Sixth Grade ELA

Course Description

Sixth Grade English Language Arts encourages students to reflect on the power of the individual. Students will look inward as they reflect on their own lives, writing about powerful narrative moments that have helped shape the person they are today. Through literature and nonfiction, students will also consider the impact individuals have on the world around them. By reading and analyzing a variety of texts in whole class and book club settings, students will discover how to question and make sense of the world. Students will use their voice to form ideas and opinions while learning how to effectively use evidence and reasoning to validate their thoughts through the writing of claim, evidence and reasoning paragraphs. By the end of the year, students will develop their narrative voices in their own writing and be able to analyze and discuss the impact of other writers’ narratives in fiction and nonfiction texts.

Grade Level(s): Sixth Grade

Related Priority Standards (State &/or National):  DESE ELA Priority Standards, Grade 6

Essential Questions

• How do I read fiction/non-fiction texts to question and make sense of the world? 
• How do I understand the writer’s purpose in writing fiction/non-fiction? 
• How do I collect information from fiction/non-fiction texts to better understand the text and the world?
• How can I read and study mentor texts to help build my skills and strategies as a writer and a thinker?
• How can I use my voice through writing to communicate ideas and experiences?
• How can I use my voice to communicate ideas and experiences?

Enduring Understandings/Big Ideas

• Comprehend and interpret texts as a reader
• Analyze craft and structure as a reader
• Synthesize ideas from multiple texts
• Approach a task as a researcher, as a writer, and as a reader
• Demonstrate understanding of multiple perspectives through reflection and paraphrasing
• Plan and deliver presentations based on appropriate task, audience, and purpose 

Course-Level Scope & Sequence (Units &/or Skills)

Unit 1 - Literary Analysis: Students will compare and contrast the experience of reading a story to listening to or viewing a performed version of the same text. Students will note how a performance impacts personal interpretation and develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence. Students will demonstrate an understanding of multiple perspectives through reflection and paraphrasing during peer discussions.

• Reading
• Make inferences and draw conclusions by citing textual evidence to support analysis of what a text says explicitly
• Determine the figurative and connotative meaning of words and phrases as they are used in a text using context, affixes, or reference materials
• Analyze how the repetition of words or word sounds contributes to meaning in a text
• Draw conclusions from the visual elements of a text
• Determine the claim(s) of a text
• Cite text evidence to support the development of the theme(s)
• Summarize a text
• Explain how an author develops the narrator or speaker’s point of view (perspective) in a text
• Analyze how word choice and figurative language contributes to meaning in a text

• Writing
• Follow a writing process to develop a narrative
• Produce clear and coherent narrative writing with development, organization, style, and voice
• Develop narrative writing, about real or imagined experiences, with clearly identified characters, sequence of events, and relevant descriptive details appropriate to the task, purpose, and audience
• Review, revise, and edit writing with consideration for task, purpose, and audience
• Organize the content of the writing by introducing a topic appropriate, maintaining a clear focus throughout the text, and providing a conclusion that is appropriate to task, purpose, and audience
• Choose precise language, establishing and maintaining an appropriate and consistent style for task, purpose, and audience
• Demonstrate a command of the conventions of standard English grammar, spelling, punctuation, and the use of complete sentences
• Use transitions in writing to clarify relationships, connect ideas and claims, and signal time shifts appropriate to task, purpose, and audience
• Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others

• Speaking & Listening
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including appropriate volume
• Use conventions of language as appropriate to task, purpose, and audience
• Position their body to face the audience when speaking, making eye contact with listeners at various intervals and using gestures to communicate a clear viewpoint when presenting

Unit 2 - Personal Narrative: Students will cite textual evidence when analyzing what a text says explicitly, as well as inferences drawn from the text. Students will produce clear and coherent narrative writing with engaging idea development, organization, style, and authentic voice. Students will use various mediums to interact and collaborate with their peers.

• Reading
• Determine the theme(s) of a text, citing evidence to support development of the theme(s)
• Summarize a text
• Compare and contrast the experience of reading a story to listening to or viewing an audio, video, or live version of the same text
• Note how a performance impacts personal interpretation
• Compare and contrast texts from different genres that address similar themes or topics
• Explain how the plot and conflict reflect historical and/or cultural contexts in multiple texts
• Read and comprehend literature, including stories, dramas, and poems, independently and proficiently

• Writing
• Follow a writing process to develop an argumentative essay, producing clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose, and audience
• Develop writing with argumentative writing techniques appropriate to the task, purpose, and audience, introducing and supporting a claim with clear reasons and relevant evidence
• Review, revise, and edit writing with consideration for task, purpose, and audience
• Introduce a topic in writing, maintaining a clear focus throughout the text and providing a conclusion that follows from the text
• Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation, and the use of complete sentences
• Use transitions to clarify relationships, connect ideas and claims, and signal shifts in time, appropriate to task, purpose, and audience
• Use technology, including the Internet, to produce and publish writing appropriate to task, purpose, and audience, as well as to interact and collaborate with others

