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Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
Pacing guide 06
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Pacing guide 06

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  • 1. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 NNPS Curriculum Pacing Guide English Grade 6 Course Description The sixth-grade student will be an active participant in classroom discussions. The student will present personal opinions, understand differing viewpoints, distinguish between fact and opinion, and analyze the effectiveness of group communication. The student will continue in the study of the elements of media literacy as introduced in earlier grades. The student will begin the study of word origins and continue vocabulary development. The student will read independently a variety of fiction and nonfiction texts, including a significant number of classic works, for appreciation and comprehension. The student will also plan, draft, revise, and edit narratives, descriptions, and explanations, with attention to composition and style as well as sentence formation, usage, and mechanics. The student will also demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. In addition, technology will be used as a tool to research, organize, and communicate information. As in earlier grades, the meaning and consequences of plagiarism will be stressed. VDOE English Standards of Learning for Virginia Public Schools—January 2010
  • 2. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 1st Marking Period Estimated Time Enduring Understandings Essential Questions Topics Standards Introductory Unit – Unit 1 2 Weeks Students will understand that… Reading and writing will help me achieve my goals. Knowing the ground rules and expectations in a new place is important. Students will consider the following… How well do I read? How well do I write? How can I be successful in middle school? PERFORMANCE ASSESSMENT: Portfolio Reflection, goal-setting for writing. Must be stored in students’ writing portfolios. Introductory Unit Rules and Expectations: Prioritize establishing relationships as well as rules. Baseline Writing – Narrative prompt provided in unit plan to be scored using the NNPS rubric and used in determining supplementalmini-lessons for both grammar and writing. DORA testing to be followed by individual student conferences. Summer Reading Assessment: See unit plan for discussion/reflection questions. Introduction to REV It Up! and language awareness. WRITING INSTRUCTION: Students will complete Writing Territories and an Interest Inventory (see unit plan). VOCABULARY INSTRUCTION: REV It Up! units 1-3 are required for 1 st quarter. Identify word origins and derivations. Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Communication 6.1 a-b Reading Word Analysis 6.4 a-b, f Writing 6.7 a-j 6.8 b-h
  • 3. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards Through a Reporter’s Eyes – Unit 2 4 Weeks – Nonfiction 3 Weeks – Expository (Informative and Explanatory) Writing Students will understand that… Understanding a text’s purpose and structure helps a reader better understand its meaning. Nonfiction is a major source of information in our world today. Readers make judgments about our world based on what they read. Students will keep considering… How is nonfiction unique, and how do I read and write nonfiction differently than fiction? Why is it important to read nonfiction? How do I make decisions about what is going on in our world today? PERFORMANCE ASSESSMENT: Portfolio Reflection. Must be stored in students’ writing portfolios. Study of Nonfiction Teacher selected nonfiction texts. See unit plan for suggested texts. Active Reading Strategies Text structures (boldface and/or italics type, type set in color, vocabulary, graphics or photographs, headings and subheadings) Organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem-solution, generalization or principle) Draw conclusions and make inferences, fact and opinion, main idea, summarization, compare and contrast, cause and effect Use text-dependent question stems to generate questions for discussion and critical thinking. WRITING INSTRUCTION: Direct instruction on expository (informative/explanatory) texts to examine a topic and convey ideas, concepts, and information. Use a variety of prewriting strategies. Elaborate writing to give detail, add depth, and to continue the flow from idea to idea without interruption. Compose a topic sentence or a thesis statement. Compose with attention to: central idea, unity, elaboration, and organization. Maintaining consistent point of view GRAMMAR INSTRUCTION: Use complete sentences with appropriate punctuation and edit for fragments and run-ons. Reading Word Analysis 6.4 a-c, f Narrative Nonfiction 6.5 a-l Nonfiction 6.6 a-l Writing 6.7 a-j 6.8 a-h
  • 4. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards Use subject-verb agreement with intervening phrases and clauses. Maintain consistent verb tense. Avoid using coordinating conjunctions at the beginning of a sentence. Other grammar needs as indicated by students’ writing. ROOTS INSTRUCTION: ROOT mon/o (one, singular) du/o (two, twice) tri (three, third) ann/enn (year) mater/matr/i (mother) pater/patr/i (father) PREFIX di- poly- SUFFIX -able -arch VOCABULARY INSTRUCTION: REV It Up! Continue with Units 1-3 for 1 st quarter. Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Use context and sentence structure to determine meaning and differentiate among multiple meanings of words. 1 ST QUARTERLY ASSESSMENT
