Greene County Public Schools Language Arts Grade Sixth Curriculum & Pacing Guide 2018-2019 Quarter 1 Time/ Dates SOL/ Strand Objective/Content/ Essential Questions/Cognitive Level Vertica l Alignme nt Vocabular y Cross- curricular Connections August 17- 19 (3 days) Reading SOL 6.4e The student will read and determine the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations b) Use roots, affixes, synonyms, antonyms to expand vocabulary c) Use context and sentence structure to 5 th Grade use reference materials. Thesaurus Glossary Guideword s History and Science vocabulary: reconstructio n, laws, slavery, inferring, observation, experiment
Transcript
Greene County Public Schools
Language Arts Grade Sixth Curriculum & Pacing Guide 2018-2019 Quarter 1Time/Dates SOL/Strand Objective/Content/
Essential Questions/Cognitive
Level
Vertical Alignment
Vocabulary Cross-curricular Connections
August 17-19(3 days)
ReadingSOL 6.4e
The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations
b) Use roots, affixes, synonyms, antonyms to expand vocabulary
c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
e) Use word-reference materials.
Essential Knowledge Recognize that many words have multiple meanings and that context and dictionaries are both
5th Grade use reference materials.
ThesaurusGlossaryGuidewords
History and Science vocabulary: reconstruction, laws, slavery, inferring, observation, experiment
supportive in determining which meaning is most appropriate
Cognitive Level: Remember, Analyze
August 22-September 2(10 days)
Reading SOL 6.5a
The student will read and demonstrate comprehension of a variety of fictional texts, narrative literacy nonfiction, and poetry.
a)Identify the elements of narrative structure,
including setting, character, plot, conflict, and
theme.
Essential Knowledge• Identify and define the elements of narrative literacy structure.• Understand that fiction includes a variety of genres, including short story, novel, and drama.• Understand that narrative literacy nonfiction includes biography, autobiography, and personal essay.• Understand setting as time and place.• Understand plot as: the development of the central conflict and resolution; the sequence of events in the story; and the
5th Grade discusses characters, setting, and important events and identifies themes.
GenreFictionNonfiction
narrative literacy
SettingCharacterPlotConflictTheme
Social Studies Read fiction or narrative literacy nonfiction on: Reconstruction: black codes/laws Westward Expansion: Nez Perce article, Chief Joseph speech
writer’s map for what happens, how it happens, to whom it happens, and when it happens• Understand that character traits are revealed by: what a character says; what a character thinks; what a character does; and how other characters respond to the character.
Cognitive level: Remember, Understand
Resources: Textbook: “Tuesday of the Other June,”“Eleven,” Jamestown series: Literary Forms, readworks article on bullying
August 22-September 2(10 days)
ReadingSOL 6.4a, b
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes,
Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.
Cognitive Level: Remember, Analyze
Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills, readworks.org
SOL 6.8hThe student will self- and peer-edit writing for correct grammar, capitalization,
5th Grade uses correct spelling of commonly
punctuation, spelling, sentence structure, paragraphing, and Standard English. h) Use correct spelling for frequently used words.
Essential Knowledge
used words.
Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.
Cognitive Level: Knowledge
September 6-September 13(6 days)
ReadingSOL 6.5d, b,g
The student will read and demonstrate comprehension of a variety of fictional texts, narrative literacy, and poetry.d) Differentiate between first and third person point-of-view.d, b,)Describe cause and effect relationships and their
impact on plot.g) Explain how character and plot development are used in a selection to support a central conflict or story line.i) compare/contrast details in literary and informational nonfictions texts.
c) Explain how an author uses character development to drive
5th Grade discusses characters, setting, and important events and identifies themes.
Cause and EffectPlot DevelopmentCentral Conflict
conflict and resolution.
Essential Knowledge• Analyze in detail how a key individual, even, or idea is introduced, illustrated, and elaborated in a text.• Describe how a fictional plot is often episodic, and how characters develop.
Cognitive level: Remember, Understand
Resources: Textbook: “Lob’s Girl,” other short story collections: “The Enchanted Raisin,” Jamestown series: Understanding Characters, readworks.org
September 6-13 (6 days)
WritingSOL 6.7a, b, c, d
The student will write narration, description, exposition, and persuasion. The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
a)Identify audience and purpose. Engage in writing as a recursive content.
b) Choose audience and
5th Grade introduced to prewriting strategies.
