, 6R3, 6R4, 6R5, 6R6, 6R8
    • 6L1, 6L2, 6L3, 6 L4, 6L5, 6L6
    • 6W3a-e, WHST3(6-8), 6W4
    • 6SL1, 6SL3, 6SL4,6SL5, 6SL6

    Essential Questions and Big Ideas

    • How are stories told?
      • Authors utilize many different techniques to captivate their readers
      • The narrative form is one way of telling stories
    • How are themes developed?
      • Authors use themes to highlight a central message/ moral for a reader
      • There are many different ways themes can develop, and it’s our job as readers to track them
    • How do I create my own narrative?
      • Good writers use different techniques and styles to craft their own writing
      • Varying with techniques allows good writers to craft their own style

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text (literary)
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
    • Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

    Download the complete Grade 6 ELA Unit 2 framework to customize for your own planning.

  • Grade 6 ELA Unit 1

    Argumentation

    In this introductory unit, students will identify an author’s argument, and analyze how it develops over the course of the text through relevant or irrelevant evidence. Students will also look deeply at a text to identify other factors that could affect an author’s perspective (i.e. geographic location, culture, etc.) This unit will culminate in students generating their own arguments on a topic(s), and providing relevant and specific evidence to support their claim. 

    Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors. 

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 6 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 6R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. 
    • 6R3: In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. 
    • 6R6: In literary texts, identify the point of view and explain how it is developed and conveys meaning. In informational texts, explain how an author’s geographic location or culture affects his or her perspective.
    • 6R8: Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not.

    Language

    • 6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Writing

    • 6W1: Write arguments to support claims with clear reasons and relevant evidence.
    • 6W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.

    Speaking and Listening

    • 6SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
    • 6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R1, 6R3, 6R6, 6R7, 6R8
    • 6L1, 6L2, 6L4, 6L5
    • 6W1a-f, 6W5
    • 6SL1, 6SL2, 6SL3, 6SL4, 6SL5, 6SL6

    Essential Questions and Big Ideas

    • How do we identify an author’s claim and how it unfolds throughout the text? 
      • Students will identify and analyze the evidence and decide whether it is relevant or irrelevant to support the claim of the author. 
    • What factors can affect an author’s perspective? 
      • Factors such as geographical location and culture can affect the perspective of the author.
    • How can I create and demonstrate my own command of claims and evidence?
      • Students generate their own arguments on a topic(s), and provide relevant and specific evidence to support their claim.

    Download the complete Grade 6 ELA Unit 1 framework to customize for your own planning.