• Speaking & Listening
• Follow rules for collegial discussions and decision making while collaborating with others, defining individual roles, as needed, and tracking specific goals and deadlines
• Delineate a speaker’s argument and claims, evaluating reasoning and sufficiency of evidence in order to pose questions that connect the ideas of several speakers
• Pose and respond to others’ questions and comments with elaboration and detail
• Make comments that contribute to the topic, text, or issue under discussion
• Review the key ideas expressed by the speaker including those presented in diverse media
• Demonstrate an understanding of multiple perspectives through reflection and paraphrasing during collaboration

Unit 3 - Nonfiction Research and Analysis: Students will explain how an author develops a point of view or perspective in a text. Students will quote or paraphrase the research and conclusions of others while avoiding plagiarism. Students will pose and respond to specific questions with intentional elaboration and detail. Students will demonstrate an understanding of multiple perspectives through reflection and critical thinking.

• Reading
• Make inferences and draw conclusions by citing textual evidence to support analysis of what a text says explicitly
• Determine the figurative and connotative meaning of words and phrases as they are used in a text using context, affixes, or reference materials
• Analyze how the repetition of words or word sounds contributes to meaning in a text
• Draw conclusions from the visual elements of a text
• Determine the claim(s) of a text
• Cite text evidence to support the development of the theme(s)
• Summarize a text
• Explain how an author develops the narrator or speaker’s point of view (perspective) in a text
• Analyze how word choice and figurative language contributes to meaning in a text

• Writing
• Follow a writing process to develop an expository essay, producing clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose, and audience
• Develop writing with expository writing techniques appropriate to the task, purpose, and audience, introducing and supporting a claim with clear reasons and relevant evidence
• Review, revise, and edit writing with consideration for task, purpose, and audience
• Introduce a topic in writing, maintaining a clear focus throughout the text and providing a conclusion that follows from the text
• Review, revise, and edit writing with consideration for task, purpose, and audience
• Organize the content of the writing by introducing a topic appropriate, maintaining a clear focus throughout the text, and providing a conclusion that is appropriate to task, purpose, and audience
• Choose precise language, establishing and maintaining an appropriate and consistent style for task, purpose, and audience
• Demonstrate a command of the conventions of standard English grammar, spelling, punctuation, and the use of complete sentences
• Use transitions in writing to clarify relationships, connect ideas and claims, and signal time shifts appropriate to task, purpose, and audience
• Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others
• Conduct research to answer a question, gathering relevant information from multiple sources (print and digital), and integrating information using a standard citation system
• Gather relevant information from multiple print and digital sources, using search terms effectively and assessing the credibility and accuracy of each source
• Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

• Speaking & Listening
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting, including appropriate volume
• Use conventions of language as appropriate to task, purpose, and audience delineate the speaker’s argument and claims
• Pose and respond to others’ questions and comments with elaboration and detail
• Make comments that contribute to the topic, text, or issue under discussion
• Review the key ideas expressed by the speaker including those presented in diverse media
• Demonstrate an understanding of multiple perspectives through reflection and paraphrasing during collaboration
• Plan and deliver appropriate presentations based on task, audience, and purpose
• Incorporate multimedia components into a presentation that are appropriate to task, purpose, and audience to clarify claims, findings, and ideas

Unit 4 - Book Club Capstone: Students will cite evidence to support the development of themes presented in a text. Students will develop narratives, including poems, about real or imagined experiences, with clearly identified characters, sequence of events, and relevant descriptive details. Students will speak clearly and audibly, including using appropriate volume, as appropriate to peer conversations and presentation of ideas.

• Reading
• Make inferences and draw conclusions by citing textual evidence to support analysis of what a text says explicitly
• Determine the figurative and connotative meaning of words and phrases as they are used in a text using context, affixes, or reference materials
• Analyze how the repetition of words or word sounds contributes to meaning in a text
• Draw conclusions from the visual elements of a text
• Determine the claim(s) of a text
• Cite text evidence to support the development of the theme(s)
• Summarize a text
• Explain how an author develops the narrator or speaker’s point of view (perspective) in a text
• Analyze how word choice and figurative language contributes to meaning in a text

• Writing
• Follow a writing process to develop a narrative
• Produce clear and coherent narrative writing with development, organization, style, and voice
• Develop narrative writing, about real or imagined experiences, with clearly identified characters, sequence of events, and relevant descriptive details appropriate to the task, purpose, and audience
• Review, revise, and edit writing with consideration for task, purpose, and audience
• Organize the content of the writing by introducing a topic appropriate, maintaining a clear focus throughout the text, and providing a conclusion that is appropriate to task, purpose, and audience
• Choose precise language, establishing and maintaining an appropriate and consistent style for task, purpose, and audience
• Demonstrate a command of the conventions of standard English grammar, spelling, punctuation, and the use of complete sentences
• Use transitions in writing to clarify relationships, connect ideas and claims, and signal time shifts appropriate to task, purpose, and audience
• Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others

• Speaking & Listening
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including appropriate volume
• Use conventions of language as appropriate to task, purpose, and audience
• Position their body to face the audience when speaking, making eye contact with listeners at various intervals and using gestures to communicate a clear viewpoint when presenting

Date Last Revised/Approved: 2021