Cluster, WebPlanOutlineBulleted ListGraphic OrganizersPrewriting StrategiesOrganizeTopicAudiencePurposeCentral Idea
purpose.c) Use a variety of prewriting strategies including
graphic organizers to generate and organize ideas. c) d) Organize writing structure to fit mode or
topic.e) Write narratives to include characters, plot, setting, and point of view.d) f) Establish a central idea and organization incorporating evidence and maintaining an organized structure.
Essential Knowledge• Use prewriting strategies to select and narrow topics.• Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.• Write using strategies such as definition, classification, comparison/contrast, and cause/effect.• Use transitional words or
phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.• Establish and maintain a formal style of writing when appropriate.• Provide an appropriate conclusion for the purpose and mode of writing.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining
Focus: Narrative Writing
Cognitive Level: Apply, Analyze, Create
September 14-September 28 (11 days)
ReadingSOL 6.4d
ReadingSOL 6.5j
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. d)Identify and analyze figurative
The student will read and demonstrate comprehension of a variety of fictional texts, narrative literacy nonfiction, and poetry. j)Identify and analyze the author’s use of figurative
language.
Essential Knowledge• Recognize that figurative language enriches text.• Identify figurative language in text, including: simile (figures of speech that use the words like or as to make comparisons); hyperbole (intentionally exaggerated figures of speech); and metaphor (a comparison equating two or more unlike things without using “like” or “as.”• Understand that imagery and figurative language enrich texts.• Notice an author’s craft, including use of:language patterns; sentence variety;
alliteration
vocabulary; imagery; and figurative language.• Recognize and author’s use of simile, hyperbole, and metaphor.• Recognize an author’s choice of words and images.• recognize and author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone.
recognize an author’s theme(s).• recognize an author’s tone including serious, humorous, objective, and personal.• Use strategies for summarizing, such as graphic organizers.• Recognize poetic forms, including: haiku, limerick, ballad, and free verse.• Recognize poetic elements in prose and poetry, including: rhyme, rhythm, repetition, alliteration, and onomatopoeia.•
Cognitive Level: Remember , Analyze
Resources: textbook, short story collections, poetry collections, Jamestown series: Literary Forms, readworks.org, brainpop
September 14-September 28 (11 days)
ReadingSOL 6.4a, b
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes,
synonyms, and antonyms to expand vocabulary.
Focus: un-
Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known
Resources: The Learning Works: Prefixes & Suffixes, Word Trek/Words Their Way, Wordskills, readworks.org, brainpop
September 14-September 28 (11 days)
WritingSOL 6.8h
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
h)Use correct spelling for frequently used words.h) Use subordinating and coordinating conjunctions
Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.
Cognitive Level: Knowledge
5th Grade uses correct spelling of commonly used words.
September 14-September 28 (11 days)
WritingSOL 6.8fe
WritingSOL 6.7i
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
e) f)Use quotation marks with dialogue.
The student will write narration, description, exposition, and persuasion.i) l)Revise writing sentences for clarity of content including specific vocabulary and information.
Essential Knowledge• Punctuate and format dialogue.• Correctly use quotation marks in dialogue.• Revise drafts for improvement, using teacher assistance peer collaboration, and growing independence.• Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.• Use complete sentences with appropriate punctuation.• Capitalize language classes or classes followed by a number.• Capitalize mom and dad only when those title replace names or
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
b) a)Use subject-verb agreement with intervening phrases and clauses.d) c) Maintain consistent verb tense across paragraphs.d) Eliminate double-negatives
Essential Knowledge• Use singular verbs with singular subjects and plural verbs with plural subjects.• Maintain a consistent verb tense within sentences and throughout and across paragraphs.
Cognitive level: Apply
Resources: Daily Edits, textbook, reading SOL 6.5j and 6.4d is used to address reading during
5th Grade learns subject verb agreement and past and present verb tenses.
SubjectVerbIntervenePhraseClauseConsistentTense
editing., readworks.org
September 29--October 11(9 days)
ReadingSOL 6.4c
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
Essential Knowledge• Use context as a clue to the meaning.• Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.• Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast.
Cognitive Level: Remember, Analyze
Resources: Wordskills
5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words.
Definition and RestatementExampleComparisonContrastCause and EffectInference from GeneralContext
Social Studies: Relate to prohibition and the roaring 20’s.
September 29--October 11(9 days)
WritingSOL 6.7j
j)Use computer technology to plan, draft, revise, edit, and publish writing.