  • 5. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 2nd Marking Period Estimated Time Enduring Understandings Essential Questions Topics Standards Short Passages – Unit 3 6 Weeks – Short Passages 3 Weeks – Narrative Writing Students will understand that… Extensive reading expands our worlds by showing us new people, places, cultures, and experiences. Authors purposefully craft the plot, characters, and setting to create memorable stories. Authors purposefully craft informational texts to convey meaning and to impact the reader. Students will keep considering… How does extensive reading influence the way we think, act, and view the world? To what extent are plot, characters, and setting significant to the overall impact of the short story? How do authors craft nonfiction to convey meaning and to impact the reader? How does comparing and contrasting texts add meaning and deepen understanding for the reader? PERFORMANCE ASSESSMENT: Performance Product, Readers’ Theater Portfolio Reflection. Must be stored in students’ writing portfolios Short Passages Teacher selected nonfictionand fiction from the textbook and other sources. See unit plan for suggested paired passages. Elements of Fiction (characterization, setting, theme, with an emphasis on plot) Features of Nonfiction: text structures (boldface and/or italics type, type set in color, vocabulary, graphics or photographs, headings and subheadings) and organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem-solution, generalization or principle) Active Reading Strategies Use text-dependent question stems to generate questions for discussion and critical thinking. WRITING INSTRUCTION: Direct instruction on narrative writing.After conferencing, revising, and editing, baseline writing will be re-evaluated using the NNPS rubric. Use a variety of prewriting strategies. Elaborate writing to give detail, add depth, and to continue the flow from idea to idea without interruption. Compose a topic sentence or a thesis statement Compose with attention to: central idea, unity, elaboration, and organization. Communication 6.1 a-d Reading, Word Analysis 6.4 a-b, f Fiction 6.5 a-l Nonfiction 6.6 a-l Writing, 6.7 a-j 6.8 a-h
  • 6. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards Maintaining consistent point of view GRAMMAR INSTRUCTION: Use pronoun-antecedent agreement to include indefinite pronouns. Differentiate between subjects and objects when choosing pronouns. Use first person pronouns appropriately in compound subjects and objects. Recognize and correct vague pronouns. Avoid comma splices and fused sentences. Use commas in a series and commas to indicate interrupters. Other grammar needs as indicated by the students’ writing. ROOTS INSTRUCTION: ROOT quad/quart (four, fourth) pent/a; quin/t (five; fifth) astro/aster (stars, outer space) helio (sun) geo (earth, soil, global) PREFIX ex- inter- SUFFIX -er, -or - nomy VOCABULARY INSTRUCTION: REV It Up! units 4-6 are required for 2 nd quarter. Identify word origins and derivations. Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. 2 ND QUARTERLY ASSESSMENT
  • 7. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 3rd Marking Period Estimated Time Enduring Understandings Essential Questions Topics Standards Through an Artist’s Eyes – Unit 4 3.5 Weeks – Poetry 1 Weeks – Narrative Writing Students will understand that… Prose and poetry are both able to impact the reader; however, they are fundamentally different. Authors use poetic elements purposefully to elicit emotions, bring to mind sensory images, and to create tone and mood. Understanding poetic form impacts a reader’s ability to analyze poetry. Students will keep considering… How does poetry help us express our innermost thoughts differently from prose? How do poets purposely affect their readers? How does the form of a poem impact its meaning? PERFORMANCE ASSESSMENT: Source/Comparative Analysis, Analyzing a Narrative Poem Portfolio Reflection. Must be stored in students’ writing portfolios Study of Poetry Emphasis on the beauty and pleasure of poetry – understanding and comprehension of language before an analysis. Teacher selected poetry from the textbook and other sources. See unit plan for suggested poems and possible nonfiction pairings. Poetic elements (rhyme, rhythm, repetition, alliteration, onomatopoeia)and poetic forms (haiku, limerick, ballad, free verse) Figurative language (simile, metaphor, hyperbole) Nonfiction reading to support research for performance assessment. Active Reading Strategies Modeling of the reading and analysis of poetry. Use text-dependent question stems to generate questions for discussion and critical thinking. WRITING INSTRUCTION:Direct instruction on narrative techniques (dialogue, description, etc.) Identify audience and purpose. Select vocabulary and information to enhance the central idea, tone, and voice. Use transition words effectively. Incorporate sentence variety using appropriate modifiers, coordination, and subordination. Reading, Word Analysis 6.4 a, b, d, f Fiction 6.5 a-l Nonfiction 6.6 b, c, e, g, i, l Writing 6.7 a-j 6.8 a-h Research 6.9 a-e
  • 8. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards GRAMMAR INSTRUCTION: Choose adjectives and adverbs appropriately. Punctuate and format dialogue. Use reference resources to differentiate among homophones and easily confused words. Other grammar needs as indicated by the students’ writing. ROOTS INSTRUCTION: ROOT hex/a (six) sept/i (seven, seventh) auto (self, same, one) scrib, script (write, written) graph (draw, record) PREFIX in- de- pre- SUFFIX -tion -ic VOCABULARY INSTRUCTION: REV It Up! units 7-9 are required for 3 rd quarter. Identify and analyze figurative language.