No tech SOL?
5th Grade uses technology as a tool to research,
organize, evaluate, andcommunicate information.
NarrationDescriptionExpositionPersuasionPlan
September 29--October 11(9 days)
SOL 6.6lk l) k)Use reading strategies to monitor comprehension
throughout the reading process.
Essential Knowledge Use specific and helpful clues in the context, including definitions (which define words within the text); signal words (which alert readers that explanations or examples follow); direct explanations (which explain terms as they are introduced); synonyms (which provide a more commonly used term); antonyms (which contrast words with their opposites; and inferences(which imply meaning and help readers deduce meaning).
Cognitive Level: Apply
Resource: textbook, Wordskills
October 12-14 (3 days)End of first 9 weeks.
CommunicationSOL 6.1a
CommunicationSOL 6.2d, e
The student will participate in and contribute to small-group activities. Use effective oral communication skills in a variety of settings. a)Listen actively and speak using appropriate discussions, rules, with awareness of verbal and non verbal cues.b) Participate as a facilitator and a contributor in a group.
The student will create multimodal presentations that effectively communicate ideas.a) Use effective verbal and
nonverbal communication skills to deliver multimodal presentations.
b) Use language and vocabulary appropriate to audience, topic, and purpose.
c) Give collaborative and individual formal and informal interactive presentations.
d)Paraphrase and summarize key ideas of a presentation.
5th Grade participate as contributors to discussions.
Leader and contributor
Essential Knowledge• Interact as both group leader and member.• Use strategies that contribute to the discussion.• Pose and respond to questions.• Relate and retell information.• Restate briefly and critically the main idea(s) or theme(s) discussed within a group.• Use active listening to focus on what is said and what is implied.• Summarize what is heard.• Retain and rethink ideas based on what is heard.• Infer and assimilate new ideas.• Paraphrase by putting into their own words what has been said by others.• Paraphrase and summarize by restating the main points more succinctly than the original presentation.• Paraphrase or summarize what others have said.
Cognitive Level: Understand, Apply
Beginning of second nine weeks
ReadingSOL 6.6g
ReadingSOL 6.6h
The student will read and demonstrate comprehension of a variety of nonfiction texts. g)Identify main idea.
The student will read and demonstrate comprehension of a variety of nonfiction texts. h)Summarize supporting details.
Essential Knowledge• Read beyond the printed text to understand the message stated or implied by an author.• Determine a central idea of a text and recognize how details support that idea.
*Common Assessments: MAP, Writing Prompt, Elements of Fiction Quiz, Main Idea Quiz, Characterization Project, Miscellaneous Exit Tickets
*Common Unit Plans: Elements of Fiction
Greene County Public SchoolsLanguage Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 2
Time/Dates SOL/Strand Objective/Content/Essential
Questions/CognitiveLevel
Vertical Alignment
Vocabulary Cross-curricular Connections
October 17Beginning of second nine weeksOctober 17-October 21(5 days)
ReadingSOL 6.6g
ReadingSOL 6.6h
The student will read and demonstrate comprehension of a variety of nonfiction texts. g)Identify main idea.
The student will read and demonstrate comprehension of a variety of nonfiction texts. h)Summarize supporting details.
Essential Knowledge• Read beyond the printed text to understand the message stated or implied by an author.• Determine a central idea of a text and recognize how details support that idea.
Cognitive Level: Remember, Understand, Apply
5th Grade identifies main idea
Main IdeaSupporting details
Social Studies: Harlem Renaissance Book on tape. Narrated by Puff Daddy. Discuss Main idea and supporting details.
Langston Hughes: Poetry discussing Main Idea: I Sing America Too
Resources: Jamestown series: Identifying Main Idea, textbook: Ameila Earhart excerpt
October 24-26 (3 days)
ReadingSOL 6.6i j
The student will read and demonstrate comprehension of a variety of nonfiction texts. i) Compare and contrast information about one topic,
which may be contained in different selections.j) Analyze ideas within and between selections providing textual evidence.
Essential Knowledge• Use graphic organizers to show similarities and differences in the information found in several sources about the same topic.• Compare and contrast similar information across several texts.• Recognize an author’s tone including serious, humorous, objective, and personal.
ScienceRead nonfiction and fiction on: Kinetic/PotentialEnergy andWeathering & Erosion
Social Studies Read nonfiction and fiction on: ProgressiveMovement, TeddyRoosevelt, WWI,1920s, GreatDepression
textbooks, newspaper, magazines, online publications, textbook: Lost Worlds: Tutankhamen excerpt, The First Emperor excerpt
October 27-November 4(7 days)
ReadingSOL 6.5k
ReadingSOL 6.6j
The student will read and demonstrate comprehension of a variety of fictional texts, narrative literacy nonfiction, and poetry.j) Identify transitional words and phrases that signal an author’s organizational pattern.
The student will read and demonstrate comprehension of a variety of nonfiction texts. j)Identify the author’s organizational pattern.
Essential Knowledge Identify how transitional words signal an author’s organization such as words indicating time, cause and effect, or indicating more information.
5th Grade identifies structural patterns found in nonfiction, and identifies cause and effect relationships following transition words signaling a pattern.
ChronologicalCompare/ContrastCause/EffectFact/OpinionProblem/SolutionOrder of ImportanceSpatialConcept DefinitionTransition
• Recognize an author’s patterns or organization.• Identify common patterns of organizing text
including: chronological or sequential; comparison/contrast; cause and effect; problem-solution; and generalization or principle.
Cognitive Level: Remember, Analyze
Resources: textbook: “President Cleveland, Where Are You?” “The Jacket,” Jamestown series:Understanding Organization, Wordskills
November 9-15 (5 days)
WritingSOL 6.7a, b, c, d, e
The student will write narration, description, exposition, and persuasion. The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
a)Identify audience and purpose. Engage in writing as a recursive content.
b) Choose audience and purpose.c) Use a variety of prewriting
strategies including graphic organizers to
generate and organize ideas. c) d) Organize writing structure to fit mode or topic.e) Write narratives to include characters, plot, setting, and point of view.d) f) Establish a central idea and organization incorporating evidence and maintaining an organized structure.
e)Compose a topic sentence or thesis statement if appropriate.
Essential Knowledge• Use prewriting strategies to select and narrow topics.• Compose with attention to: central idea; unity; elaboration; and organization.• Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.• Write using strategies such as definition,
classification, comparison/contrast, and cause/effect.• Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels
of importance; suggest a pattern of organization; and make sentences clearer.• Establish and maintain a formal style of writing when appropriate.• Provide an appropriate conclusion for the purpose and mode of writing.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.• Write an effective thesis statement focusing, limiting,
or narrowing the topic.• Differentiate between a thesis statement and a topic sentence.
Focus: Compare and Contrast/Prewriting, Writing
Cognitive Level: Understand, Evaluate,
Optional Resources: Readworks.org article: Compare and contrast wearing school uniforms and not using school uniforms. Write persuasion paragraph(s).
November 9-
ReadingSOL 6.4a,
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates,
• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or
ance, -ess, -ive/-ative/tive
Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.
Cognitive Level: Remember, Analyze
Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills
November 9-18 (8 days)
WritingSOL 6.8h g
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
h) g) Use correct spelling for frequently used words.
Essential Knowledge Proofread and edit drafts with teacher assistance,
5th Grade uses correct spelling of commonly used words.
peer collaboration, and growing independence.
Cognitive Level: Knowledge
November 17-December 1 (8 days)
WritingSOL 6.7h, ki
The student will write narration, description, exposition, and persuasion.h) kExpand and embed ideas by using modifiers, standard coordination, and subordination in
complete sentences. i)Revise sentences for clarity of content including
specific vocabulary and information.i) Use transition words and phrases.
Essential Knowledge• Revise drafts for improvement, using teacher assistance, peer collaboration, and growing independence.• Write using descriptive details.• Elaborate to: give detail; add depth; and continue the flow of an idea.
5th Grade writes multiparagraph compositions, use precise and descriptive vocabulary, and include supporting details that elaborate the main ideas.
5th Grade revises for clarity of content using specific vocabulary and information.
ToneVoiceElaborationClarity
• Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions); and subordination (establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions).• Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.• Avoid comma splices and fused sentences.• Avoid using coordinating conjunctions at the beginning of a sentence.
Focus: Revision
Cognitive Level: Understand, Evaluate,
Create
November 17-December 1 (8 days)
ReadingSOL 6.4a, b
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand
vocabulary.
Focus: pre-
Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.
Separate and recombine known word parts to predict the meaning of unfamiliar words.
Cognitive Level: Remember, Analyze
Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words.