  • 9. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards Media Literacy – Unit 5 3.5 Weeks – Media Literacy 1 Week – Expository Writing Students will understand that… All media messages are purposefully constructed to impact the audience. Students will keep considering… How do authors craft media messages to convey information and influence their audience? Who is the author of the message? Who is the audience? What is the purpose? PERFORMANCE ASSESSMENT: Portfolio Reflection. Must be stored in students’ writing portfolios Media Literacy Emphasis on deconstruction (author, format, audience, content, purpose) of media messages Compare and contrast media messages Create media messages Use text-dependent question stems to generate questions for discussion and critical thinking. WRITING INSTRUCTION:Students will write cause/effect and comparison/contrast texts to examine topics and analyze media messages. Select vocabulary and information to enhance the central idea, tone, and voice. Incorporate variety into sentences by expanding and embedding ideas by using modifiers, standard coordination, and subordination in complete sentences. Use appropriate transitions to clarify the relationship among ideas and concepts. Identify audience and purpose and select vocabulary and tone accordingly. GRAMMAR INSTRUCTION: See Unit 4 ROOTS INSTRUCTION:See Unit 4 VOCABULARY INSTRUCTION: REV It Up!Continue with Units 7-9 for 3 rd quarter. Use word reference materials 3 RD QUARTERLY ASSESSMENT Communication 6.3 a-c Reading, Word Analysis 6.4 a-b, e-f Nonfiction 6.6 b-g, i, k-l Writing 6.7 a-j 6.8 a-h
  • 10. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 4th Marking Period Content teams will select Unit 6A OR Unit 6B. Estimated Time Enduring Understandings Essential Questions Topics Standards Bringing the Past to Life – Unit 6 A 3 Weeks – Building Background Knowledge 3 Weeks – Novel Study 1 Weeks – Descriptive Writing 2 Weeks – Persuasive Writing Students will understand that… Historical fiction is a combination of research and creative writing. A text’s purpose and structure help a reader better understand its meaning. An author’s style impacts the reader. The way we respond to conflict reveals our character. Students will keep considering… How can historical facts enrich fiction? How is nonfiction unique, and how do I read nonfiction differently than fiction? How does an author’s style bring a story to life? How do individuals change as a result of conflict? How does comparing and contrasting texts add meaning and deepen understanding for the reader? PERFORMANCE ASSESSMENT: Debate, Novel Portfolio Reflection, self-evaluation of writing this year with a review of the goals set in the first quarter. Study of Historical Fiction with Related Nonfiction and Poetry Choices include: Bud, Not Buddy Fever 1793 Number the Stars See reading specialist for approval process for alternate titles. Nonfiction and Poetry (Tied to the theme of the novel – see Unit Activities folder for suggested pairings) Research Skills to Build Background Knowledge Internet Searches Internal Citations Elements of Fiction (characterization, setting, theme, with an emphasis on plot) Features of Nonfiction: text structures (boldface and/or italics type, type set in color, vocabulary, graphics or photographs, headings and subheadings) and organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem- solution, generalization or principle) Emphasize author’s craft (language patterns, sentence variety, use of imagery and figurative language) Communication 6.1 a-d 6.2 a-e Reading, Word Analysis 6.4 a, b, f Fiction 6.5 a-l Nonfiction 6.6 a-l Writing 6.7 a-j 6.8 a-h Research 6.9 a-e
  • 11. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards Use text-dependent question stems to generate questions for discussion and critical thinking. WRITING INSTRUCTION: Direct instruction on descriptive writing with examination of selected passages from the novel. Students will write descriptively. Select vocabulary and tone with awareness of audience and purpose. Direct instruction on persuasive writing. See unit plan for details. Identifying audience and purpose and selecting vocabulary and tone accordingly. Selecting vocabulary and information to enhance the central idea, tone, and voice Using appropriate transitions to clarify the relationship among ideas and concepts. Incorporating variety into sentences by expanding and embedding ideas by using modifiers, standard coordination, and subordination in complete sentences. GRAMMAR INSTRUCTION: Eliminate double negatives. Capitalize language classes or classes followed by a number, and mom and dad only when those titles replace names or are used as proper nouns. Use the apostrophe for contractions and possessives. Other grammar needs as indicated by the students’ writing. ROOTS INSTRUCTION: ROOT oct/a/o (eighth) bene (good, well) mal/e (bad, ill, wrong) phob/ia (fear) cent/i (hundred, hundredth)
  • 12. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards PREFIX non- dis- SUFFIX -cial -ent VOCABULARY INSTRUCTION: REV It Up! units 10-12 are required for 4 th quarter.