Definition and RestatementExampleComparisonContrastCause and EffectInference from GeneralContext
Essential Knowledge• Use context as a clue to the meaning.• Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast.
Cognitive Level: Remember, Analyze
Resources: Wordskills
November 17--28(5 days)
WritingSOL 6.8hg
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
h) g)Use correct spelling for frequently used words.
Essential Knowledge Proofread and edit drafts with teacher assistance,
5th Grade uses correct spelling of commonly used words.
peer collaboration, and growing independence.
Cognitive Level: Knowledge
November 29--November 30 (2 days)
WritingSOL 6.8d, e, f
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
E d) Eliminate double negatives.f) Choose adverbs to describe verbs, adjectives, and other adverbs.
Essential Knowledge Eliminate double negatives.
Focus: Daily Edits
Cognitive Level: Remember
Resources: textbook
5th Grade introduced to use quotation marks with dialogue and elimination of double negatives.
Negative
November 29--December 2 (4 days)
CommunicationSOL 6.2a
ReadingSOL 6.6f h
The student will create multimodal presentations that effectively communicate ideas.
a) Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
The student will read and demonstrate comprehension of a variety of nonfiction texts.F h) Differentiate between fact and opinion.
Essential Knowledge
5th Grade introduced to differentiating between fact and opinion.
FactOpinionDistinguishDifferentiateExpress
Social Studies: 50 states research project on a single state: included geography, culture, history
Science: Animal: habitat, prey/predator, look
• Recognize that facts can be verified and that opinions cannot.• Take notes to record facts/opinions or differing viewpoints.• Recognize that a fact is something that can be proven, while an opinion is a personal feeling.• Summarize the text without providing a
personal opinion.
Cognitive Level: Analyze
Resources: “The Roswell Incident,” “The MolassesFlood”
December 2-22 (15 days)
ResearchSOL 6.9a, b, c,d, e
The student will find, evaluate, and select appropriate resources for to create a research product.a) New contenta) b) Collect and organize information from multiple sources including online, print, and media. b) c)Evaluate and analyze the validity and credibility of sources authenticity of texts.c )Use technology as a tool to research, organize,
evaluate, and communicate. d)Cite primary and secondary sources. e)Define the meaning and consequences of
plagiarism Avoid plagiarism by using own words and follow ethical and legal guidelines for
5th Grade collects information from multiple resources including online, print and media.
5th Grade uses technology as a tool to research, organize, evaluate, and communicate.
5th Grade gives credit to sources used in research.
Essential Knowledge• Understand that a primary source is an original document or a firsthand or eyewitness account or an event.• Understand that a secondary source discuss information originally presented somewhere else. Secondary sources provide analysis, interpretation, or evaluation of the original information.• Understand and use the online, print, and media references available in the classroom, school, and public libraries, including: general and specialized dictionaries; thesauruses and glossaries; general and specialized encyclopedias; directories; general and specialized databases; and Internet resources, as appropriate for school use.
5th Grade defines the meaning and consequences of plagiarism.
• Evaluate the validity and authenticity of texts, using questions, such as: Does the source appear in a
reputable publication? Is the source free from bias? Does the writer have something to gain from his opinion? Does the information contain facts for support? Is the same information found in more than one source?• Prevent plagiarism and its consequences by giving credit to authors when idea and/or words are used in research.• Differentiate between a primary and secondary source.• Provide a list of sources using a standard form for documenting primary and secondary sources.
Decembe WritiThe student will write narration, description, exposition, and
5th Grade writes multi-paragraph
r 2-22 (15 days)
ngSOL 6.7f, g, h, i
persuasion. The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
f) Write multi-paragraph compositions with
elaboration and unity. g) Select vocabulary and information to enhance the
central idea, tone, and voice. h) Expand and embed ideas by using modifiers,
standard coordination, and subordination in
complete sentences. i) l)Revise writing sentences for clarity of content including
specific vocabulary and information.
Essential Knowledge• Use prewriting strategies to select and narrow topics.• Compose with attention to: central idea; unity; elaboration; and organization.• Revise drafts for improvement, using teacher assistance, peer collaboration, and growing
compositions, use precise and descriptive vocabulary, and include supporting details that elaborate the main ideas.
5th Grade revises for clarity of content using specific vocabulary and information.
independence.• Write using descriptive details.• Elaborate to: give detail; add depth; and continue the flow of an idea.
• Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions); and subordination (establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions).• Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Elaborate writing to
continue the flow from idea to idea without interruption• Use appropriate transitions to clarify the relationships among ideas and concepts.• Select vocabulary and tone with awareness of audience and purpose.• Write more than one paragraph on any central theme or topic demonstrating elaboration, coherence, and unity.
Focus: Write short research piece.
Cognitive Level: Understand, Evaluate, Create
December 2-22 (15 days)
CommunicationSOL 6.1a, b, c, d
The student will participate in and contribute to small-group activities. Use effective oral communication skills in a variety of settings. a)Listen actively and speak using appropriate discussions, rules, with awareness of verbal and non verbal cues.b) Participate as a facilitator and a contributor in a group.
5th participate as contributors to discussions.
LeaderCommunication
ReadingSOL 6.4f
c) Participate in collaborative discussions with partners building on others’ ideas. d) Ask questions to clarify the speaker's purpose and perspective.e) Summarize the main points a speaker makes.f) Summarize and evaluate group activities.g)Analyze the effectiveness of participant
interactions.h) Evaluate own contributions to discussionsi) Demonstrate the ability to collaborate with diverse teamsj) Work respectfully with others and show value for individual contributions
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. f)Extend general and specialized vocabulary
through speaking, listening, reading, and writing.
Essential Knowledge• Ensure that all group members participate in
5th Grade develops vocabulary by listening to and reading a variety of texts.
exchange of information.• Use verbal and nonverbal feedback from the audience to evaluate their own contributions. Process and verbalize the content and impact of each participant’s contribution to a discussion.• Interact as both group leader and member.• Use strategies that contribute to the discussion.• Restate briefly and critically the main idea(s) or theme(s) discussed within a group.• Use active listening to focus on what is said and what is implied.• Summarize what is heard.• Use a checklist and /or rubric to evaluate the participation of self and others.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.
Focus: Present short research piece.
Cognitive Level: Understand, Apply, Analyze,
Evaluate
*Common Assessments: Author’s Organizational Pattern Quiz, Characteristics of Non-Fiction Quiz, Supporting Details Assessment, Language Arts Benchmark, Writing Prompt
*Common Unit Plans:
Greene County Public Schools
Language Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 3
The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.ce)Describe how word choice and imagery contribute to the meaning of a text.j)Identify and analyze the author’s use of figurative
5th Grade describes how author’s choice of vocabulary contributes to the author’s style.
ScienceRead nonfiction and fiction on:Ocean Currents & Climate,Pollution,Atmosphere, Weather,Solar System
language.
Focus: Poetry, review prefixes and suffixes previously taught
Essential Knowledge• recognize and author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone.
recognize an author’s theme(s).• recognize an author’s tone including serious, humorous, objective, and personal.• Use strategies for summarizing, such as graphic organizers.• Recognize poetic forms, including: haiku, limerick, ballad, and free verse.• Recognize poetic elements in prose and poetry, including: rhyme, rhythm, repetition, alliteration, and onomatopoeia.
Cognitive Level: Remember, Analyze
Resources:● Textbook: “Ode to My
figurative language.
Social Studies Read nonfiction and fiction on: GreatDepression, WWII,Cold War
Library”● Read works.org:
weather air patterns.● Out of the Dust by
Karen Hesse● library of congress for
pictures and primary sources.
● Flo-vocabulary
January 10-23(9 days)
WritingSOL 6.8bc
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.c) b)Use pronoun-antecedent agreement to include indefinite pronouns.
Essential Knowledge
5th Grade can identify pronouns.
PronounIndefiniteAntecedent
• Differentiate between subjects and objects when choosing pronouns.• Understand that pronouns need to have recognizable antecedents that agree in number and gender.• Use first person pronouns appropriately in compound subjects and
objects.• Recognize and correct vague pronouns.• Correctly use the apostrophe for contractions and possessives.
Focus: Daily Edits
Cognitive Level: Knowledge
January 10-23(9 days)
ReadingSOL 6.4a, b
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand
vocabulary.
Focus: post-
Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.
• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.
Cognitive Level: Remember, Analyze
Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
h) g) Use correct spelling for frequently used words.
5th Grade uses correct spelling of commonly used words.
Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.
Cognitive Level: Knowledge
January 10-23 (9 days)
WritingSOL 6.8gf
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
g) f) Choose adverbs to describe verbs, adjectives, and other adverbs.