  • 13. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards Coming of Age – Unit 6 B 3 Weeks – Building Background Knowledge 3 Weeks – Novel Study 1 Weeks – Descriptive Writing 2 Weeks – Persuasive Writing Students will understand that… Families play an important role in shaping our values and beliefs. Bullies exist in life and individuals must find ways to overcome them. A text’s purpose and structure help a reader better understand its meaning. An author’s style impacts the reader. The way we respond to conflict revealsour character. Students will keep considering… How does family play a role in shaping our values and beliefs? What is the best way to respond to a bully? How is nonfiction unique, and how do I read nonfiction differently than fiction? How does an author’s style bring a story to life? How do individuals change as a result of conflict? How does comparing and contrasting texts add meaning and deepen understanding for the reader?’ PERFORMANCE ASSESSMENT: Novel Debate PERFORMANCE ASSESSMENT:Portfolio Reflection, self- evaluation of writing this year with a review of the goals set in the first quarter. Novel Study with Related Nonfiction and Poetry Choices include: Where the Red Fern Grows Loser Flush See reading specialist for approval process for alternate titles. Nonfiction and Poetry (Tied to the theme of the novel – see Unit Activities folder for suggested pairings) Research Skills to Build Background Knowledge Internet Searches Internal Citations Elements of Fiction (characterization, setting, theme, with an emphasis on plot) Features of Nonfiction: text structures (type, headings, graphics, etc.) and organizational patterns (chronological or sequential, comparison/contrast, cause and effect, problem-solution, generalization or principle) Emphasize author’s craft (language patterns, sentence variety, use of imagery and figurative language) Use text-dependent question stems to generate questions for discussion and critical thinking. WRITING INSTRUCTION: Direct instruction on descriptive writing with examination of selected passages from the novel. Students will write descriptively. Communication 6.1 a-d 6.2 a-e Reading, Word Analysis 6.4 a, b, f Fiction 6.5 a-l Nonfiction 6.6 a-l Writing 6.7 a-j 6.8 a-h Research 6.9 a-e
  • 14. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards Select vocabulary and tone with awareness of audience and purpose. Maintain consistent point of view. Direct instruction on persuasive writing. See unit plan for details. Select vocabulary and information to enhance the central idea, tone, and voice. Incorporate variety into sentences by expanding and embedding ideas by using modifiers, standard coordination, and subordination in complete sentences. Use appropriate transitions to clarify the relationship among ideas and concepts. Identify audience and purpose and select vocabulary and tone accordingly. GRAMMAR INSTRUCTION: Eliminate double negatives. Capitalize language classes or classes followed by a number, and mom and dad only when those titles replace names or are used as proper nouns. Use the apostrophe for contractions and possessives. Other grammar needs as indicated by the students’ writing. ROOTS INSTRUCTION: ROOT oct/a/o (eighth) bene (good, well) mal/e (bad, ill, wrong) phob/ia (fear) cent/i (hundred, hundredth) PREFIX non- dis- SUFFIX -cial -ent
  • 15. NNPS Curriculum Pacing Guide – English 6 Revised on: 9/5/2013 Estimated Time Enduring Understandings Essential Questions Topics Standards VOCABULARY INSTRUCTION: REV It Up! units 10-12 are required for 4 th quarter.

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