Essential Knowledge Choose adjectives and adverbs appropriately
Cognitive Level: Knowledge, Apply
5th Grade uses adjective and adverb comparisons.
AdverbsVerbsAdjectives
January 24-30(5 days)
WritingSOL 6.7a, b, c, d, g
The student will write narration, description, exposition, and persuasion. The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with
MLK I have a Dream book.MLK speech videoPrompt: Pretend you were alive the day of the MLK Jr. speech.
an emphasis on narrative and reflective writing.
a) Identify audience and purpose. Engage in writing as a recursive content.
b) Choose audience and purpose.c) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.Organize writing structure to fit mode or topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice.
Essential Knowledge• Use prewriting strategies to select and narrow topics.• Compose with attention to: central idea; unity; elaboration; and organization.• Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and
Tell the story through a poem of that day through your eyes. What did you do? how did you feel? how did people act? what were others saying? what were you thinking?
well-structured event sequences when writing narratives.
• Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Use appropriate transitions to clarify the relationships among ideas and concepts.• Select vocabulary and tone with awareness of audience and purpose.
Focus: Poetry
Cognitive Level: Understand, Evaluate, Create
January 31--February 6(5 days)
ReadingSOL 6.4a, b
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations.
b)Use roots, cognates, affixes, synonyms, and antonyms to expand
vocabulary.
Focus: -able
Essential Knowledge Use word structure to analyze and show relationships among words.
• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.
Cognitive Level: Remember, Analyze
Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills
ance, -ess, -ive/-ative/tive
January 31--February 6(5 days)
WritingSOL 6.8h, g
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation,
5th Grade uses correct spelling of commonly used
spelling, sentence structure, paragraphing, and Standard English.
g) Use correct spelling for frequently used words.Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.
Cognitive Level: Knowledge
words.
February 7-13(5 days)
ReadingSOL 6.6a
The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Skim materials using text features such as type, headings, and graphics to predict and categorize information.
Essential Knowledge Pose questions prior to and during the reading process based on text structures, such as: boldface and/or italics type; type set in color; vocabulary; graphics or photographs; and headings and subheadings.
Cognitive Level: Remember, Understand, Apply
5th Grade identifies text features: title, heading, pictures
Social Studies/Science Students will create a product applying social studies or science knowledge by utilizing text structures learned.
Resources: magazines, other content area textbooks
February 14--27(7 days)
Reading SOL 6.4c The student will read and
learn the meanings of unfamiliar words and phrases within authentic texts. c)Use context and sentence structure to determine meanings and differentiate among multiple
meanings of words.
Essential Knowledge• Use context as a clue to the meaning.• Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.• Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast.
Cognitive Level: Remember, Analyze
Resources: Wordskills
5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words.
Definition and RestatementExampleComparisonContrastCause and EffectInference from GeneralContext
February 28--March 10(9 days)
Writing SOL 6.7a, b, c, d, g
CommunicationSOL 6.2eSOL 6.3c
The student will write narration, description, exposition, and persuasion. The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
a)Identify audience and purpose. Engage in writing as a recursive content.
b) Choose audience and purpose.c) Use a variety of prewriting strategies including
graphic organizers to generate and organize ideas. c) d) Organize writing structure to fit mode or topic.e) Write narratives to include characters, plot, setting, and point of view.d) f) Establish a central idea and organization incorporating evidence and maintaining an organized structure.
g)Select vocabulary and information to enhance the central idea, tone, and voice.
The student will create multimodal presentations that effectively communicate
ideas.e) Use language and vocabulary appropriate to audience, topic, and purpose.
The student will determine the purpose of mediate messages and examine how they are constructed.a) Compare and contrast
techniques used in a variety of media messages.
b) Identify the characteristics and effectiveness of a variety of media messages.
c) Interpret information presented in diverse media formats and explain how it contributes to the topic
d) Craft and publish audience-specific media messages.
Essential KnowledgeUse prewriting strategies to select and narrow topics.
• Compose with attention to: central idea; unity; elaboration; and organization.• Develop real or imagined
experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Use appropriate transitions to clarify the relationships among ideas and concepts.• Select vocabulary and tone with awareness of audience and purpose.• Plan and deliver an oral presentation, using the following steps: determine topic and purpose; identify the intended audience; gather information; organize the information; use multimedia to clarify presentation information; choose vocabulary appropriate to
topic, purpose, and audience; phrase with grammatically correct language; and practice delivery.• Understand the effectiveness of any media message is determined by the results on the intended audience.• Recognize production elements in media are composed based on audience and purpose.• Create media messages, such as public service announcements aimed at a variety of audiences with different purposes.
Resources:● DOE anchor papers,● textbook● readworks.org: school
uniforms
*Common Assessments: Language Arts Benchmark, Elements of Poetry Test, Figurative Language Quiz, Poetry Writing
*Common Unit Plans:
Greene County Public SchoolsLanguage Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 4
Time/Dates SOL/
StrandObjective/Content/Essential
Questions/CognitiveLevel
Vertical Alignment
Vocabulary Cross-curricular Connections
March 13-24(10 days)
ReadingSOL 6.5f
ReadingSOL 6.6e
The student will read and demonstrate comprehension of a variety of nonfiction texts.
f)Use information in the text to Using the text for support draw conclusions and make inferences.
The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
e)Draw conclusions and make
5th Grade introduced to drawing conclusions and making inferences from text.
DemonstrateInferencesDraw ConclusionsExplicit InformationImplied Information
ScienceRead nonfiction andfiction on SolarSystem
Social Studies Read nonfiction and fiction on: Cold War,Civil RightsMovements
inferences based on explicit and implied information.
Essential Knowledge• Understand that character traits are revealed by: what a character says; what a character thinks; what a character does; and how other characters respond to the character.• Analyze how a text makes connections among and distinctions between individuals, ideas, or events.• Use graphic organizers to record clues in the text and inferences or conclusions made by the reader as a result of those clues.• Pose questions prior to and during the reading process based on text structures , such as: boldface and/or italics type; type set in color; vocabulary; graphics or photographs; and headings and subheadings.• Give evidence from the text to support conclusions.• Comprehend and record details and/or facts in order to arrive at a conclusion, inference, or generalization.
Cognitive Level: Evaluate
Resources: Jamestown series: Making Inferences,
Drawing Conclusions
March 13-24(10 days)
ReadingSOL 6.4a, b The student will read and learn
the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes,
synonyms, and antonyms to expand vocabulary.
Focus: -less
Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.
The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c)Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
Essential Knowledge• Use context as a clue to the meaning.• Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.• Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast.
Cognitive Level: Remember, Analyze
5th Grade uses correct spelling of commonly used words.
5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words.
Resources: Wordskills
April 10--21(10 days)
Writing 6.8h, g
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
g)Use correct spelling for frequently used words.Essential Knowledge• Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.• Use first person pronouns appropriately in compound subjects and objects.• Recognize and correct vague pronouns.
Cognitive Level: Knowledge
5th Grade uses correct spelling of commonly used words.
• Use common, grade-appropriate Greek and Latin 5th Grade
affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.
Cognitive Level: Remember, Analyze
Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills
The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
a) b) use subject-verb agreement with intervening phrases and clauses
Essential Knowledge use singular verbs with singular subjects and plural verbs with plural subjects
5th Grade uses correct spelling of commonly used words.
Cognitive Level: Knowledge
April 24-May 5
(10 days)
May 8-26(15 days)
ReadingSOL 6.5ce
WritingSOL 6.7g
The student will read and demonstrate comprehension of a variety of fictional texts, narrative literacynonfiction, and poetry.
c)e)Describe how word choice and imagery contribute to the meaning of a text.
Essential Knowledge• Recognize an author’s choice or words and images.• Describe how the author uses keywords and images to craft a message and create characters.• Understand that imagery and figurative language enrich texts.
The student will write narration, description, exposition, and persuasion.
a)Identify audience and purpose.b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or
5th Grade describes how author’s choice of vocabulary contributes to the author’s style.
topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice.h)Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.i)Revise sentences for clarity of content including specific vocabulary and information.
Essential Knowledge● Use prewriting strategies to
select and narrow topics.• Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.• Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.• Identify audience and purpose for any piece of writing.
• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining• Select vocabulary and tone with awareness of audience and purpose• Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using• Recognize an author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone.• Compose with attention to: central idea; unity; elaboration; and organization.• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.• Write using descriptive details.
• Elaborate to: give detail; add depth; and continue the flow of an idea.
*Common Assessments: English SOL, MAP, Writing Prompt, Culminating Project
*Common Unit Plans:
6.2 b) Use language and vocabulary appropriate to audience, topic, and purpose.6.5 k) Use reading strategies to monitor comprehensions throughout the reading process.
